Start with playing: adding percussive layers to build to texture in our songs
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Why this why now
In this unit, we continue to see the importance of developing and internalising a secure sense of pulse for successful music-making. Pupils combine their knowledge of pulse, beat, and rhythm to create rhythmic layers under songs. We build on pupils' previous experience of singing with a simple rhythmic ostinato as the second part, moving these additional layers onto untuned percussion. Pupils rehearse each layer of the piece separately, developing their understanding of how to practise and rehearse effectively for future ensemble units.
Prior knowledge requirements
- Pupils have developed a sense of internal pulse and can maintain this when moving in time to the music.
- Pupils have an understanding of rhythm and can echo clap simple rhythms.
- Pupils can sing age-appropriate songs as part of a group with secure intonation.
- Pupils can change an aspect of their performance for effect, notably dynamics or tempo.
- Pupils have experienced a two-layer texture through performing a rhythmic ostinato alongside song.
- Pupils have been introduced to classroom routines that support positive, purposeful use of percussion instruments in a lesson.
- Pupils can name and play a range of untuned percussion with accuracy.
Threads
Why this why now
In this unit, we continue to see the importance of developing and internalising a secure sense of pulse for successful music-making. Pupils combine their knowledge of pulse, beat, and rhythm to create rhythmic layers under songs. We build on pupils' previous experience of singing with a simple rhythmic ostinato as the second part, moving these additional layers onto untuned percussion. Pupils rehearse each layer of the piece separately, developing their understanding of how to practise and rehearse effectively for future ensemble units.
Prior knowledge requirements
- Pupils have developed a sense of internal pulse and can maintain this when moving in time to the music.
- Pupils have an understanding of rhythm and can echo clap simple rhythms.
- Pupils can sing age-appropriate songs as part of a group with secure intonation.
- Pupils can change an aspect of their performance for effect, notably dynamics or tempo.
- Pupils have experienced a two-layer texture through performing a rhythmic ostinato alongside song.
- Pupils have been introduced to classroom routines that support positive, purposeful use of percussion instruments in a lesson.
- Pupils can name and play a range of untuned percussion with accuracy.
Start with playing: adding percussive layers to build to texture in our songs
In this unit, pupils explore texture by adding untuned percussion layers to songs and chants. Using repeated rhythms, pupils will develop their sense of pulse and accuracy of rhythm. They will identify rhythmic ostinati in listening examples and begin to describe texture.
6 lessons in unit
slide decks, worksheet PDFs, quizzes and lesson overviews. You can select individual lessons from the Start with playing: adding percussive layers to build to texture in our songs unit and download the resources you need, or download the entire unit now. See every unit listed in our primary music curriculum and discover more of our teaching resources for primary music programmes.