Compose and create: high and low melodic responses
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Why this why now
This unit introduces the pupils to the concept of pitch (high and low, so and mi) through the call and response structure they know well. Building on earlier rhythmic composition work, pupils use their understanding of syllables and known fruit names to build four beat rhythms. Stick notation is introduced to represent the rhythms Ta and Ta-di which the pupils experienced in earlier compositions. This is a precursor for understanding staff notation. The two pitches (so, mi) are shown as higher and lower which is a building block for understanding how pitch can be notated.
Prior knowledge requirements
- Pupils understand the structure of call and response songs and games.
- Pupils understand that feeling the pulse keeps us in time when playing and singing together.
- Pupils have had some experience of chanting and clapping rhythms in time.
- Pupils have experienced creating and clapping their own simple rhythms.
- Pupils have sung high-low songs (so, mi).
Threads
Why this why now
This unit introduces the pupils to the concept of pitch (high and low, so and mi) through the call and response structure they know well. Building on earlier rhythmic composition work, pupils use their understanding of syllables and known fruit names to build four beat rhythms. Stick notation is introduced to represent the rhythms Ta and Ta-di which the pupils experienced in earlier compositions. This is a precursor for understanding staff notation. The two pitches (so, mi) are shown as higher and lower which is a building block for understanding how pitch can be notated.
Prior knowledge requirements
- Pupils understand the structure of call and response songs and games.
- Pupils understand that feeling the pulse keeps us in time when playing and singing together.
- Pupils have had some experience of chanting and clapping rhythms in time.
- Pupils have experienced creating and clapping their own simple rhythms.
- Pupils have sung high-low songs (so, mi).
Compose and create: high and low melodic responses
This unit uses a simple call and response song and a theming around fruit to inspire short compositions. Pupils learn two rhythms (Ta and Ta-di) and two notes (so and mi) and combine these to create fruit-inspired compositions which they perform as part of the call and response song.
6 lessons in unit
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