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Hi, everybody.

Welcome back to our compose and create unit: high and low melodic responses.

Today's lesson is called "Composing a Four Beat Rhythm," which is really exciting because we get to make our own rhythms and then play them.

So let's go.

By the end of today's lesson, you will have composed a four beat rhythm using ta and ta-di, and you'll have played it along to a steady pulse.

So let's begin by looking at today's keywords.

We first have rhythm.

Rhythm is the patterns of the sounds that we play and sing.

Beat, the playing or showing of the steady pulse, like the ticking of a clock.

Chant, speaking in time to a pulse.

And compose, to compose is to create music.

By now, I'm sure you'll be telling me how important it is to warm up our voices and our bodies before each music lesson.

We need to make sure all the muscles, even these tiny muscles in our throat, are warm and ready to move and sing.

We want to keep our voices strong and healthy.

And to do that, we're now all going to join in with this set of warmups.

Here they come.

Let's begin by warming up our bodies because we know how important it is to warm up before we start making music and singing.

We'll begin with a stretch, arms high into the air, onto our tiptoes.

Hold onto a monkey bar and we are going to not let go of that monkey bar, but we are going to lower our heels to the ground.

So we're going to get taller.

Lowering to the count of four.

Here we go, one, two, three, four.

Gosh, you're all super tall.

Drop your fingers and your wrists and your elbows and your shoulders.

Relax your knees and go (instructor babbling).

(kids babbling) Very good.

Let's do that one more time.

Stretch up onto your tiptoes.

Hold onto the monkey bar, lowering our heels to a count of four, going one, two, three, four.

Gosh, you're so tall.

Now, drop your fingers and your wrists and your elbows and your shoulders.

Relax your knees and (instructor babbling).

(kids babbling) Very good.

Now let's take up as much space as we can.

Make a really, really big space, huge shapes, and we are going to shrink down into a titsy, tiny shape.

Tiny, tiny, tiny, tiny, tiny, like a little seed.

And we're now going to grow back to a big shape.

Are you ready? One, two, three, go.

Grow, grow, grow, grow, grow, grow and relax.

Feet slightly apart.

Arms by our sides.

Let's focus on our bodies now.

Wiggle your nose and your knees, fingers, toes, bottoms, ears, back to nose (instructor humming) and fingers and toes together.

And relax.

Really well done.

Time to get out our imaginary plasticine.

Mine is kept behind my ear.

Take yours and squidge it into a ball and make a nice shape.

Let's make a body with two legs, arms, a head, some lovely hair, and a smiley face.

And let's give our character a name.

What should we call them? Bob, right.

Now, Bob works in the city and lives on the 38th floor of a high rise flat.

And Bob likes to sing when he finishes work and walks home.

Join in with me and Bob.

♪ do, do, do, do, do, do, do, do ♪ ♪ Do, do, do, do ♪ And when he arrives, he needs to call the lift.

Lift! And the lift arrives and the doors open.

(instructor imitating whooshing sound) And he steps in, reaches up to the 38th button.

Ding.

And copy me and Bob as he goes up in the lift.

Ready to join in? Ooh.

Ding.

(instructor imitating whooshing sound) And the doors open.

Out steps Bob.

Oh no, someone's left a window open and a huge gust of wind blows plasticine Bob out of the window and he goes, "Ah.

Joining in.

Ah.

Splat.

(instructor gasping) Let's make him again.

One more time.

Squidge, make a body, two legs, arms, head, beautiful hair, smiley face.

And let's give it another name.

Who should we have this time? Sue.

Good.

Right, now, Sue works in the city, but she lives over there on the 39th floor of a high-rise flat.

Friends with Bob and she likes to sing as she walks home from work.

Join in with Sue, here she goes.

♪ Do, do, do, do ♪ ♪ Do, do, do, do ♪ ♪ Do, do, do, do ♪ And she's gonna have to call the lift.

Lift.

And the lift arrives.

(instructor imitating whooshing sound) And she steps into the lift and reaches even higher, up to the 39th button.

Ding.

And join in as Sue goes up in the lift.

Here she goes.

Ooh.

Ding.

(instructor imitating whooshing sound) Doors open and oh, they didn't close the window.

And the gust of wind takes plasticine Sue out of the window as she goes sailing.

Join in.

Ah.

Splat.

Well done.

We are now going to warm up our mouths because this is going to help us sing well.

And we're going to do this with a tongue twister.

And the tongue twister says this.

Cooks cook cupcakes quickly, which is good 'cause I really like cupcakes.

My turn.

Your turn.

<v ->Cooks.

</v> <v ->Cooks.

</v> <v ->Cook.

</v> <v ->Cupcakes.

</v> <v ->Quickly.

</v> <v ->Cooks cook.

</v> <v ->Cupcakes quickly.

</v> <v ->Cooks cook cupcakes.

</v> <v Kids>Cooks cook cupcakes.

</v> <v ->Cooks cook cupcakes.

</v> <v Kids>Cooks cook cupcakes.

</v> <v ->Cooks cook cupcakes quickly.

</v> <v Kids>Cooks cooks cupcakes quickly.

</v> <v ->Very good.

</v> We'll try it slowly and then we'll get a little bit faster.

Cooks cook cupcakes quickly.

<v Kids>Cooks cook cupcakes quickly.

</v> <v ->Cooks cook cupcakes quickly.

</v> <v Kids>Cooks cook cupcakes quickly.

</v> <v ->Cooks cook cupcakes quickly</v> <v Kids>Cooks cook cupcakes quickly.

</v> <v ->Very well done.

</v> Good stuff, everybody.

There are three chants and songs for you now to pause the video and to do where you are.

There's "Cuckoo," there's "Let's Warm Up" and there's "Warming up my Voice." So I'd like you to pause.

If you need a reminder, you can watch the video of "Cuckoo." There is audios of "Let's Warm Up" and "Warming my Voice" that you can follow along to.

So pause now and complete your warmup and I'll see you in a moment.

Very well done.

I think we're now almost all ready to sing.

And if we are, our body is feeling more relaxed than it was.

It's ready to take part in some music making.

Our voice is warm so it's ready to sing.

It's going to be safe and not get injured.

And we're feeling focused.

We've got that concentration about us, which means we're going to have a great lesson.

Looking at today's lesson then, we have two learning cycles.

The first one is feeling the beat and the second one, composing our own four beat rhythms. So we'll begin all together by feeling the beat.

We know that we're going to compose our fruit rhythms today.

And when we do that, if we're composing and then playing them, we need to be able to keep a steady beat.

This is important so that our music sounds good, how we want it to sound.

So practising songs in chants, that really helps us develop that sense of pulse.

It's important to know rhythm and beat are not the same thing.

So beat.

We describe that like the playing or showing of a steady pulse, like the ticking of a clock.

We can feel a constant pulse.

With rhythm, this is the pattern of sounds that we play and sing and we've been using words to create those patterns.

We're gonna now join in with a chant, H-E-L-L-O, and I'd like you to see how accurately you can keep in time.

Here it comes.

<v ->Copy me.

</v> ♪ H-E-L-L-O ♪ ♪ This is how we say hello ♪ ♪ March your feet to the beat ♪ ♪ Can you feel your heart beat ♪ ♪ H-E-L-L-O ♪ ♪ This is how we say hello ♪ ♪ March your feet to the beat ♪ ♪ Can you feel your heart beat ♪ <v ->Very good.

</v> Okay, we're going to pause the video now and I'd like you to do that one more time, this time taking notice of the actions that you're doing and how they fit the words, okay? Off you go, pause the video here and do that one more time where you are.

So did you notice, when the actions that you did followed the beat (instructor clapping) and when the actions followed the rhythm, the rhythm being the pattern of the words.

I'd like you to pause the video and just have a think.

Was there part of that song where the actions followed a steady beat and when the actions followed the rhythm? Have a check and I'll join you back in a moment.

If you got this right, I'll be really impressed because the first part.

♪ H-E-L-L-O ♪ ♪ H-E-L-L-O ♪ ♪ This is how we say hello ♪ That is the actions we were doing were following the rhythm.

But when we went to ♪ March your feet to the beat ♪ ♪ We were keeping to a steady pulse ♪ ♪ March your feet to the beat ♪ ♪ Can you feel your heart beat ♪ Our actions followed the beat.

So if you got that right, very well done.

We're now going to chant and play "Who Stole the Cookie from the Cookie Jar?" And you're going to keep a steady beat by tapping your knees as you chant the rhythm, okay? So on your knees you'd have.

♪ Who stole the cookie from the cookie jar ♪ ♪ Izzy stole the cookie from cookie jar ♪ ♪ Who, me ♪ ♪ Yes, you ♪ ♪ Couldn't have been ♪ ♪ Then who? ♪ Keep that steady pulse going, okay? Pause now.

There is a video to remind you how to play if you need to.

And I'll see you after you have chanted and played "Who Stole the Cookie from the Cookie Jar," keeping a steady pulse.

(instructor clapping) Off you go.

Brilliant.

Great job, well done.

<v ->Now then, on the screen are three</v> of what we call our musical elements.

We have A, pulse, B, beat, and C, rhythm.

Okay? Two of those are our keywords.

I also have three definitions.

This is what they mean.

So A, B or C, one of them means the playing or showing of the steady pulse, like the ticking of a clock.

One of them means the pattern of the sounds that we play and sing.

And one of them means the regular, steady heartbeat of the music, all right? I'd like you to match them to their descriptions.

A, pulse, B, beat and C, rhythm.

Off you go.

Yep, are we there? Very good.

Right, let's see how well you did.

Pulse is the regular, steady heartbeat of the music.

The beat is playing or showing the steady pulse, like the ticking of a clock.

Tick tock, tick tock.

And C, rhythm is the pattern of the sounds that we play and sing.

If you got all of those right, very well done.

Let's move on.

It's time for us to now make a fruit salad with our new chant chop, chop, choppity chop.

Lucas with his beautiful chef's hat on is singing.

♪ Chop, chop, choppity chop ♪ ♪ Chop off the bottom and chop off the top ♪ ♪ What we have left we put in the pot ♪ ♪ Chop, chop, choppity chop ♪ So it's a good job we did our vocal warmup exercises because we have to move our mouth quite clearly to speak these words.

Here comes the video to show you how it goes.

<v ->Let's make a fruit salad.

</v> Chopping boards ready? ♪ Ready, steady, off we go ♪ ♪ Chop, chop, choppity chop ♪ ♪ Chop off the bottom and chop off the top ♪ ♪ What we have left we can put in the pot ♪ ♪ Chop, chop, choppity chop ♪ <v ->What should our first fruit be?</v> <v ->Strawberry.

</v> A strawberry.

♪ Ready, steady, off we go ♪ ♪ Chop, chop, choppity chop ♪ ♪ Chop off the bottom and chop off the top ♪ ♪ What we have left we can put in the pot ♪ ♪ Chop, chop, choppity chop ♪ <v ->What should our second fruit be?</v> <v ->An orange.

</v> <v ->An orange.

</v> ♪ Ready, steady, off we go ♪ ♪ Chop, chop, choppity chop ♪ ♪ Chop off the bottom and chop off the top ♪ ♪ What we have left we can put in the pot ♪ ♪ Chop, chop, choppity chop ♪ <v ->What should fruit number three be?</v> <v ->Pear.

</v> <v ->A pear.

</v> ♪ Ready, steady, off we go ♪ ♪ Chop, chop, choppity chop ♪ ♪ Chop off the bottom and chop off the top ♪ ♪ What we have left we can put in the pot ♪ ♪ Chop, chop, choppity chop ♪ <v ->Now you've seen that, you are going to show the beat</v> with your chopping action as you chant, okay? So Chef Lucas says, Choose a fruit for me to add into the fruit salad." And then he says, "Is it big or is it small?" Because that's gonna affect if you can chop slowly or quickly.

I could probably chop a raspberry quite, quite quickly.

But if it's a big melon, that's gonna take me a while so my chopping will be slower, okay? So decide what the fruit is.

Play again where you are going to pause the video and see what your chopping action does and make sure you are all keeping to the steady beat, okay? Off you go.

And now that we all have a delicious fruit salad that we've chopped up, let's find out if we were successful.

Let's think about the video and the actions that we were doing.

How do children successfully show the beat? What was it they were doing that showed that beat clearly? If you were doing it too, you'll probably know.

What do we think? Well, the first thing they were doing was ♪ Their hands moved in time to the chant ♪ ♪ To make the chopping sound on the beat ♪ So that was a really good way of showing the beat.

And they keep a steady beat even when the tempo changes.

So if they're chopping a big watermelon, it has a slower ♪ Chop, chop, choppity chop ♪ And their hands move slower at the slower tempo, keeping the steady beat.

If you did that too, very well done.

And the other thing they did was chanting in time together.

It sounded like no one was out of time.

They were feeling that pulse, they were keeping the steady beat and they stayed in time, even if the tempo went faster or slower.

If you did that where you are, super duper, you've been successful, well done.

It's now time to move on to our second learning cycle, which is composing our own four beat rhythms. We'll begin by singing Andeep's "Shopping Song." Now, remember the part that repeats is our call and response section and that is repeated after each of the fruits are added to Andeep's basket.

♪ Ready, steady, off you go ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me ♪ ♪ Tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Big green sweet pear ♪ ♪ Big green sweet pear ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me ♪ ♪ Tell me ♪ ♪ Name a fruit that's in his basketname ♪ ♪ Tell me, tell me ♪ ♪ Juicy round green grapes ♪ ♪ Juicy round green grapes ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me ♪ ♪ Tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Purple, tangy, small plum ♪ ♪ Purple, tangy, small plum ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me ♪ ♪ Tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Round, pink, sharp, grapefruit ♪ ♪ Round, pink, sharp, grapefruit ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me ♪ ♪ Tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Ripe, sweet, yellow melon ♪ ♪ Ripe, sweet, yellow melon ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me ♪ ♪ Tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Bright, shiny, red apple ♪ ♪ Bright, shiny, red apple ♪ <v ->Very well done.

</v> Did you all keep in time together? I hope so because we're now going to look at our rhythms All of our fruit rhythms have four beats.

Let me show you an example.

One, two, three, four.

♪ Big, green, sweet pear ♪ ♪ Ta, ta, ta, ta ♪ One, two, three, four, okay.

If I show you one with ta-di, tar is one beat and ta-di is also one beat.

Listen carefully.

One, two, three, four.

Juicy, round, green, grapes.

One, two, three, four.

Ta-di, ta, ta, ta (instructor clapping) All right? On the screen are four beat boxes to show our rhythm for purple, tangy, small plum.

Now, the first one's been completed with a ta-di.

Purple.

(instructor clapping) tangy is empty, small has been done, and plum is empty.

Can you decide what we would draw in tangy and plum? Are we writing in a ta or a ta-di for each one of those? Off you go.

Have a think, have a check.

Okay, are we all decided? Let's see if you were right then.

Yes.

Purple, two syllables.

It's a ta-di.

Tangy.

(instructor clapping) Again, two syllables, a ta-di.

Small, one syllable.

Plum one as well.

Purple, tangy, small plum.

If you got that right, very well done.

With this one, round, pink, sharp grapefruit, I'd like you to point to each beat box as you chant.

I'm gonna say ready, steady, off you go and you are going to be ready to point and chant.

Here we go.

Ready, steady, off you go.

Very good.

Let's do that one more time.

Ready, steady, off you go.

Brilliant.

With this one, you are going to march to the beat.

The rhythm is ripe, sweet, yellow melon.

(instructor clapping) Your job is to march to the beat.

So your feet are showing the pulse and ripe, sweet, yellow melon is what you're going to say and clap, okay? Pause the video here and practise that where you are.

Off you go.

Great job.

That is your feet doing one thing and your hands and voice doing another.

Feet keeping the steady feet and hands clapping the rhythm.

Oh, I have two empty beat boxes for my fruit phrase bright, shiny, red apple.

I would like you to maybe speak it aloud, clap the rhythm and fill in those two empty boxes.

Off you go.

Let's see how you did.

Bright, shiny, red apple.

(instructor clapping) Ta, ta-di, ta, ta-di.

If you got that right, very well done.

We can choose four fruits and create a rhythm.

And when we create a rhythm, we are composing.

As Sofia says, if we're composing, we're creating new music.

So if we're creating new music, we are being the composers.

So now that's your job.

You are all composers.

In a moment, but not just yet, you're going to work with a partner and choose four fruit pictures.

And they don't all have to be different.

Some of them might be of the same fruit.

Put those four fruits in a line and then clap that rhythm.

Read it from left to right.

This is now you being a composer because if you don't quite like the sound of it, try a different order.

Put the fruits in a different order.

Take your partner's idea, try that, then try your idea.

Which do you like the sound of better? Is there another way? When you're happy and you both think, "Yep, I like the sound of that rhythm," stick your pictures down.

Or if you were using, maybe you could use lolly sticks, you could use a ta and a ta-di, however you want to record it.

What's important is that you practise it and remember it.

So you're gonna practise chanting and clapping your rhythm.

And lastly, to help us for the next lesson, I'd like you to keep that rhythm safe.

Sam has given an example of a rhythm.

She's chosen melon, apple, melon, pear.

She stuck them down 'cause she likes that order.

She's also clapped and chanted ta-di, ta-di, ta-di, ta, and she's happy with that.

A second example comes from Jun who's composed plum, grapefruit, grapefruit, grapes.

And when he's clapping, he can hear the rhythm as ta, ta-di, ta-di, ta.

So there's two examples for you to be going along with.

Create your own, work with your partner, listen to each other's ideas.

Arrange your rhythms as you would like them to be heard and make sure you say them for the next lesson.

Pause the video now.

Off you go.

Oh, hi, composers, welcome back and very well done.

Let's have a check to see how you did.

Did you choose one fruit for each of the four beats? Did you read your fruit rhythm from left to right? Did you clap and chant your rhythm to make sure you both liked the sound of it? And did you practise clapping and chanting until you got it right? If you did all of that, wonderful, really well done.

Remember to keep those rhythms for our next lesson.

That's all we have time for today.

So we're going to have a quick recap of what we've learned.

We know that beat and rhythm are not the same thing.

We can play rhythm successfully when we're able to hold a steady beat and that rhythm can sit on top.

Ta is one beat, ta-di is also one beat long.

And when we create new music, we are being composers.

We are composers, we're making new music.

We can choose the sounds that we like.

Really well done for today and I will see you next time.

Bye-bye.

I've finished the video