Lesson video

Hello, everybody.

Welcome back to our Compose and Create Unit, high and low melodic responses.

Today's lesson is called "Reading Simple Rhythms." Now, this is exciting 'cause we get to sing, we get to play games, and we're going to read some music, and we'll do that all together.

And by the end of this lesson, you'll be able to read and chant four-beat rhythms. Let's begin by looking at today's keywords.

The first one is call and response.

Call and response is a question and answer musical structure.

Rhythm is our next word.

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

Chant, when we are speaking in time to a pulse.

And syllable.

A syllable is a part of a word.

We know how important it is to warm up our voices and our body, and that's because we want to make sure our big muscles are warm and the tiny muscles in our throat are warm too.

This keeps us safe, keeps our voice from getting hurt, and makes sure that our singing stays strong and healthy.

So I'm going to ask you to join in these warmups, so that you're ready for singing.

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 blowing raspberries) (students blowing raspberries) 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 blowing raspberries) (students blowing raspberries) 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 teeny, tiny shape.

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

And we are now going to grow back to a big shape when you're 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, 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.

(instructor singing) And when he arrives, he needs to call the lift.

♪ Lift ♪ <v ->And the lift arrives and the doors open</v> and he steps in, teaches up to the 38th button, ding, and copy me and Bob as he goes up in the lift.

Ready to join in? (instructor humming) Ding, and the door's open, out steps Bob.

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

♪ Ah ♪ <v ->Joining in.

</v> ♪ Ah ♪ <v ->Splat.

</v> 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.

(instructor singing) And she's gonna have to call the lift.

♪ Lift ♪ <v ->And the lift arrives, and she steps into the lift</v> and reaches even higher up to the 39th button, ding, and join in as Sue goes up in the lift, here she goes.

(instructor humming) Ding, doors open, and oh, they didn't close the window.

And the gust of wind takes plasticine Sue outta the window and she goes sailing, join in.

♪ Ah ♪ <v ->Splat.

</v> 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.

Cooks.

<v ->Cooks.

</v> <v ->Cook.

</v> <v ->Cook.

</v> <v ->Cupcakes.

</v> <v ->Cupcakes.

</v> <v ->Quickly.

</v> <v ->Quickly.

</v> <v ->Cooks cook.

</v> <v ->Cooks cook.

</v> <v ->Cupcakes quickly.

</v> <v ->Cupcakes quickly.

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

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

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

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

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

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

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

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

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

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

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

</v> Marvellous.

Well done.

Now, there are three more chants and songs on the screen for you there.

There is Who Stole the Cookie from the Cookie Jar, there's Cuckoo, and there's Don't Clap This One Back.

If you need a reminder of how to play those, there are video clips there to show you.

Otherwise, pause the video here and play each of those in your classroom.

Off you go.

Great stuff.

So if our body is feeling relaxed and ready, that's because we've done some good stretches and some good warming up.

If our voice is feeling warm, it's because we've done some good vocal exercises and we've warmed it up gently.

And if we're feeling focused, maybe we did very well in Don't Clap This One Back.

If we're feeling those things, it's time for us to move on to the start of our lesson.

There are two learning cycles in today's lesson.

The first one is creative responses and that's part of our call and response structure.

And the second half of the lesson is reading, ooh, two new words, Ta and Ta-di.

And we'll find out what they are in a little bit because right now, we're going to begin with our creative responses.

So in some call response songs, the call changes and the response remains the same.

So what I'd like you to do is we're going to listen to "Minibeast Party" in a moment, and each time you hear the same response, I'd like you to use your response action.

Okay, here it comes.

♪ Friday night and it's half past eight ♪ ♪ Minibeasts are feeling great ♪ ♪ Time to dance and celebrate ♪ ♪ Minibeasts are feeling great ♪ <v ->Well done, and in some call and response songs,</v> the call remains the same and the response changes.

So this time you're going to listen to "Fox, Fox" and listen out for the same call, making your call action each time you hear it.

Here it comes.

(gentle music) ♪ Ready, steady, off we go ♪ ♪ Fox Fox sniffed at a box, smelled something tasty ♪ ♪ And licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No, we're not ♪ <v ->Super, so now we've heard those two examples.

</v> Here's a quick check for you.

The question is true or false, the response is always the same in call and response songs and chants.

Is that true or is that false? The response is always the same.

I'll give you a moment.

Give us a thumbs up if you think it's true or a thumbs down if you think it is false.

Very good, it is false, and that's because the response can be different every time and the call can be different every time too.

In fact, call and response can be any kind of back and forth musical conversation.

We are now going to play and sing "Rico's Pizza Restaurant." ♪ Ready, steady, off we go ♪ ♪ Rico's Pizza Restaurant ♪ ♪ Any pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order please ♪ ♪ What size ♪ ♪ Medium ♪ ♪ What topping ♪ ♪ Pepperoni ♪ ♪ What crust ♪ ♪ Cheesy crust ♪ ♪ Thank you for your order ♪ ♪ Rico's Pizza Restaurant ♪ ♪ Any pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order please ♪ ♪ What size ♪ ♪ Very big ♪ ♪ What topping ♪ ♪ Pineapple ♪ ♪ What crust ♪ ♪ Thin crust ♪ ♪ Thank you for your order ♪ ♪ Rico's Pizza Restaurant ♪ ♪ Any pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order please ♪ ♪ What size ♪ ♪ Small please ♪ ♪ What topping ♪ ♪ Chocolate sauce ♪ ♪ What crust ♪ ♪ Crunchy crust ♪ ♪ Thank you for your order ♪ <v ->Now, there's the part that we all do together,</v> but then there's the call and response section, and you get to choose which responses you're going to give before you play.

So have a think before you start.

For example, what size? There's no wrong answer.

A child once said to me what size? As big as a tree.

Perfect.

What toppings? Olives, really? Fine.

And what crust? Thin crust, fat crust, stuffed crust, Italian crust, massive crust.

How many types of crust are there? So pause the video here.

Enjoy Rico's Pizza Restaurant in your classroom.

Off you go.

Wonderful, some exciting food orders coming into Rico's Kitchen.

It is time to match the singing phrases to the musical structure.

So here on A, B, C, D, we have what size, extra large what toppings, cheese and ham, and your job is to tell me are they calls or responses? Two of them are calls and two of them are responses.

Can you match them up? I'll give you a few moments to do that.

Off you go.

Okay, so the first one, what size? That's a question, it is a call, and the answer to that is extra large, which is our response.

If you've got that right, well done.

What toppings, another question, another call, and cheese and ham is the response.

Super duper.

We are now going to play "Wolf, We are Dancing," and the lovely thing about this is we all start together and then there's the call, "Wolf, are you there?" And then the response, and the response can be any response, excuse from the wolf.

The one given here is, "No, I'm brushing my teeth." Or it could be, "No, I'm enjoying some soup," or, "No, I'm playing cricket," or whatever.

Could be absolutely anything, and that's great fun.

So what's gonna happen, the clip will come on to show us how to play the game, and then we'll pause and you can play "Wolf, We are Dancing" where you are.

Here comes the clip.

♪ Ready, steady, off we go ♪ ♪ We are dancing in the forest while the wolf is far away ♪ ♪ Who knows what will happen to us ♪ ♪ If he finds us at our play ♪ ♪ Wolf, are you there ♪ ♪ No, I'm brushing my teeth ♪ ♪ Ready, steady, off we go ♪ ♪ We are dancing in the forest while the wolf is far away ♪ ♪ Who knows what will happen to us ♪ ♪ If he finds us at our play ♪ ♪ Wolf, are you there ♪ ♪ No, I am putting on my pyjamas ♪ ♪ Ready, steady, off we go ♪ ♪ We are dancing in the forest while the wolf is far away ♪ ♪ Who knows what will happen to us ♪ ♪ If he finds us at our play ♪ ♪ Wolf, are you there ♪ ♪ Yes ♪ ♪ Ready, steady, off we go ♪ ♪ We are dancing in the forest while the wolf is far away ♪ ♪ Who knows what will happen to us ♪ ♪ If he finds us at our play ♪ ♪ Wolf, are you there ♪ <v ->I really wish I could hear all of the response excuses</v> that your wolf gave.

We've had, "No, I'm going to a disco." We've had, "No, I'm having a bath," a wolf in a bath.

We've had, "No, I'm watching TV," and we've had, "No, I'm knitting," all perfectly valid excuses if you are a fictional wolf.

Great stuff.

Well done, everyone.

We're now going to move on to our second learning cycle, which is reading Ta and Ta-di.

These new words are going to make sense in just a moment.

First of all, to remind ourselves, let's sing the responses in Andeep's "Shopping" call and response song.

We remember the responses are tell me, tell me both times.

Here comes the track.

Be ready to sing along.

♪ Ready, steady, off we go ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me, tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ <v ->Very well done.

</v> Can we remember what fruit Andeep did put in his shopping basket? On the screen are eight different fruits, melon, grape, plum, pear, apple, avocado, grapefruit, and blueberries.

He only put six fruits in his basket.

Can you work out which two didn't go in? A little moment to decide.

Try and remember.

Yup, he did not put in an avocado and he did not put in blueberries.

Well done.

Now, when we chant our fruit descriptions, we are actually speaking that same rhythm of the words altogether.

And as Izzy describes, the rhythm is the pattern of the sounds we play and sing or chant.

You're now going to chant these fruit rhythms after me.

It will go my turn, your turn.

Ready, steady, off I go, big, green, sweet pear, juicy, round, green grapes, purple, tangy, small plum, round, pink, sharp grapefruit ripe, sweet, yellow melon, bright, shiny, red apple.

Very well done.

We're gonna build on that now by singing Andeep's "Shopping" song.

We're gonna make sure we sing at the correct time, so you are going to know if you are in the call group or the response group, and you'll chant each fruit rhythm with a steady pulse.

So we have the call and response section, which is what has Andeep in his basket, tell me, tell me.

Name a fruit that's in his basket, tell me, tell me.

Then we have big, green, sweet pear.

Back to the call and response section, and then each one of the fruits he puts in his basket in turn.

You'll pause the video here, use that audio track to sing along to, and make sure you know if you're singing the call or the response.

Off you go.

Excellent work, that's the whole song with all of the fruit he collected.

We can actually read our fruit rhythms. So to do this, the first thing we do is count the parts of the words.

You might remember, one of our keywords today is syllable.

So the parts of the words are syllables.

Alex tells us he's got grapefruit as the example, that that has two syllables, grape fruit, two claps, grape fruit.

We can clap these fruits to count the number of syllables.

Let's try.

Pear.

How many claps? One.

One, pear, good.

Melon.

Ah, That has two.

You know the next one.

Ready? Great, grapefruit.

How many? Two.

And then how many in plum? Call it out to me.

It is one, great, plum.

So pear, melon, grapefruit, plum.

And we can draw stick notation to show us how many syllables a word has, and we can call this rhythm.

So pears, grapes, and plum, they all have one syllable.

So we will draw one stick and we'll call the stick Ta, like this.

Ta, pear, grapes, plum.

Now, remember that the rhythm is the pattern of the sounds that we sing and play.

It's not the beats that we're keeping.

Let's take these three examples, grapefruit, melon, apple, and they have two syllables because we did two claps.

Grapefruit, melon, apple.

And we draw two sticks joined together and we call that stick Ta-di, like this.

Ta-di, grapefruit, melon, apple.

There are two sticks for two syllables.

and we can use Ta and Ta-di to write all our fruit rhythms. Here's an example.

Big, green, sweet pear, all one syllable, Ta, Ta, Ta, Ta.

And then this one bit different, juicy, juicy, two syllables, juicy, round, green grapes, Ta-di, Ta, Ta, Ta.

We'll do a quick check.

I want to see if you can match the rhythm to the fruit.

So I've got plum, grapefruit, and apple, and then there's three rhythms here.

So I've got Ta-di I've got Ta, and I've got another Ta-di.

If you maybe clap the syllables for those words, you'll be able to work out if it is Ta or Ta-di.

Off you go.

Super well done.

Let's see if we're right.

A is Ta.

B, grapefruit, Ta-di.

And apple, Ta-di.

Very good.

Now, I'm going to chant the fruit rhythm and you are going to echo it and clap it back.

So if I say big, green, sweet pear, you say big, green, sweet pear whilst clapping.

Okay, here's the first one.

We've just done it.

Are you ready? Here we go.

Big, green, sweet pear.

Super.

Very good.

The next one, juicy, round, green grapes.

Purple, tangy, small plum.

And just pause there.

Did you get purple, tangy, small plum? Let's do it one more time, purple, tangy, small plum.

Very good.

Round, pink, sharp, grapefruit.

Ripe, sweet, yellow melon.

Bright, shiny, red apple.

Very nice indeed.

You could pause the video and go through those again.

There's an audio track for each one to help you if you'd like.

If we're feeling confident, we'll move on, and this time, instead of saying the words, I will say the words, but you are going to use Ta and Ta-di, and you'll still clap.

So this time, if I say big, green, sweet pear, you say Ta, Ta, Ta, Ta.

And if I say juicy, round, green grapes, you say Ta-Di, Ta, Ta, Ta.

Okay, here's the first one, ready, steady, off I go.

Big, green, sweet pear.

Juicy, round, green grapes.

Purple, tangy, small plum.

Round, pink, sharp grapefruit.

Ripe, sweet, yellow melon.

Bright, shiny, red apple.

Brilliant, really good.

And again, if you need to pause the video, you can run through those again using the audio clips to help you.

Brilliant.

How did we get along? Let's find out.

So the first task we did was echoing the chant.

So if you heard the fruit chant, you copied it back and you added in the claps.

Andeep asks, "Did you echo with a steady pulse?" Did it sound like it was staying in time? And Sophia said, "Did you clap on every syllable, for example, grapefruit or juicy?" If you did, fantastic.

You then moved on to the second task, which was when you heard that fruit rhythm chanted, you chanted and clapped the rhythm back and the words you used were Ta and Ta-di.

So this time, if you heard the word juicy, you would say Ta-di, or grapefruit, Ta-di.

I had to concentrate then, so I hope you were.

Jacob says, "Could you work out when to chant Ta and when to chant Ta-di?" Did you work out if it was one syllable or two? That was one for Ta and two for Ta-di.

If you managed all that, you were doing brilliantly.

Really well done.

And that's just about it for today's lesson.

Let's have a recap on what we've learned.

We know that many of those songs and games we've sung and played have a call and response structure.

And when we chant and clap to a steady pulse, we're all speaking the rhythm.

We can clap on each syllable of the chant to create a rhythm.

And for those fruit chants, we've been using our one syllable words can be Ta with one stick and our two syllable words as Ta-di with two sticks.

Brilliant, well done for today.

I'll see you next time.