Lesson video

Hello, everyone.

It's Mrs. Steele here for another music lesson.

I'm particularly excited about this one because it's all about composing.

We're going to have a brilliant time together.

Let's get going.

By the end of this lesson, you will be able to use pictures to help you to compose a rhythm.

Let's take a look at the keywords that we'll need in our learning today.

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

Rhythm, the pattern of sounds that we play and sing.

Composer, a person who creates music.

You're going to do that today.

And compose, to create music.

We know that it's very important to warm up our voices and body for every music lesson.

Join in with these warmups where you are.

Here comes the video.

(lively piano music) Let's warm up our bodies.

We'll start with our shoulders.

(lively piano music) And let's say hello to our arms. (hands rubbing) And the other arm.

(hands rubbing) And our middle.

(hands patting) All the way down to our toes.

Give your toes a wiggle.

(lively piano music continues) Let's go to a restaurant.

I wonder what's on the menu today.

Our first course is delicious, garlic bread.

Chew some garlic bread.

(class grunting) It's delicious.

(class grunting) What's on the menu next? (instructor gasping) It's a worm burger.

Ew.

Give that a chew.

Oh, disgusting.

(instructor grunting) Oh, horrible.

(instructor grunting) Oh, what's coming up next? Phew, it's chocolate ice cream.

(instructor grunting) Show me how delicious it is.

(class grunting) Chocolate ice cream.

(class grunting) And to finish our meal at this amazing restaurant, it's some spider squash.

Give it a taste.

(instructor slurping) Oh, oh, disgusting.

<v ->Disgusting.

</v> <v ->Ick.

</v> <v ->Ew.

(class grunting)</v> <v ->Are you ready? (tranquil piano music)</v> (class inhaling) (class exhaling) (class inhaling) (class exhaling) (tranquil piano music) (class inhaling) (class exhaling) (tranquil music) (class inhaling) (class exhaling) (tranquil piano music) Ready? (class buzzing) Ready? My turn.

♪ Busy buzzy bumblebees ♪ ♪ Busy buzzy bumblebees ♪ ♪ Busy buzzy bumblebees ♪ ♪ Busy buzzy bumblebees ♪ ♪ Busy buzzy bumblebees ♪ ♪ Busy buzzy bumblebees ♪ ♪ Busy buzzy bumblebees ♪ ♪ Busy buzzy bumblebees ♪ <v ->These songs and chants will help us warm up even further.

</v> The first one is "Boom Chicka Boom." Join in with the video.

(wooden sticks tapping) ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka rocka chicka rocka chicka boom" ♪ ♪ Uh-Huh ♪ ♪ Ee-hee ♪ ♪ One more time like a robot ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka rocka chicka rocka chicka boom" ♪ ♪ Uh-huh ♪ ♪ Ee-hee ♪ ♪ One more time under water ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka rocka chicka rocka chicka boom" ♪ (wooden sticks banging) ♪ Uh-huh ♪ ♪ Ee-hee ♪ ♪ One more time ♪ (wooden sticks banging) Speedy.

♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka rocka chicka rocka chicka boom" ♪ ♪ Uh-huh ♪ ♪ Ee-hee ♪ Now it's time to join in with the echoes in this echo song "Standing Tall." Here it comes.

This is an echo song.

You're going to copy me.

♪ Standing tall ♪ ♪ Standing tall ♪ ♪ Try not to fall ♪ ♪ Try not to fall ♪ ♪ Mouth open wide ♪ ♪ Mouth open wide ♪ ♪ Hands by your side ♪ ♪ Hands by your side ♪ ♪ Feet apart ♪ ♪ Feet apart ♪ ♪ Sing from your heart ♪ ♪ Sing from your heart ♪ ♪ Singing strong ♪ ♪ Singing strong ♪ ♪ To the end of the song ♪ ♪ Till the end of the song ♪ <v ->And finally, listen and join in with our song.

</v> ♪ Baby, one, two, three ♪ (lively piano music) ♪ Head and shoulders, baby, one, two, three ♪ ♪ Head and shoulders, baby, one, two, three ♪ ♪ Head and shoulders, head and shoulders ♪ ♪ Head and shoulders, baby, one, two, three ♪ ♪ Shoulders, elbows, baby, one, two, three ♪ ♪ Shoulders, elbows, baby, one, two, three ♪ ♪ Shoulders, elbows, shoulders, elbows, shoulder, elbows ♪ ♪ Baby, one, two, three ♪ ♪ Elbows, knees, baby, one, two, three ♪ ♪ Elbows, knees, baby, one, two, three ♪ ♪ Elbows, knees, elbows, knees, elbows, knees ♪ ♪ Baby, one, two, three ♪ ♪ Knees and toes, baby, one, two, three ♪ ♪ Knees and toes, baby, one, two, three ♪ ♪ Knees and toes, knees and toes, knees and toes ♪ ♪ Baby, one, two, three ♪ <v ->Does your body feel relaxed and ready? Is your voice warm?</v> And do you feel focused? Brilliant.

You're ready to sing.

Let's go.

Let's begin by singing and playing the beat and the rhythm.

We can play instruments on the steady pulse.

When we do this, we're playing the beat.

Sam's reminding us that when we play the beat, we're playing or showing the steady pulse, like the ticking of a clock.

Now it's time to divide into two groups, call and response, and perform our song "Minibeast Party." Choose an instrument or use body percussion to play a strong beat as you sing and chant.

Here comes the music, which will have vocals on it too.

But if you'd like, you could pause this video and find the backing track for "Minibeast Party" if you'd like to perform on your own.

Here's your music.

♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ (lively piano music) ♪ Friday night and it's half past eight ♪ ♪ Minibeasts are feeling great ♪ ♪ Time to dance and celebrate ♪ ♪ Minibeasts are feeling great ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ (lively piano music) ♪ Spiders running very late ♪ ♪ Minibeasts are feeling great ♪ ♪ Finding shoes; she'll need eight ♪ ♪ Minibeast ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ (lively piano music) ♪ Ants arriving at the gate ♪ ♪ Minibeasts are feeling great ♪ ♪ Feasts of leaves upon their plate ♪ ♪ Minibeasts are feeling great ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ (lively piano music) ♪ Underneath the stars so bright ♪ ♪ Minibeasts dance through the night ♪ ♪ Wriggling, crawling, marching too ♪ ♪ Creepy, crawly rendezvous ♪ ♪ One, two, three, four ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ ♪ Party, party, minibeast party ♪ ♪ Party, party, minibeast bop ♪ It's time for a check-in.

Can you remember what beat is? Is it A, a part of a word? Is it B, the playing or showing of the steady pulse, like the ticking of a clock? Or do you think beat is C, the pattern of sounds that we play and sing? Pause the video here and have a think.

Well done if you've got this one right.

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

Well done, musicians.

We can play our instruments on the syllables of the words too.

When we do this, we're playing the rhythm or part of the rhythm.

Lucas is reminding us that a syllable is part of a word.

Thanks, Aisha.

She's reminding us that the rhythm is the pattern of sounds that we play and sing.

Have a look at this example in the video.

What can you notice? ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka boom" ♪ ♪ I said a "Boom chicka rocka chicka rocka chicka boom" ♪ ♪ I said a "Boom chicka rocka chicka rocka chicka boom" ♪ ♪ Uh-huh ♪ ♪ Uh-huh ♪ ♪ Ee-hee ♪ ♪ Ee-hee ♪ <v ->Let's sing and play "Beetle on my Toe."</v> To do this, you'll need to divide into two teams, Team Beat and Team Rhythm.

Team Beat, play your instrument on the beat as you sing and Team Thythm, play the rhythm of beetle on your instrument as you sing.

When you're finished, remember to swap teams. Here comes your music, which will have vocals on it too, but if you'd like to, you could pause here and find the backing track for Beetle on my toe if you'd like to perform it on your own.

Here comes your music.

(lively piano music) ♪ There's a beetle on my toe ♪ ♪ On my toe, on my toe ♪ ♪ Where's it going ♪ ♪ I don't know where it's going ♪ ♪ There's a beetle on my knee ♪ ♪ On my knee, on my knee ♪ ♪ Where's it going ♪ ♪ I can't see where it's going ♪ ♪ There's a beetle on my nose, on my nose ♪ ♪ On my nose ♪ ♪ Where it's going ♪ ♪ No one knows where it's going ♪ ♪ There's a beetle on my head ♪ ♪ On my head, on my head ♪ ♪ Where's it going ♪ ♪ I just said where it's gowing ♪ <v ->Let's have another check-in.

</v> Can you remember what rhythm is this time? Do you think rhythm is A, a part of a word, B, the regular steady heartbeat of the music or C, the pattern of sounds that we play and sing? Pause the video here and have a think.

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

Fantastic if you remembered that one.

Here comes a video of me playing my instrument on the beat as I chant bee, bee, bumblebee.

Have a look at the video and join in.

After you've watched me, you might want to pause and have a go on your own in your classroom.

Here comes me.

♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ In this next video, I'm playing the rhythm as I chant bee, bee, bumblebee.

Watch me and join in.

Again, after you've seen me have a go, you might want to pause the video and have a go on your own.

Here I come be.

♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ Good news, it's time for a game.

Watch the video to learn how to play this be "Bee, Bee, Bumblebee" game.

Then have a go yourselves.

(wooden sticks banging) ♪ Ready, steady, off we go ♪ ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ <v ->Inst beat or rhythm?</v> <v ->Rhythm.

</v> <v ->Yes.

</v> (wooden sticks banging) ♪ Ready, steady, off we go ♪ ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ ♪ Bee, bee, bumblebee ♪ ♪ Stung man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ <v Instructor>Beat or rhythm?</v> <v ->Beat.

</v> <v ->Yes.

</v> (wooden sticks banging) <v ->Ready, steady, off we go</v> ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ <v Instructor>Beat or rhythm?</v> <v ->Beat.

</v> <v ->Yes.

</v> <v ->In your game, were you successful</v> at identifying the beat and the rhythm? How were you able to tell the difference, I wonder? Laura says she could feel the difference because the beat stayed the same all the way through.

The rhythm followed the syllables in the words, so it changed between fast and slow.

I wonder if you had any ideas like Laura or perhaps some different ones.

Now it's time to choose pictures to create some new rhythms. We can echo rhythms, read rhythms, and recognise rhythms that we hear.

Watch the video to learn how to play this rhythm game.

It's called "Don't Clap This One Back" and it's one of my favourites.

Watch the video and play it where you are.

In this game, remember, every time you hear ant, ant, spider, ant, don't clap, wiggle your fingers.

♪ Spider, spider, ant, ant ♪ ♪ Spider, spider, ant, ant ♪ ♪ Spider, ant, spider, ant ♪ ♪ Spider, ant, spider, ant ♪ ♪ Ant, ant, spider, ant ♪ ♪ Ant, ant, spider, ant ♪ ♪ Ant, ant, ant, ant ♪ ♪ Ant, ant, ant, ant ♪ ♪ Ant, spider, spider, spider ♪ ♪ Ant, spider, spider, spider ♪ ♪ Ant, spider, spider, ant ♪ ♪ Ant, spider, spider, ant ♪ ♪ Ant, ant, spider, ant ♪ ♪ Ant, ant, spider, ant ♪ ♪ Spider, spider, spider, ant ♪ ♪ Spider, spider, spider, ant ♪ ♪ Ant, ant, spider, ant ♪ ♪ Ant, ant, spider, ant ♪ <v ->We can create our own rhythms</v> by choosing the order of the minibeasts.

When we do this, we are composers.

That's exciting.

Andeep has composed this rhythm.

Ant, spider, spider, ant.

And Alex has composed this one.

Ant, spider, ant, spider.

Great composing.

It's time for a check-in with our learning.

Izzy has composed this four beat rhythm that you can see on the screen.

Which of these rhythms that you're about to hear matches Izzy's rhythm exactly? Have a listen to rhythm A.

Is it this one? (wooden blocks banging) How about rhythm B? Is this Izzy's rhythm? (wooden blocks banging) And finally, here's rhythm C.

(wooden blocks banging) Pause the video and have a think.

Well done if you got this one right.

Izzy's rhythm was B.

Great listening.

We can see here a rhythm that Lucas has composed.

Can you clap Lucas's rhythm? Pause the video and have a try.

Here's the answer.

Lucas's rhythm sounds like this.

Spider, ant, spider, ant.

(hands clapping) Did you get that right? Well done.

Laura has challenged herself to compose an eight beat rhythm.

Well done, Laura.

Can you clap Laura's rhythm? Pause the video and give it a go.

Here's the answer.

Laura's rhythm sounds like this.

Ant, ant, spider, ant, (hands clapping) spider, spider, spider, ant.

Did you get that right? That was a complicated one.

Great, well done, musicians.

It's time for a composing challenge now.

Can you compose an eight beat rhythm by choosing an ant or a pair of spiders for each of the boxes that you can see here? Here are some top tips before you give it a go.

Clap your rhythm with a good sense of pulse.

Change your minibeasts around to create a new rhythm if you'd like to try something else.

Clap your new rhythm with a good sense of pulse and repeat to decide on a final rhythm to keep once you're happy.

And when you've done all of that, congratulations, you will be a composer.

Pause the video now and give that challenge a try.

Excellent composing, everyone.

I wonder, how did you know that you had been successful when you were composing in your task just then? Here are some ideas from Andeep, Sam, and Jun.

I wonder if you thought of the same things or something different.

As we come to the end of our lesson today, composers, let's think for a moment about what we have learned.

We know that we warm up before singing so that our bodies, minds, and voices are ready.

We can play along to the beat or the rhythm and identify which one is being played.

We can use pictures and words to help us to play rhythms accurately, and we can be composers, creating new rhythms, and using pictures to help us.

Fantastic work today, composers.

I can't wait to see you next time.

Bye.