Lesson video

Hello, musicians, my name is Mrs. Steele and I'm really excited to be back with you again for another music lesson.

Let's see what we're learning about today.

By the end of today's lesson, you will be able to play a rhythm with a steady pulse.

Let's have a look at the keywords that are important in our learning today.

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

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

Echo, an exact copy of a musical phrase.

And composition, a new piece of music that has been created.

Let's make sure that our voices and bodies are focused, warm, and ready to go.

Join in with these warmups where you are.

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

We'll start with our shoulders.

And let's say hello to our arms, (hands rub) and the other arm, (hands rub) and our middle (hands patter) all the way down to our toes.

Give your toes a wiggle.

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.

Mm.

<v ->Mm.

</v> <v ->Just delicious.

</v> What's on the menu next? Oh, it's a worm burger.

Ugh.

Ugh, I'll give that a chew.

Oh, it's disgusting.

Oh, horrible.

Ugh.

What's coming up next? Phew, it's chocolate ice cream.

Show me how delicious it is.

<v ->Mm.

</v> <v ->Chocolate ice cream.

</v> And to finish our meal at this amazing restaurant, it's some spider squash.

(creepy piano music) Give it a taste.

Oh, oh, disgusting.

(gentle piano music) (all take a deep breath) (all exhale) (all take a deep breath) (all exhale) (all take a deep breath) (all exhale) (all take a deep breath) (all exhale) (bright piano music) (all make a buzzing sound) (Mrs. Steele whispers) ♪ Busy buzzy bumblebee ♪ ♪ Busy buzzy bumblebee ♪ ♪ Busy buzzy bumblebee ♪ ♪ Busy buzzy bumblebee ♪ ♪ Busy buzzy bumblebee ♪ ♪ Busy buzzy bumblebee ♪ ♪ Busy buzzy bumblebee ♪ ♪ Busy buzzy bumblebee ♪ <v ->And here are some more warmups to help us get ready.

</v> Let's start with standing tall.

Here comes the video.

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 ->Now join in with the echoes in the song,</v> "Warming up my voice." Here comes the music.

(bright music) ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a cat ♪ ♪ Sing this like a cat ♪ ♪ Meow meow, just like that ♪ ♪ Meow meow, just like that ♪ (Mrs. Steele cries like a cat) ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a mouse ♪ ♪ Sing this like a mouse ♪ ♪ Eek eek, round the house ♪ ♪ Eek eek, in my house ♪ (Mrs Steele squeaks like a mouse) ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a cow ♪ ♪ Sing this like a cow ♪ ♪ Moo moo, I know how ♪ ♪ Moo moo, I know how ♪ (Mrs Steele moos like a cow) ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a bee ♪ ♪ Sing this like a bee ♪ ♪ Buzz buzz, just like me ♪ ♪ Buzz buzz, just like me ♪ (Mrs. Steele buzzes like a bee) (bright piano music) And now it's the chant, "Rubber chicken." Here comes the video.

Ready chickens.

♪ 1, 2, 3, 4, 5, 6, 7, 8 ♪ ♪ 1, 2, 3, 4, 5, 6, 7, 8 ♪ ♪ 1, 2, 3, 4, 5, 6, 7, 8 ♪ ♪ 1, 2, 3, 4, 5, 6, 7, 8 ♪ ♪ 1, 2, 3, 4 ♪ ♪ 1, 2, 3, 4 ♪ ♪ 1, 2, 3, 4 ♪ ♪ 1, 2, 3, 4 ♪ ♪ 1, 2, 1, 2, 1, 2, 1, 2 ♪ ♪ 1, 1, 1, 1 ♪ Rubber chicken (lively piano music) <v Mrs. Steele>Ready chickens.

</v> ♪ 1, 2, 3, 4, 5, 6, 7.

8 ♪ ♪ 1, 2, 3, 4, 5, 6, 7, 8 ♪ ♪ 1, 2, 3, 4, 5, 6, 7, 8 ♪ ♪ 1, 2, 3, 4, 5, 6, 7, 8 ♪ ♪ 1, 2, 3, 4 ♪ ♪ 1, 2, 3, 4 ♪ ♪ 1, 2, 3, 4 ♪ ♪ 1, 2, 3, 4 ♪ ♪ 1, 2, 1, 2, 1, 2, 1, 2 ♪ ♪ 1, 1, 1, 1 ♪ ♪ Rubber chicken ♪ (children cluck like chickens) <v ->Does your body feel relaxed and ready?</v> Is your voice warm and are you focused and ready to go? Then let's carry on.

Let's work together on recognising rhythm patterns.

You know this song really well by now.

It's "Minibeast Party." Pause the video here to decide whether you are going to perform it with the backing track or with vocals.

We can now identify the rhythm and the beat in our songs and chants.

Remember, when we play the beat, we're playing or showing the steady pulse, like the ticking of a clock.

The rhythm is the pattern of sounds that we play and sing.

We've got two videos to watch now.

In the first video, the pupils are using claves to play the rhythm.

Here it comes, 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 ♪ <v ->In our next video, the pupils are playing on the beat.

</v> See if you can spot the difference.

Here comes the next video.

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 ♪ <v ->It's time to sing, "Beetle on my Toe."</v> First, use body percussion to play the beat and then to play the rhythm.

Pause the video here to decide whether you're going to perform with vocals or with backing.

Have a great time.

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

Can you remember what rhythm is? Rhythm is the pattern of sounds that we play and sing.

And what about beat? Can you remember what beat is? Beat is the playing or showing of the steady pulse, like the ticking of a clock.

Well remembered.

The chant, "Bee, bee, bumblebee," uses rhythm patterns that we know really well.

We're going to have a go at performing, "Bee, bee, bumblebee," the chant now, using two different types of body percussion because we only need two different minibeast rhythms to read this chant.

If you'd like to, you could pause now to find a video of me doing the whole thing, or we'll do it together over the next few slides.

Here we go.

Echo the chant along with me.

Remember, an echo is an exact copy of a musical phrase, so I will do my turn and then it's your turn to echo me, and we'll sound exactly the same.

Bee, bee, bumblebee.

Ant, ant, spider, ant.

(Mrs. Steele claps) Stung a man upon his knee.

Spider, spider, spider, ant.

(Mrs. Steele claps) Stung a pig upon his snout.

Spider, spider, spider, ant.

(Mrs. Steele claps) I declare that you are out.

Spider, spider, spider, ant.

See if you can chant and use body percussion to show the rhythm.

Use the minibeast pictures to help.

Pause the video now and give that challenge a go.

It's time for a check-in.

Can you put the minibeasts in the correct order for the words, "Bee, bee, bumblebee." Pause the video and look carefully.

Let's see if you've got that right.

Here come the answers.

"Bee, bee, bumblebee," with our minibeast pictures, will look like this.

"Ant, ant, spider, ant." "Ant, ant, spider, ant." "Bee, bee, bumblebee." Well done musicians, if you spotted that, great work.

The rhythm, "Bee, bee, bumblebee," is the same rhythm as, "Don't clap this one back." We can read this as, "Ant, ant, spider, ant." Have a look at the video and play, "Don't clap this one back." Every time you hear the rhythm, "Bee, bee, bumblebee." Chant your response instead of echoing the clapped rhythm.

Here comes a video to show you how it works.

Let's play.

Don't forget to chant, "Bee, bee, bumblebee," when you hear the rhythm.

(Mrs. Steele claps seven times) (Mrs. Steele claps three times) (Mrs. Steel claps three times) (Mrs. Steel claps five times) Did you hear it? That's right, that was, "Bee, bee, bumblebee." (Mrs. Steele claps four times) (Mrs. Steele claps six times) (Mrs. Steele claps six times) (Mrs. Steele claps five times) There it was again, did you hear it? "Bee, bee, bumblebee." (Mrs. Steele claps five times) (Mrs. Steel claps five times) (Mrs. Steel claps five times) Did you hear it that time? "Bee, bee, bumblebee." Well done.

How did you get on? Are you ready for a challenge? Because we can also use the rhythm, "Stung a man upon his knee," in this chant.

We can read this one as, "Spider, spider, spider ant." It's time to play, "Don't clap this one back" again, but this time you've got two rhythms to avoid.

That's gonna be tricky.

Chant instead of clap when you hear these two rhythms. Here comes the video.

This one's a real challenge.

When you hear, (Mrs. Steele claps five times) chant, "Bee, bee, bumblebee," and, because we've got two rhythms to look out for now, when you hear, (Mrs. Steele claps seven times) chant, "Stung a man upon his knee." Let's play.

(Mrs. Steele claps four times) (Mrs. Steele claps seven times) Did you hear it? That was, "Stung a man upon his knee." (Mrs. Steele claps three times) (Mrs. Steele claps three times) (Mrs. Steele claps five times) "Bee, bee, bumblebee." Well done.

(Mrs. Steele claps seven times) Did you hear that one? It was, "Stung a man upon his knee." (Mrs. Steele claps six times) (Mrs. Steele claps six times) (Mrs. Steele claps five times) That one was, "Bee, bee, bumblebee," again.

(Mrs. Steele claps five times) (Mrs. Steele claps five times) (Mrs. Steele claps five times) Did you hear that one? That was, "Bee, bee, bumblebee." (Mrs. Steele claps six times) (Mrs. Steele claps seven times) Did you hear that one? "Stung a man upon his knee." Well done, that was really tricky.

How did you get on? That was a tricky musical challenge.

Were you successful in our game this time? Remember, "Don't clap this one back," is the sort of game you can play over and over and you'll get better and better each time.

I wonder if this time you recognise the rhythm, "Bee, bee, bumblebee," as, "Ant, ant, spider, ant?" And did you recognise the rhythm, "Stung a man upon his knee," as "Spider spider, spider, ant?" and did you echo the other rhythms using a steady pulse? Brilliant stuff, if you did any of those.

Well done you.

Now it's time to read and perform some rhythms. When new music is written down, it becomes a composition.

A composition is a new piece of music that has been created.

Composition.

Composition.

Sometimes music is written down so that we can remember it another day or to share it with other people.

A composer is a person who creates their own music.

A composer will compose when they create new music.

And then this new music that they've created becomes a composition.

That's a lot of words to remember, great listening.

It's time for a check-in.

Pause the video here and have a go at matching each of these words with their definition, with what they mean.

Pause now and give that a try where you are.

How did you get on? Here come the answers.

A composer is a person who creates their own music.

A composition is a new piece of music that has been created.

And to compose is to create a new piece of music.

Excellent work, musicians, well done.

Oh look, Aisha has been doing some composing.

Here is her rhythm composition.

Can you pause the video here and play Aisha's composition to a steady pulse? Pause now.

Lucas is a composer too.

Here is his rhythm composition.

Have a go at playing Lucas's composition to a steady pulse.

Pause now.

To help us to play our rhythms correctly, just like you did with Lucas and Aisha's compositions just now, we need to make sure that we listen and echo or read the pictures carefully.

We need to make sure we feel the steady pulse and we say the minibeast names out loud or in our head to help us.

I call that our thinking voice.

I wonder if you did any of those things to help you succeed? And now here's Jun's rhythm composition.

See if you can perform Jen's composition four times, using the backing track to help you to keep a steady pulse.

Here comes the music.

(lively bright music) We're going to perform our own compositions, or our Oak friends' compositions, alongside a backing track.

I wonder how we'll know that we're successful at this challenge? We will listen and echo or read the pictures carefully.

We'll remember to feel the steady pulse.

And to say the minibeast names out loud or in our head to help us.

I know that you can do all of that.

To do this, you will need to choose the percussion instrument that you'd like to use to perform your rhythm composition.

I wonder what it will be called and how you make a sound with your percussion instrument? Listen to the backing track and tap the beat to show that you have a good understanding of the pulse.

Remember to chant your minibeast rhythms in your head or out loud to help you, and when you're ready, play and chant your rhythm to the backing track.

Keep repeating your composition over and over again until the music stops.

As an extra challenge, you might like to try to play someone else's rhythm.

If you don't have your own rhythm compositions, you can use Sam's.

I'm about to play the backing track now.

You might want to pause and get ready and press play again when you are ready to make some music.

(bright lively music) How did you get on? Were you successful? Sam says she picked a woodblock so that she could play her rhythm really well.

Well done, Sam.

Sophia listened to the beat and it helped her chant and play in time.

Jun found it tricky to play his partner's rhythm, but after chanting it a few times it got easier and easier.

I wonder if you have any of those success stories.

You might want to pause now and talk about that.

As we come to the end of our lesson today, let's have a think about everything that we know.

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

We can hear, feel, and perform the rhythm and the beat in our songs and chants.

We know the difference between the two.

We can identify known rhythm patterns in our chants and we can use pictures and words to help us play rhythm compositions accurately.

We can keep a steady pulse as we play.

Wow, that's a lot.

Amazing music-making everyone.

Until next time, can't wait to see you again.

Bye.