Lesson video

- ♪ - Hello, everyone.

♪ Welcome to lesson four.

Today, we are going to be composing a syncopated rhythm.

That means that we are going to write one down using rhythmic notation.

If you haven't done already, make sure you complete lesson one, two and three first.

So, get your bodies ready, your singing voices, and you're also going to need a worksheet or a pencil and paper as well.

Let's go.

In this lesson, you will need some paper or the worksheet that is provided with this lesson, a pencil, and your brain.

In lesson four, we are going to: perform rhythms, recap body percussion sequences, compose a syncopated rhythm and add your rhythm to our song.

- Right, let's remind ourselves of our hello warmup.

Are you ready? Straight in.

♪ Hello, hello, hello ♪ ♪ Get your body moving let's go ♪ ♪ Stamp your feet and clap your hands ♪ ♪ Turn your brain on, focus now ♪ ♪ Turn your brain on, focus now ♪ Well done.

This time, what I would like you to do is I would just like you to keep the pulse rather than the rhythm.

Okay? So tap in that rhythm on your shoulders or on your knees.

Ready? My turn, your turn.

♪ Hello, hello, hello ♪ ♪ Get your body moving, let's go ♪ ♪ Stamp your feet and clap your hands ♪ ♪ Turn your brain on, focus now ♪ Well done.

You could make up your own hello warmup, if you like.

See if you can change the words of this.

If you want to pause the video and have a go, feel free.

- Activity one: Performing rhythms. Let's go over the definition for syncopation.

Rhythm patterns where stress notes are placed off the beat.

- So our first rhythm that we're going to layer is very easy.

It uses crochets - one beat notes, and each one is placed on the beat, okay? So it should go: ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, three, join in ♪ ♪ One, two, three, four ♪ Well done.

Let's try the next one.

This one features crotchets and quavers.

Can you remember how long the quavers were? They're half a beat, okay? And this rhythm is syncopated because one of the quavers is placed on the 'and' of two, it's off the beat.

So this one goes like this: ♪ One, two, and three, four ♪ ♪ One, two, and three, four, join in ♪ ♪ One, two, and three, four ♪ ♪ One, two, and three, four ♪ Well done.

Now let's try the third rhythm.

Again, this is syncopated because it features quavers on the 'and' of one and the 'and' of three.

So it goes like this: ♪ One, and two, and three, and four ♪ ♪ One, and two, and three, and four ♪ ♪ One, and two, and three, and four ♪ ♪ One, and two, and three, and four ♪ ♪ One, and two, and three, and four ♪ Well done.

I'm going to sing it once in this lesson just to remind you, okay? So I'm gonna keep my pulse going.

I'm gonna sing it first, okay? ♪ I was passing by, my brother called me in ♪ ♪ And he said to me, you better take time in life ♪ ♪ People take time in life, people take time in life ♪ ♪ People take time in life, cause you got far way to go ♪ Has that reminded you how it goes? Are we ready? Get your pulse going.

Ready? We'll sing it together.

Off, we, go.

♪ I was passing by, my brother called me in ♪ ♪ And he said to me, you better take time in life ♪ ♪ People take time in life, people take time in life ♪ ♪ People take time in life, cause you got far way to go ♪ Well done.

This time, we're going to sing it through, And every time we hear that ♪ syncopata ♪ rhythm, I want you to clap it and bring it out.

So, for example, we might sing it like this: ♪ I was passing by, my brother called me in ♪ ♪ And he said to me, you better take time in life ♪ There was that rhythm.

Shall we have a go? See if we can get them all in, clapping the syncopata rhythm.

Off, we, go.

♪ I was passing by, my brother called me in ♪ ♪ And he said to me, you better take time in life ♪ ♪ People take time in life, people take time in life ♪ ♪ People take time in life, cause you got far way to go ♪ Did you did you manage to get all of them? How many were there in total? - Right, let's have a go at layering those rhythms up now.

And we'll finish with the song on the end, okay? You can choose which rhythm you clap along.

Or, you can rewind this video and do all three, okay? So we're going to start with the syncopata, ready? A one, two, three, four ♪ Synco-pa-ta ♪ And now the next one.

And now the quavers.

Off, we, go.

♪ I was passing by, my brother called me in ♪ ♪ And he said to me, you better take time in life ♪ ♪ People take time in life, people take time in life ♪ ♪ People take time in life, cause you got far way to go ♪ Well done.

- Let's recap, what is syncopation? Is it rhythm patterns where stress notes are placed off the beat? The heartbeat of the music? Making sounds using our bodies? Or, the length of sound, whether it is long or short? Have a think.

And the answer is: rhythm patterns where stress notes are placed off the beat.

Activity three: To compose a syncopated rhythm.

- For the next part of this lesson, you are going to compose your very own rhythm pattern.

It must be syncopated.

So, one of the notes that you use must feature on the 'and' of the beat.

Let's go over the notation you can can use once more just to make sure we understand.

So, we have crotchets: one beats.

We have the crotchet rests.

That mean there is no sound.

We have crotchet rests.

That mean a 'sh' for one beat.

We have quavers.

You can have these as single quavers, which are half a beat, and joined together, which make a full beat.

The quavers on their own are a great one to use with syncopation and they have rest as well.

Then we have semiquavers.

These are a quarter each and we go: ♪ Tukka, tukka, tukka, tukka ♪ ♪ Tukka, tukka, tukka, tukka ♪ and a rest.

On the next part of the video, you will see my example.

I have gone like this: ♪ Ta, ta, sh, tee, at ♪ ♪ Ta, ta, sh, tee, at ♪ ♪ One, two, three and, four ♪ ♪ One, two, three and, four ♪ So I featured a quaver on 'three and' which made the rhythm syncopated.

I have written numbers on the bottom of your line where you are going to compose.

Have a go at creating your own syncopated rhythmic pattern.

Make sure you pause the video once you have watched this to write down your pattern.

- On this worksheet, you can see my example on the left.

Have a practise at clapping it first.

Then think about how you can make your pattern syncopated.

Remember, one of the notes must feature on the 'and'.

When you have finished, practise clapping it through and see if you can turn it into a body percussion sequence.

So my example sounds like this: ♪ One, two, three and, four ♪ But I could go: ♪ Tap, tap, three, clap, click ♪ instead to make it more interesting.

Pause the video now to complete your task.

Resume once you have finished.

Activity four: To add your syncopated rhythm.

- Now you have composed your syncopated pattern, you are going to add it to our performance.

So, so far we've been doing lots of body percussion sequences, haven't we? Our pat, pat, clap, clap.

And this one: Okay? Now, if you would like to turn your rhythm into a body percussion pattern, that's absolutely fine.

Or, you can clap it.

So in the next part of the video, you will see the rhythms and the song being built up again.

See if you can clap or do your pattern in a body percussion sequence along to that part of the video.

If you need to pause now just to practise it, or practise turning it into a body percussion sequence, then just pause the video.

- Right, it's now time to layer the rhythms that we learned over the top of each other, okay? Each rhythm will be in a different box on the screen following by the song at the end.

Remember, if you would like to try all of the rhythms, which I hope you do, just rewind the video after each one and choose a different box.

Are we ready? Number one: ♪ A one, two, three, four ♪ Number two: Number three: Yay, well done! In today's lesson, we have: performed rhythms, you've recapped body percussion sequences, you've composed your very own syncopated rhythm, and you then added this rhythm to our song.

♪ Good bye everyone.

♪ I hope you enjoyed the lesson.

Today you have composed your very own syncopated rhythmic pattern, and hopefully you have a good understanding of how to use different notation when composing.

I hope to see you again for lesson five.

Bye-bye! Don't forget to share work with Oak National.

If you would like to, please share with your class teacher or, ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNNational and #LearnwithOak.

Hope to see you next time for lesson five.

Bye-bye!.