YEAR 3 MUSIC SUMMER 2012 LOOPY MUSIC

SESSION 1: UNDERSTANDING BEAT & RHYTHM

Main objective: play body percussion and untuned instruments with increasing control and accuracy.
Warm-ups
Objective: internalise and
recall sounds.
Activity: children echo
teachers rhythm patterns
on body percussion.
Objective: understand
that beat is a steady
pulse; rhythm is a pattern
of long/short sounds and
silences.
Activity: Find the beat:
listen to pieces of music
with 4 beats per bar
(including rhythm-only)
and pat beat in time.
et children to tap a
steady beat and clap a
rhythm over the top.
!iscuss difference
between beat and
rhythm.
Whole-class activity
"each a repeating rhythm pattern (#"horn$ton %ri-ma-ry&' etc.). (nitially' chant and clap' then clap only.
!iscuss that this is a cyclical pattern or a loop.
)plit into * grps+ demo how one pats beat while other claps rhythm+ swap.
,epeat with other rhythms (e.g. #-e are the mon-.eys&).
Group activity 1
/hallenge children to do this in grps of 4: two on rhythm and two on beat' then swap.
0rs % with 1, (dyspra2ia)+ 0rs ! with /- (poor co-ordination3concentration).
Plenary 1
4olunteers demo wor. to group. -hat do we need to ma.e sure we do5 (%lay in time with others+ watch3listen to
others.)
Group activity 2
(n grps of 4' children use utue! per"u##$o (* types per grp' e.g. wood bloc.' tamborim) to wor. on both
rhythm patterns as in group activity 6+ swap instruments3roles.
Plenary2
/ould we play in time in grps5 4olunteers demo wor. to group then whole-class performance.
-ho needs to be able to play in time to beat5 (All players in groups or ensembles.) -hat would happen if they
didnt5
AfL
%erform Rockin all over the world with singing ' beat and #we are the mon-.eys& rhythm.
D$%%eret$at$o
0i2ed ability grps+ support as shown+
7utcome
S&I''S
( ta.e notice of others when ( am performing.
( perform with others' ta.ing instructions from the leader.
( can identify the beat in music.
( perform with control and awareness of what others in the group are playing.
M!"
#ttempt to identify beat in a piece of music.
nderstand that beat $ rhythm are different.
#ttempt to play beat $ simple rhythms in a grp.
!%O&'
(dentify $ assimilate beat when playing in grps.
nderstand that beat is a pulse; rhythm is a pattern.
)lay beat and simple rhythms within a grp.
*O&'
(dentify $ tap beat+ when playing alone.
nderstand that the beat is a pulse; rhythm made of
long / short sounds $ silence.
)lay+ individually+ beat and simple rhythms.
SESSION (: )OM*OSING SIM*'E RHYTHM *ATTERNS
Main objective: create musical patterns.
Warm-ups
Objective: internalise
and recall sounds.
Activity: children echo
teachers rhythm
patterns on body
percussion+ then' go
round group and
children echo rhythm
ideas one-by-one.
Objective: play body
percussion with
increasing control and
accuracy.
Activity: ,e-cap
tapping the beat with
different pieces of
music.
Whole-class activity
,e-cap body percussion repeating rhythm patterns and beat. 8ow can we ma.e ("ompo#e) our own rhythm
patterns5
!emo using words' e.g. names' encouraging children to 9oin in.
Group activity 1
/hallenge children' in grps of 4' to compose simple rhythms using names' football teams' favourite foods' etc.
%ictures of (e.g. spaghetti :olognese' chili con carne) to stimulate those with );/< (1,' 1/' 1-). A= support 1,
(dyspra2ia).
Plenary 1
4olunteers demo wor. to group. )et e2amples against beat with whole class.
,ecap what we need to ma.e sure we do5 (%lay in time with each other+ watch3listen to each other)
Group activity 2
(n grps of 4' children use untuned percussion to wor. on new rhythm ideas' playing rhythm patterns with beat.
"ry to develop ideas which contrast with previous ones. )wap instrs3roles. A= support /- (co-
ordination3concentration).
Plenary2
4olunteers demo wor. to group then whole-class performance.
Are some rhythm patterns more complicated than others5 -hy5 !id some not really wor.5 -hy not5
AfL
%erform R#O", with some of childrens rhythms and beat.
D$%%eret$at$o
0i2ed ability grps+ support as shown+
picture cards to stimulate word rhythms+
outcome
S&I''S
( can ma.e a se>uence of long and short sounds with help.
( can identify beat in music.
( listen carefully and recall short rhythmic phrases.
( create short rhythmic phrases.

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YEAR 3 MUSIC SUMMER 2012 LOOPY MUSIC
M!"
&isten to rhythm patterns and attempt to echo.
#ttempt to identify the beat in a piece of music.
Make up simple rhythm ideas+ with support.
!%O&'
(nternalise and recall rhythm ideas.
(dentify $ assimilate beat when playing in grps.
se a stimulus to create simple rhythm patterns.
*O&'
(nternalise and recall rhythm ideas accurately.
(dentify and tap out the beat in a piece of music+
when playing alone.
se a stimulus to create simple+ contrasting rhythm
patterns.

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YEAR 3 MUSIC SUMMER 2012 LOOPY MUSIC
SESSION +: BUI'DING U* THE TE,TURE
Main objective: combine rhythm and te-ture in composition.
Warm-ups
Objective: internalise
and recall sounds .
speeding up the
process.
Activity: %lay #-hen (
say one&.
Objective: analyse and
compare sounds.
Activity: As a class'
sing "hree /lind Mice
in a *-part round and
add a beat. 8ow many
ideas do we have5
("wo.) 8ow many
layer# of sound do we
have5 ("hree.)
Whole-class activity
-atch video e2amples of percussion music which is clearly built of layers of sound. !iscuss the different ideas in
the music.
"each a new repeating rhythm pattern. (ndicate half of the class continue to clap this whilst the other half taps the
beat.
?sing a vocal sound' add a new' contrasting rhythm idea' whilst children continue their parts.
!iscuss what is going on. (-e have three ideas and three layers of sound.) @2plain that we are describing the
te-ture.
)plit into three groups and performing as a whole class.
Group activity
(n groups' children create new rhythm ideas or use e2isting ones. Add the beat and a contrasting voice or
percussion sound.
0rs ) support 1, (dyspra2ia)+ A= support /- (co-ordination3concentration)
Plenary
4olunteers demo wor. to group. /an rest of class 9oin in5 As they perform' concentrate on own part' and be aware
of others.
AfL
%erform ,A7"- with two rhythm patterns' the beat and singing A we now have a four-layer te2tureB
D$%%eret$at$o
0i2ed ability grps
)upport as shown
7utcome
S&I''S
( listen carefully and recall short rhythmic phrases.
( am beginning to describe the te2ture of music.
( can ma.e a se>uence of long and short sounds with help.
( create short rhythmic phrases.
M!"
#ttempt to identify beat in a piece of music.
nderstand that beat $ rhythm are different.
#ttempt to play beat $ simple rhythms in a grp.
!%O&'
(dentify $ assimilate beat when playing in grps.
nderstand that beat is a pulse; rhythm is a pattern.
)lay beat and simple rhythms within a grp.
*O&'
(dentify $ tap beat+ when playing alone.
nderstand that the beat is a pulse; rhythm made of
long / short sounds $ silence.
)lay+ individually+ beat and simple rhythms.
SESSION .: DYNAMI)S
Main objective: contrast and graduate dynamics.
Warm-ups
Objective: internalise
and recall sounds .
speeding up the
process.
Activity: %lay #-hen (
say one&.
Objective: analyse and
compare sounds.
Activity: ;ic.ety split
with tempo' dynamics
changes.
Whole-class activity
)how cards with f and p. @2plain loud and soft.
/lap rhythms and respond to direction on cards.
)how mf and e2plain medium. /lap and respond as before.
Group activity 1
(n groups' children e2periment with these' using made-up rhythm patterns or ones from previous wee.s.
"a.e turns to direct and respond to dynamics.
A= support 1,3/- (dyspra2ia3co-ordination3concentration) as re>uired.
Whole-class activity
)how cards with hairpin cresc3dim. @2plain getting louder3softer.
/lap rhythms and respond to direction on cards.
Group activity
As before' with hairpin cresc3dim.
Plenary
4olunteers demo wor. to group. /an rest of class 9oin in5 As they perform' concentrate on own part' and be aware
of others.
AfL
%erform ,A7"- with the beat' a rhythm pattern and singing A respond to dynamics cards.
D$%%eret$at$o
0i2ed ability grps
)upport as shown
7utcome
S&I''S
( listen carefully and recall short rhythmic phrases.
( am beginning to describe the te2ture of music.
( can ma.e a se>uence of long and short sounds with help.
( create short rhythmic phrases.
M!"
#ttempt to respond to the dynamics cards.
#ttempt to direct dynamics in a performance.
!%O&'
(dentify $ assimilate beat when playing in grps.
nderstand that beat is a pulse; rhythm is a pattern.
)lay beat and simple rhythms within a grp.
*O&'
(dentify $ tap beat+ when playing alone.
nderstand that the beat is a pulse; rhythm made of
long / short sounds $ silence.
)lay+ individually+ beat and simple rhythms.

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YEAR 3 MUSIC SUMMER 2012 LOOPY MUSIC
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