Semiquaver Strategy: Preparation – Aural Discovery Objectives 1 and 2 and Visual Discovery Objective 1

Semiquaver Strategy: Preparation – Aural Discovery Objectives 1 and 2 and Visual Discovery Objective 1

Comments Off on Semiquaver Strategy: Preparation – Aural Discovery Objectives 1 and 2 and Visual Discovery Objective 1

Preparation – aural discovery    

Objective 1. Students will discover a new sound that is not one, two or no sounds on a beat.

Steps:

Review

  1. The class sing Winter’s Coming while keeping a steady beat.
  2. The class sings the song again, while performing the beat (e.g. on their feet) and the rhythm (e.g. clapped).
  3. One student claps the rhythm of the first bar.
  4. The class claps back saying the rhythm names.
    A: ti-ti ti-ti
  5. One student claps the rhythm of the second bar of the song.

Point

  1. The teacher asks if there any sounds in this bar that are not crotchets, quavers or crotchet rests.
  2. Teacher claps rhythm of the first and second bars of Winter’s Coming again and students raise their hands if they hear something new.
    A: Students should raise their hands on the first beat of the second bar.
  3. Students locate the word/s that have the new sound
    A: the new sound occurs on the words “there is little
  4. Teacher claps rhythm of the third and fourth bars of Winter’s Coming again and students raise their hands if they hear something new.
    A: Students should raise their hands on the first beat of the fourth bar.
  5. Students locate the word/s that have the new sound
    A: the new sound occurs on the words “hail and ice a

Reinforce      

  1. The class sing Winter’s Coming while clapping the rhythm of all the crotchets, quavers or crotchet rests. The new rhythm is tapped on their heads.

Click here for above written out as focus activity.

Click here for video of above activity.

 

Objective 2. Students discover that the new rhythm has four sounds on a beat.

Steps:

Review

  1. Students sing Winter’s Coming while keeping a steady beat and performing the rhythm.
  2. They discover that not all the sounds in this song are crotchets, quavers or crotchet rests.
  3. Students locate the words where they hear the new rhythm.
  4. Students sing Winter’s Coming and isolate the new sound by inner hearing it.

Point

  1. The teacher sings the second bar of the song and asks students how many sounds they heard on the first beat of the bar?

A: Four

  1. The teacher sings the new sound and asks are the sounds even or uneven
    A: They are four even (or equal) sounds on a beat.

Reinforce

  1. The class sings Winter’s Coming, keeping a steady beat, highlighting the new sound using body percussion.

Click here for above written out as focus activity.

Click here for video of above activity.

 

Preparation – visual discovery

Objective: Students will use visual symbols to represent four sounds on a beat

Steps:

Review

  1. Teacher performs the rhythm pattern for Dinah and students identify the song.
  2. Students sing song while keeping a steady beat on their laps
  3. Students perform the beat and rhythm for the song simultaneously
  4. Teacher asks students to identify the number of phrases in the song and the number of beats per phrase.
    A: Four phrases with four beats in each phrase.
    Teacher represents this information on the board using beat circles (four lines of four beat circles).
  5. Teacher asks a student volunteer to point to the beat circles while the class sings the song with the words.
  6. Teacher asks student how many sounds they hear on each of the last three beats of the first phrase.
    A: Two on each beat
  7. Teacher asks what we do to these note stems to show they are both sharing the same beat.
    Join them together with a line across the top (beam).
    Teacher places a beam across the two note stems.
  8. Teacher asks the class to clap the rhythm for the first beat. Students clap the rhythm to the first beat only and derive how many sounds are on the beat.
    Four sounds
  9. Students determine that we must put four strokes in the beat circle to show four sounds and that, because they are all on one beat, we must join the together.
    Teacher adds a beam.

Point

  1. The class determines that as there are four sounds on one beat, they must be twice as fast as the known rhythm that is two sounds on one beat (quavers).
  2. The teacher explains that because they are twice as fast, we use two beams to show this and then draws a second beam across the four stems.

Reinforce

  1. The class sing the song with the words and perform the rhythm while reading it from the board.

Click here for above written out as focus activity.

Click here for video of above activity.

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