Year 7 : Rhythm and beat
National Curriculum: Programmes of Study
1a 1b (if IT option is used)
2b 2c 2d 2e 2f 2g
4a 4b 4c 4d 4f
5a 5b 5c 5d 5f 5h
6c 6d 6e
Through COMPOSING, PERFORMING, LISTENING and APPRAISING, the children should be learning :
(a) about the concept of beat and rhythm
(b) to notate rhythm using traditional notation
(c) the conventions of Baroque music - canon
(e) to structure their music within a given framework
(f) to play an independent part in a group
(g) to control music through subtle changes in dynamics, specifically crescendo, diminuendo, forte and piano
(h) the differences between the piano and the harpsichord as instruments.
Additionally, the lesson embraces numeracy and spatial relationships of rhythms
Notes for guidance
To hear the MIDI files, a plug-in is required to hear them. The standard Windows media player is barely adequate. A preferred MIDI player is the crescendo plug-in. To hear the sound of the piano and the harpsichord, a General MIDI sound module is recommended, although a good sound card should reproduce the sound adequately.
Using a scorewriter or the score editing function of a sequencer, ask pupils to compose a rhythm of 8 bars in length using traditional notation.
On a sequencer, ask pupils to make up a long rhythm using one channel. They could then copy this rhythm at one bars distance on three other channels, using different timbres to create a 4 part canon.
A variety of sound resources could be introduced to illustrate the differences in timbre. Claves, congas, cowbells and triangles are suitable small percussion. The internal workings of the piano should be seen first hand if at all possible.
Try to get the pupils thinking carefully about the dynamics they choose. If the piece is a canon, should the dynamics be consistent between the parts?