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 crotchet rest
(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) how pitch is changed on percussion instruments around the world.
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 including rests
Compose an 8 bar palindrome using a scorewriter. Encourage the use of copy and paste functions.
Explore regions and instruments of the world using a CD ROM
A variety of sound resources could be introduced to illustrate the differences in timbre. Claves, congas, cowbells and triangles are suitable small percussion.