Typically S1, Term 3
Music reading/writing introducing Nat 3 and some Nat 4 Literacy rhythms (crotchet, minim, semibreve, dotted minim, paired quavers) and creating/clapping rhythms in 2/4, 3/4 and 4/4 time. Then Composing Matters, Project 1, ‘Rhythm 1’ (working with crotchets, paired quavers, crotchet/minim rests, unison, ostinato, imitation and round/canon) and self-evaluation sheets.
Experiences & Outcomes
Use flash cards sized according to length of notes for rhythms to show what fits and what doesn’t, teach American terminology (quarter note etc.) as well as European to help with time signatures and use any/all suitable ways (running walk, 1 & 2, ta-te taa) of checking rhythms for performance.
Also ‘counting sheets’ behind flash cards. And stress difference between number of notes and number of beats!
Sometimes ta-te taa (Takadimi ‘ta di ta’) can be easier than counting if you’ve got longer rhythms with ‘and’s in awkward places.
NB while Composing Matters correctly uses ostinati as plural of ostinato, ostinatos is really quite acceptable in English (likewise concertos, cellos etc.). But still a good chance for some fun discussion of spaghetto and raviolo (single strands/pieces of spaghetti and ravioli)!