Music Lessons

Lesson Focus: The Arts Learning Area / Strand: Music Year Level: 3-4 Duration: 3 Hours
Overview:
This activity will introduce students into Music and Dance. Students will be able to become music composers and choreographers. The students will be
working in small groups and the activity will take approximately 3 hours.
This resource asks students to listen and watch a recording demonstrating rhythm clapping and reading. Watching recordings of African Body Percussion,
students will be able to identify different musical instruments and cultural dance. The Year 3 HASS unit of Exploring places near and far will be incorporated
into the activities.
In small groups, students will compose their own composition, perform their 16 beat composition using their previously made drum and then choreograph it
in a dance
Prior knowledge of learners
(Students know the Elements of Music Art and Design)
 By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.
 Students improvise, compose, arrange and perform music.
 They demonstrate aural skills by staying in tune and keeping in time when they sing and play. (ACARA, 2016).
At Year 3-4 level the elements of music and clapping using ta, ta, ti-ti, ta will therefore not be a new concept.
Lesson objective/s
 By the end of this lesson, students should be able to: (Students know the Elements of Music Art and Design)
 Make and respond to music by exploring different cultures other than Australian
 Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns in celebratory and
commemorative songs.
 Practice playing instruments and improvising music including rhythm, pitch, dynamics.
 Create, perform and record compositions and organising sounds, silence, tempo and volume
 Play instruments and improvise music such as rhythm, pitch, dynamics and form in a range of pieces.
Key questions for Years 3 and 4
 Context as artist and audience: What does music tell us about the past, people and places?
 Knowledge as artist and audience: How are rhythm/pitch/expression used to communicate ideas in music?
 Evaluations and judgments as artist and audience: How does music make you feel and why?
Links to Curriculum (identify relevant Strands and Content Descriptors)

 Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
 Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of
pieces, including in music from the local community (ACAMUM085)
 Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
 Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music,
including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087)
Cross-Curriculum Focus and Links:

HASS: Year 3 - Exploring places near and far
 The location of Australia’s neighbouring countries and the diverse characteristics of their places (ACHASSK067)
 The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live
there, and people’s perceptions of these places (ACHASSK069)
Mathematics Year 3: Numeracy. Estimating and calculating with whole numbers.
 Understand and use numbers in context
 Recognise and use patterns and relationships.
 Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
Evidence of learning: At the end of this activity students will
 Play instruments and improvise music such as rhythm, pitch, dynamics and form in a range of pieces.
Resources
 YouTube Video - Ta ta titi Ta Rhythms to clap https://youtu.be/Qd3Un34qt-c
 YouTube Video - Introduction to Rhythm Reading: Stage One - https://youtu.be/4vZ5mlfZlgk

 Rhythm Symbols
 16 Beat Rhythmic Ostinatos
 Composition Worksheet
 African Djembe Drums
Differentiation strategies
 Students with lower abilities will be grouped with more confident students.
Lesson  Students will first watch “Ta ta titi Ta Rhythms to clap” and then clap with the recording. YouTube video.
Introduction https://youtu.be/Qd3Un34qt-c
 Introducing the  Play “Introduction to Rhythm Reading: Stage One” YouTube Video - https://youtu.be/4vZ5mlfZlgk. Students will be expected to
topic clap to the rhythm.
 Engagement of Key Questions:
the learners  Context as artist and audience: What does music tell us about the past, people, and places?
 Knowledge as artist and audience: How are rhythm/pitch/expression used to communicate ideas in music?
 Evaluations and judgments as artist and audience: How does music make you feel and why?
Lesson Body Activity 1: Individual

 Delivering the  Give the students the Rhythm Symbols and practice clapping them together.
content through  Show an example of a previously completed “16 Beat Rhythmic Ostinatos”
specific  Hand out the Composition Worksheet.
strategies  Each student will complete Part A an individual rhythmic ostinato on the sheet by creating a four beat rhythmic ostinato.
Activity 2: Group
 Students will work in small groups.
 Using the Composition Worksheet the groups will complete Part B: Group Composition.
 They will put their individual rhythmic ostinatos together to make a bigger ostinato.
Lesson Activity 3: Group

Conclusion  Students will work in groups.
 Concluding  They will use their previously created African Djembe Drums
activities  They will perform the 16 Beat Rhythmic Ostinato that they have created in Activity 2 (Part B: Group Composition)
 Summarizing  Each group will record their composition on an IPad. This will later be used when they have to choreograph their group dance.
the lesson
Rhythm Symbols
Sound
Rhythm Staff
Descriptor name Label
symbol symbol
(mnemonic)
1 sound 1
Ta
on a beat crotchet
2 even
2
sounds Ti-ti
quavers
on a beat
No Za 1
sounds (pronounced crotchet
on a beat silently) rest
16 Beat Rhythmic Ostinatos

Ta Ta Ti Ti Ta
Ta Ti Ti Ta Ta
Ti Ti Ti Ti Ta Ta
Ti Ti Ti Ti Ta Ta
Ta Ti Ti Ti Ti Ta
Ta Ta Ta Ti Ti
Composition Worksheet
Rhythmic ostinatos
Part A: Individual Composition
An ostinato is a
repeated pattern.
Create a four beat rhythmic ostinato.

Use the rhythms in the box.
Clap your individual rhythm four times in a row to see if you like it.
Part B: Group Composition

In a group, add your individual compositions together to create a 1 beat rhythmic ostinatos.
Experiment with your own combinations of sounds that create interest.
Perform them with a song you know.
Make sure
your song is Keep a steady
in time. beat while you
perform!
Adapted from Education Queensland (2017). C2C

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Lesson Focus: The Arts Learning Area / Strand: Music Year Level: 3-4 Duration: 3 Hours

Links to Curriculum (identify relevant Strands and Content Descriptors)

Cross-Curriculum Focus and Links:

 YouTube Video - Introduction to Rhythm Reading: Stage One - https://youtu.be/4vZ5mlfZlgk

Lesson Body Activity 1: Individual

Lesson Activity 3: Group

16 Beat Rhythmic Ostinatos

Create a four beat rhythmic ostinato.

Part B: Group Composition

Adapted from Education Queensland (2017). C2C

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