Learning objective
- To create musical rhythms using body percussion.
Success criteria
- I know that there are four layers of
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National curriculum
Music
Pupils should be taught to:
- Play
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Cross-curricular links
None.
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Could focus only on the forest floor rhythms, which are more straightforward; could try combining groups, once they are confident with these so that these children can play with others who are also playing the understorey rhythms.
Pupils working at greater depth
Could create their own understorey rhythms that work with the forest floor rhythms. (If children took part in the Kapow Instrumental lessons last year, they will be able to write down these rhythms, and use a greater range of notes – quavers, crotchets, minims, semibreves and rests.)
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Assessing progress and understanding
Pupils with secure understanding indicated by: having two contrasting rhythms being played
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Vocabulary definitions
-
contrast
An obvious difference.
-
higher
Near or at the top of a range of sounds.
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In this unit
Assessment - Year 4: Body and tuned percussion
Lesson 1: Pitter patter raindrops
Lesson 2: Rainforest body percussion
Lesson 3: The rhythm of the forest floor
Lesson 4: The loopy rainforest
Lesson 5: Sounds of the rainforest