Learning Objectives: To be able to identify the number

of syllables in a word. To be able to select an instrument

to create effect. To be able to compose a piece of

music using rhythm and harmony.

MUSIC: Syllables and beatsLesson 1 of 1

National Curriculum LinksMusic: 1b, 1c, 2a, 2b, 3a, 3c, 4b, 4d, 5a, 5c. Literacy ~ Speaking and listening: 3a, 3b, 3c, 3d, 3e.

Preparation Pictures of fish x4 (Resource 1) Pictures of fish in underwater scenes x 4 (Resource 2) Blank 6 bar sheet Various percussion instruments.

Introduction (warm up)Play rhythm clapping game ~ ask the children to begin to clap a stead beat. Move around ~ clap above, down below, to the left, to the right etc. Explain that we are going to use the syllables of the names of the fish to clap out a beat. Hand out 4x pictures of fish with name of underneath (Resource 1)Discuss what a syllable is and identify the number of syllables in each fish name

using a clapping method.

Shark - 1 Star fish – 2 Puffer Fish – 3 Swimming seahorse – 4

Continued…

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Teacher ~ clap out and say using syllables ‘Who has shark?’ Child answers ~ clap out and say using syllables ‘I have shark’Repeat: Who has star fish? I have starfish.Who has puffer fish? I have puffer fish.Who has swimming seahorse? I have swimming seahorse. Change you change the speed of some of the longer syllable words to change the

rhythm?

Main class activity – Whole class discussion Display x 4 pictures of different fish swimming in different locations e.g. clown fish in

coral reef, cod in North Sea, shark in clear waters, salmon going up stream, a shoal of fish being caught in a net. (see Syllables and Beats, resource 2)Discuss the sounds they would associate with these fish and the setting in which they are in e.g. Salmon gushing water, loud. Shark – quiet, still, gentle tapping? In small groups children are to be given a setting picture (keep this hidden form the other groups). They should brainstorm the sounds and instruments they could use to create these sound effects and note these on a blank, four bar table. Children can then be allocated percussion instruments to create the appropriate effects. Discuss how they could play the instrument to create the desired effect. Loudly? Quietly? Quickly? Slowly? Is it the same for all four bars? Should one person be the beat and the others create a laying effect and depth to the music? Relate to how music bands play – the drummer keeps the beat while the other instruments come in as and when to create an effect.

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Independent / Group workChildren are to practice each bar of their composition creating their atmospheric sound for their fish and setting – needs to last approximately 10 seconds. How could we improve our playing? Children should practice, discuss improvements, edit and practice again until happy with their composition. Teacher should move around the room to assist groups in their ideas and composition.

PlenaryPerform each of the pictures – keep the pictures hidden from the other groups; pupils should guess from the music which picture the group were given. The children then peer assess one another’s composition. ‘I really like …’‘To make you composition even better you could …’Afterwards, the teacher will act as a conductor and move around the groups, so each group will perform after one another creating one big composition.

DifferentiationAges 7-9 ~ Extend the warm up. Using the pictures of fish, identify the number of syllables. In small groups and using different percussion instruments the children are to practice playing the number of syllables of fish name. Once they are clear with this they are to create a short composition changing the order / mixing the pictures up, using repetition to create a 6 bar composition by ordering the pictures in an effective manner that creates a piece of music e.g. shark, shark, puffer fish, starfish. Children to practice playing until they have a short composition completed which they can perform to the class.

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Extension / HomeworkChildren to choose their own fish / marine animals and have to make a 4 bar composition using the names of fish. Assessment for Learning: Can the children identify and clap out syllables? Can the children choose instruments to create an effect?Can the children add depth and laying to their composition by playing at different times, speeds, volume etc? Can children perform their compositions?