Level 1. Lesson 4. Present ta & ti-ti
Woodblock
Difficulty: 
Prior learning: None
Prepare: Present: ta & ti-ti Practice: Beat
Students will learn to keep a steady beat while coordinating movement in a collaborative and interactive group game.
Lyrics
Engine, Engine, Number Nine,
Going down the railway line.
If the train goes off the track,
Will I get my money back?
Success Criteria
- I can chant the rhyme in time with the beat.
- I can move in time with the group as part of the train.
- I can lead the train with confidence and keep the class together.
Questions
- Did some beats have more than one sound? [yes]
- How many sounds are in the word 'nine'? [1]
- How many sounds are in the word 'engine'? [2]
- Recite the rhyme "Engine, Engine" to the class, who should form a line.
- Each student will place both hands on the shoulders of the student in front of them.
- The first student in the line is the "engine driver" and leads the "train."
- Ask the "engine driver" to sing a whistle sound (e.g., "Toot toot!") to start the train moving.
- The class chants the rhyme while keeping the beat by stepping in time.
- The "engine driver" leads the train around the room, keeping the line together and in time with the beat.
- Students in the train must match their steps to the beat and follow the "engine driver."
- At the end of the rhyme, the "engine driver" stops, turns, and selects the next leader by gently tapping their shoulder.
- The new leader moves to the front, makes a whistle sound, and begins leading the train.
- Continue until as many students as possible have had a turn as the "engine driver."
- Extension: Direction Change: Have the train switch directions halfway through the rhyme for an added challenge.
- Speed Change: Vary the tempo of the rhyme (fast or slow) and have the train adjust their steps accordingly.
- To make the activity more dynamic, add arm movements (e.g., miming train wheels or pulling a whistle cord).
Students will learn to recognise and use ta and ti-ti rhythm syllables.
- Write the notation for ta and t-ti on the board.
- Teach that one sound on a beat is called ta, and two sounds on a beat are called ti-ti.
- Both ta and ti-ti are called rhythm syllables.
- Clap ta for one beat. The class should clap back and say the syllable.
- Repeat with ti-ti.
- Project the graphic of two simple songs.
- Sing the first [Goodnight] and clap the rhythm. The class should echo back.
- Sing it again using rhythm syllables. The class should echo back.
- Repeat the second song [Rain Rain]
Success Criteria
- I can identify ta and ti-ti in a rhythm pattern.
- I can clap and sing rhythm patterns using ta and ti-ti.
- I can echo back rhythms from a song using rhythm syllables.
Questions
- What is the rhythm syllable for one sound on the beat?
- What is the rhythm syllable for two sounds on the beat?
- How many beats does the first line of Goodnight have?
Students identify the number of sounds in Australian animal names, representing them using ta and ti-ti rhythm patterns while maintaining a steady beat.
- Explain to the class that we will clap and say the rhythms of some Australian animal names.
- When we clap the way the words go, we are clapping the rhythm.
- Demonstrate clapping the syllables of an example animal name (e.g., "Kangaroo").
- Show how "Kangaroo" can be represented as ti-ti ta while clapping.
- Show pictures of Australian animals (e.g., koala, emu, kangaroo, platypus).
- For each picture, say the animal’s name.
- Together, represent the syllables using ta and ti-ti over a steady clapped beat (2-metre)
- Example: "Emu" = ta ta, "Platypus" = ti-ti ta.
- Invite a volunteer to come forward and name an Australian animal not shown in the pictures.
- Guide the class to clap and count the syllables of the new animal name, then represent it with ta and ti-ti rhythms.
- Repeat with other volunteers as time permits.
Success Criteria
- I can identify how many sounds (syllables) are in an animal’s name.
- I can clap and say the rhythm of the animal name using ta and ti-ti.
- I can keep a steady beat while clapping and saying the rhythm.
- I can contribute an animal name and identify the sounds in its name.
Questions
- What did you notice about the rhythms of different animal names?
- Which animals had the longest rhythms?
- Which had the shortest?
Students will develop their locomotor skills and ability to keep to a steady beat while performing coordinated hand motions to a rhyme.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
Lyrics
Here are mother's knives and forks.
Here is mother's table.
Here is mother's looking glass.
And here is baby's cradle.
Success Criteria
- I can follow along with the motions while reciting the rhyme.
- I can perform the motions in time with a steady beat.
- I can demonstrate coordination by matching the rhyme's words to the actions.
- Gather the students in a seated position.
- Demonstrate the rhyme and motions slowly, explaining each step.
"Here are mother's knives and forks" (Interlock fingers, palms up).
"Here is mother's table" (Turn palms down).
"Here is mother's looking glass" (Make a peak with two forefingers).
"And here is baby's cradle" (Add a peak of little fingers).
- Recite the rhyme together with the class, performing the motions.
- Encourage students to join in as they feel comfortable.
- Repeat the rhyme several times, gradually increasing the speed while maintaining a steady beat.
- Provide support and encouragement, especially for students struggling with coordination.
Questions
- What is a looking glass, and what would it be used for?
- What is a cradle and where would you find it.
- Was it easy or tricky to keep to the beat while moving your hands?
Students will learn to distinguish between beat and rhythm using a visual rhythm sheet and a familiar song.
Lyrics
Rain, rain, go away.
Come again some other day.
Questions
- What is the word musicians use to describe the way the words go in music?
- When you clapped the beat, did some beats have more than one sound? [Yes]
- How many raindrops are named 'ta' in the first row of umbrellas? [2]
- Distribute student workbooks or print and distribute the rhythm sheet with umbrellas and raindrops. [e.g. My First Music Writing Book p6]
- Explain that the umbrellas represent beats, and the raindrops show the rhythm.
- Write the word on the board [students are not expected to write it at this stage]
- Students should have their books/sheets on their laps or near them.
- Explain each umbrella represents one beat.
- Teach that one raindrop means one sound on the beat, and two raindrops mean two sounds on the beat.
- Ask students to follow the beat, pointing to the umbrellas with their fingers as they sing.
- Repeat. This time, students point to the raindrops, which show the rhythm.
Success Criteria
- I can follow the beat by clapping the umbrellas with one raindrop.
- I can clap the rhythm by following the umbrellas with two raindrops.
- I can sing Rain Rain while connecting the words to the rhythm sheet.
Students will learn to sing and coordinate movements with a partner, developing beat awareness and social interaction skills.
Lyrics
Bow to your partner,
Bow to your partner,
Stamp, stamp! Turn yourself around.
- Begin by teaching the song line by line. Sing each line and ask the students to repeat after you to ensure they understand the melody and lyrics.
- Once students are comfortable with the song, have them form a circle and find a partner facing each other.
- If there’s an odd number of students, join in to ensure everyone has a partner.
- Guide students through each movement associated with the lyrics:
"Bow to your partner": Students bow to their partner twice.
"Stamp, stamp": Students stamp their left foot, then their right foot.
"Turn yourself around": Students hold both hands with their partner and switch places. - Begin singing the song as a group, following the movements in time with the lyrics.
- For "Turn yourself around," students turn around and stand back-to-back with their partner, then face a new partner as they turn to face the next student in the circle.
- Repeat the song with students performing the same movements but facing a new partner each time.
- The game continues in this pattern, with students moving around the circle until they eventually meet their original partner again.
- Remind students to stay in time with the beat and match their movements to the rhythm of the song.
- Offer gentle guidance and corrections as needed, ensuring everyone moves together and enjoys the activity.
Success Criteria
- I can sing the song and remember each line.
- I can follow the movements and stay in time with the song’s beat.
- I can interact with my partner and switch partners in a coordinated way.
- I can participate actively and enjoy meeting new partners in the circle.
Questions
- What is the word musicians use to describe the way the words go in music?
- When you clapped the beat, did some beats have more than one sound? [Yes]
- How many raindrops are named 'ta' in the first row of umbrellas? [2]
ASSESSMENT QUESTIONS
- The student can identify rhythm as "the way the words go".
- The student can identify ta and ti-ti rhythm syllables.
- The student can follow beat and rhythm icons.
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV