Level 1. Lesson 5. Practise ta & ti-ti
Woodblock
Difficulty: 
Prior learning: None
Prepare: Present: Practice: ta & ti-ti
Students will develop coordination and beat awareness by performing body actions while singing and moving in a fun, interactive circle activity.
Lyrics
I wonder who is here today. Let's pass the ball and see.
Lets pass and pass and pass and stop!
[Name] is here today!
- Show a large, soft beach ball and explain that it will be passed or bounced during the song.
- Sing the song once, bouncing or gently passing the ball to different students to model how the activity works.
- Explain that when the song reaches the word "stop", the student holding the ball says their name and acts (e.g., clapping, jumping).
- Begin singing with the class while bouncing or passing the ball around the circle.
- Encourage students to keep the beat by clapping or patting their knees while singing.
- When the ball lands on a student at "stop", invite them to say their name and demonstrate an action.
- Change the song's tempo: try singing faster or slower while maintaining a steady beat.
- You can adjust the dynamics by singing loudly or softly, and you can encourage students to match their actions to the mood of the music.
- Continue passing the ball and singing, allowing all students to participate.
- Encourage creativity by asking students to choose unique actions when it is their turn.
Success Criteria
- I can sing the song while keeping a steady beat.
- I can say my name and perform an action when I have the ball.
- I can adjust my singing to match changes in tempo and dynamics.
Questions
- What time names do the first two sounds have? [ta]
- Where in the song can ti-ti be found? ["turn - a"]
- What other part of the body could you shake to change the words?
Students will develop fine motor coordination and rhythm skills while performing a hand-and-finger rhyme with movements.
Lyrics
Five little peas in a pea pod pressed.
One grew, two grew, and so did all the rest.
They grew, and they grew, and they would not stop,
Until one day, they all went –pop!
Questions
- How many peas were there to begin with? [5]
- What did the peas do? [grew and grew]
- Have you ever seen peas go pop?
- Demonstrate the rhyme slowly, showing the finger and hand movements while reciting the words.
- Line 1: Start with a clenched fist (representing a pea pod).
- Line 2: Extend one finger, then two, and gradually open all fingers (peas growing).
- Line 3: Use hands to form and grow an invisible ball (the peas growing together).
- Line 4: Clap loudly on “pop!”
- Recite the rhyme slowly, encouraging students to copy your movements.
- Repeat the rhyme multiple times, ensuring students are comfortable with the finger movements and the timing of the clap.
- Gradually increase the pace while maintaining a steady rhythm.
- Invite individual students or small groups to perform the rhyme for the class.
- Provide gentle feedback and encouragement.
Success Criteria
- I can copy the finger and hand movements while reciting the rhyme.
- I can perform the rhyme with a steady, measured cadence.
- I can clap on cue at the "pop" to complete the rhyme.
Students will perform movements and actions in time with the beat while singing "Old Brass Wagon" in a collaborative circle activity.
Lyrics
Circle to the left, old brass wagon (3 times). You're the one, my darling.
Circle to the right, old brass wagon (3 times). You're the one, my darling.
Everybody in, old brass wagon (3 times). You're the one, my darling.
Swing, oh swing, old brass wagon (3 times). You're the one, my darling.
Do-si-do, old brass wagon (3 times). You're the one, my darling.
Into the centre, old brass wagon (3 times). You're the one, my darling.
Allemande left, old brass wagon (3 times). You're the one, my darling.
Promenade home, old brass wagon (3 times). You're the one, my darling.
- Explain and demonstrate: "Allemande" (partners raise their right hands, touch palms, and rotate on the spot).
- Demonstrate "Do-si-do" (partners cross their arms and rotate around each other).
- Guide students through "allemande" and "do-si-do" steps.
- Practise moving in a circle to the left and right, as well as "into the centre" and "promenade home."
- Arrange students in a circle with partners.
- Begin with the first verse: "Allemande, old brass wagon," singing and performing the "allemande" movement with their partner.
- Continue with the second verse: "Do-si-do, old brass wagon," singing and performing the "do-si-do" movement.
- Work through additional verses.
Success Criteria
- I can follow the movements and sing in time with the beat.
- I can perform "allemande" and "do-si-do" movements with my partner.
- I can participate actively and cooperate with my classmates during the circle activity.
Questions
- What fun move would you add to the song if you were in charge of the game?
- Which movement made you feel like a professional dancer, and why?
- What is an old brass wagon?
Students will perform a song while identifying beats and rhythm, using ta and ti-ti time names to represent the rhythm.
Lyrics
By Low, baby-O'
Off to dream land you must go.
- Print and distribute the empty beat sheet or distribute their books [My first music writing book p.9]
- Sing with the class while students point to the beat circles.
- Explain when we hear one sound on a beat, we say ‘ta.’ When we hear two sounds on a beat, we say ‘ti-ti.’ These are called rhythm syllables or time names.
- Write the symbols on the board.
- Clap and say the rhythm of the song's first line, using ta and ti-ti, while pointing to the circles.
- Have students repeat the song while clapping the words.
- They repeat the song by tapping the rhythm in each beat circle.
- Students write the symbols for one sound on the beat [ta] and two sounds on the beat [ti-ti] in each circle.
- Project the second sheet on the board with the correct answers. [click the navigation arrow of the viewer]
- Lead the class in singing the song again, using ta and ti-ti instead of the lyrics.
- Finish by singing the lyrics of the song.
Success Criteria
- I can sing the song while pointing to the beat circles.
- I can identify the rhythm of the song using ta and ti-ti time names.
- I can sing and clap the rhythm while keeping to a steady beat.
Questions
- What is the difference between the beat and the rhythm of a song?
- How do we say the rhythm when one sound is on a beat?
- What about when there are two sounds on a beat?
Students will sing and coordinate movements with a partner while keeping a steady beat.
Lyrics
See Saw, up and down,
In the air and on the ground.
Questions
- Did some beats have more than one word?
- What do we call one sound on the beat? [ta]
- What do we call two sounds on the beat? [ti-ti]
- Explain we’ll sing the song ‘SeeSaw’ and work with a partner to move to the beat, just like a real seesaw!
- Demonstrate the movement: One partner kneels while the other sits.
- On the beat, the kneeling partner rises while the sitting partner lowers.
- Repeat alternately in time with the song.
- Ask students to find a partner and spread out in the space.
- Instruct one partner to kneel and the other to sit.
- Ensure everyone is comfortable and has enough space to move safely.
- Sing the song "SeeSaw" as a class while practising the movement to ensure everyone understands the timing.
- Observe and gently guide students who may need help synchronizing their movements.
Success Criteria
- I can sing while moving in time with the beat.
- I can take turns with my partner rising and kneeling on the beat.
- I can work cooperatively with my partner during the activity.
Students will practise identifying and performing ta and ti-ti rhythm patterns while keeping a steady beat.
- Project the graphic on the board as an example of ta and t-ti combinations.
- Clap a short rhythm pattern using ta and ti-ti.
- Have students echo the pattern by clapping and saying the rhythm syllables.
- Gradually increase the complexity of the patterns while ensuring everyone can keep up.
- Ask a volunteer to come forward and point to each beat circle.
- Point to each symbol as students clap and say the rhythm together.
- Rotate volunteers and repeat as time permits.
Success Criteria
- I can clap and say ta and ti-ti patterns correctly.
- I can identify ta and ti-ti in a rhythm pattern.
- I can create my own rhythm pattern using ta and ti-ti.
Questions
- What does each circle represent? [one beat]
- How many beats are on each line? [four]
- What are the names of the rhythm syllables? [ta and ti-ti]
ASSESSMENT QUESTIONS
- The student can distinguish between ta and ti-ti.
- The student can coordinate their movements to the beat.
- The student can demonstrate fine motor coordination.
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV