Level 2. Lesson 1. Rhythm & solfa
Woodblock
Difficulty: 
Prior learning: None
Prepare: la Present: Practice: rhythm
Students will identify and differentiate between the number of pitches in a sung phrase.
Questions
- Can you count the number of different sounds in the phrase?
- Can you recognise the number of sounds when I sing your name?
- Did the pitch change or stay the same?
- Sing "Good Morning" using a combination of two to four pitches. Ask the class how many different sounds they heard.
- Invite students to show their answers with a raise of hands and confirm the correct response.
- Repeat the phrase, including a student’s name and using a different combination of pitches.
- Ask the selected student how many pitches they heard and encourage them to share their answer.
- Continue the activity with other students, varying the combinations of pitches each time.
- Encourage active listening from all students and praise correct responses to build confidence.
- Conclude by reviewing what they have learned about recognising different pitches. Acknowledge their participation and listening skills, creating a positive end to the activity.
Success Criteria
- I can listen carefully to a sung phrase.
- I can identify the number of different pitches in the phrase.
- I can respond confidently with the correct answer.
Students will connect solfa, rhythm, and notation on the staff, reinforcing their understanding of so, mi, and rhythmic elements.
Lyrics
Bye Lo, baby O.
Off to dream land you must go.
Questions
- What is the name of the line connecting the two notes in t-ti? [beam]
- What are the solfa names for the notes in the song? [so & mi]
- What is special about the third 'magic" line? [stems can go up or down]
- Draw the rhythm syllables for the song on the board.
- Write the solfa beneath each syllable.
- Draw a staff on the board with the intent to place the notes on it with the help of the class.
- Begin by pointing to the first note, which is so on the third line.
- Ask a student to come forward and point to so. Once identified, ask, "Where is mi?"
- Guide students to find mi below so. Remind students that so and mi are copycats. If so is on a line, then mi is on the line below.
- Have the class sing each note in solfa while you write and point to the corresponding positions on the staff.
- Sing the notes again, asking students to use the correct hand signs as they sing. Reinforce accuracy by modelling and gently correcting as needed.
- Highlight the rhythm. Explain that the first rhythm syllable is ta and demonstrate with the note on the middle line. The second note is also written as ta.
- The third note [B] is "magic" because it can go up or down depending on choice. Ask the students, "Should we take it up or down?" and adjust accordingly.
- When reaching ti-ti, draw attention to the beam. Show how to place the beam correctly.
- Complete the song, asking students to tell you where the remaining notes should go on the staff.
Success Criteria
- I can identify the positions of so and mi on the staff.
- I can use the correct hand signs for so and mi.
- I can correctly place rhythm notations, including the direction of beams for titi.
Students will explore melodic contour by responding to pitch changes through movement and teamwork.
Lyrics
Bounce high, bounce low.
Bonne the ball to Shiloh.
Questions
- How many pitches are in the song [3]
- What are the solfa names?
- What are the names of the two rhythm syllables in the song? [ta & ti-ti]
- Have the students form a circle and hold the edges of a large square of fabric, acting as a parachute.
- Begin by singing the song Bounce High with the group.
- Point out how the words “bounce,” “high,” and “low” correspond to different pitches in the melody. Explain the movement instructions.
- On the word “bounce,” students should keep the parachute at the middle level.
- On “high,” they raise the parachute up.
- On “low,” they lower it towards the ground.
- Practice this sequence slowly with the song, guiding the students to coordinate their movements in time with the music. Sing and move together until the group is confident.
- Once secure, add a few small balls to the parachute.
- Challenge the students to raise and lower the parachute in response to the melody without letting the balls fall off.
- Emphasise the need for teamwork and careful attention to control the movement of the fabric.
Success Criteria
- I can raise and lower the parachute to match the melodic contour of the song.
- I can identify the melody's high, middle, and low pitches.
- I can work with others to control the parachute and keep the balls on it.
Students will explore the rhythm of Rain Rain, identifying strong and weak beats and connecting them to body percussion and visual notation.
Questions
- If the strong beats are the bossy beats, where do they tell your hands to go—legs or arms?
- Can you make your body percussion so powerful that the strong beats feel like a drum and the weak beats feel like a breeze?
- What would happen if the strong beats and weak beats had a dance-off—who would win, and why?
- Begin by drawing the rhythm syllables for Rain Rain on the board, using ta and titi.
- Point to the syllables and ask the class, “What song do you think this is?” When a student correctly answers Rain Rain, confirm and praise their recognition.
- Ask the class to sing the rhythm syllables (ta and titi) while clapping the strong beats and tapping the weak beats.
- Ask the students to slap their legs for the strong beats and raise their arms to waist height for the weak beats.
- Sing through the rhythm again with this body percussion, encouraging them to differentiate between strong and weak beats.
- On the board, place an “x” above each strong beat to mark them visually.
- Point to the rhythm syllables and ask the students to sing through the rhythm again, this time with the “x” markings as a guide.
- Repeat the body percussion activity to reinforce the concept, ensuring everyone can match their movements to the visual notation.
Success Criteria
- I can identify the song Rain Rain from the rhythm syllables.
- I can perform ta and titi using body percussion to show strong and weak beats.
- I can recognise and mark strong beats with an "x" in the rhythm.
Students will explore the melody and rhythm of Mary Had a Little Lamb. Add ta & ti-ti plus za
- Start by singing the entire song to the class. Use a clear and steady tempo to model the melody effectively.
- Teach the song phrase by phrase.
- The song will be used in other lessons and is a good addition to the repertoire.
Success Criteria
- I can sing Mary Had a Little Lamb with the correct melody.
- I can join the class in singing the song confidently from start to finish.
- I can maintain a steady tempo while singing the song with the group.
Lyrics
Mary had a little lamb, little lamb, little lamb.
Mary had a little lamb, its fleece was white as snow.
Questions
- What is a fleece?
- What colour was it?
- Who owned the lamb?
Students will practise identifying and matching rhythms through listening and clapping exercises.
- Distribute writing books (e.g. MSMRB. p11) or provide a printed worksheet version.
- Ask students to silently read the rhythm patterns in their books or on the worksheet. Allow a moment for them to familiarise themselves with the notations.
- Explain that you will clap one of the rhythms while they listen carefully. Their task is to identify the rhythm you clapped and tick the correct box or circle the rhythm on their sheet.
- Clap the first rhythm pattern clearly, ensuring steady timing. Repeat once if needed.
- After clapping, give students a moment to tick the rhythm they believe matches what they heard.
- Move to the second rhythm and repeat the process. Clap the second pattern, then allow them to mark their answer.
- Repeat the third rhythm pattern in the same manner.
- Review the correct answers with the class once all patterns have been clapped and answered.
Success Criteria
- I can silently read and follow the rhythm patterns in my book or worksheet.
- I can listen carefully and identify the rhythm that is clapped.
- I can correctly tick the rhythm I hear.
ASSESSMENT QUESTIONS
- The student can
- The student can
- The student can
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV