Level 2. Lesson 12. Present semiquavers [tika-tika]
Woodblock
Difficulty: 
Prior learning: None
Prepare: re Present: tika-tika Practice:
Students will identify and clap rhythmic patterns with more than two sounds per beat.
Lyrics
No one in the house but Dinah, Dinah. No one in the house but me, I know.
No one in the house but Dinah, Dinah, playing on the old banjo.
Questions
- What is the name given to one sound on the beat? [ta]
- What is the name given to two sounds on the beat? [ti-ti]
- What is the name given to four sounds on the beat? [tika-tika]
- Project the score on the board and lead the class in singing the song.
- When secure, ask students to sing the song again, this time clapping the rhythm as they sing.
- Guide them to notice any differences in the rhythm. Direct their attention to the words "No one in the house" and ask what they observe.
- Responses may include "faster." Acknowledge their observations and build on them.
- Remind students that a single sound on a beat is called ta and that two sounds on a beat are called ti-ti.
- Explain that some parts of this song have more than two sounds in a single beat, which changes the rhythm pattern.
- Ask students to clap and sing just the first line of the song.
- Once they finish, prompt them to count how often "No one in the house" has more than two sounds on a beat.
- Discuss their answers and teach that the phrase "No one in the house" has four sounds on the beat, given the time name tika-tika.
- Show these sounds (marked in red) by pointing and singing the phrase.
Success Criteria
- I can identify and name ta and ti-ti in the rhythm.
- I can count and identify where there are more than two sounds on a beat.
- I can confidently clap and sing the rhythm patterns of the song.
Students will identify and perform tika-tika (semiquavers) in Old Brass Wagon, reinforcing rhythmic awareness through singing and notation.
Questions
- How many times does the time name tika-tika appear in the song? [3]
- How many sounds on the beat in tika-tika? [4]
- What words are used in the time name of tika-tika in this song? [Circle to the...]
- Project the score on the board as a reference.
- Lead the class in singing Old Brass Wagon.
- Ask the class the time name for four sounds on a beat (tika-tika).
- Students should clap and say the rhythm.
- Guide students in locating tika-tika within the song, identifying that it appears in the first three measures.
- Ask which words match the tika-tika rhythm [Circle to the...]
- Lead the class in singing the first two measures using time names (tika-tika ta, ti-ti ti-ti ).
- Repeat the process for the last two measures, reinforcing rhythmic fluency.
Success Criteria
- I can sing Old Brass Wagon accurately.
- I can identify tika-tika rhythms in the song.
- I can sing and clap the rhythm using time names.
Students discover an interactive line game used later to describe semiquavers.
Lyrics
- Where oh where is pretty little Susie? (x3) Way down yonder in the paw paw patch.
- Come on kids, let's go find her (x3) Way down yonder in the paw paw patch.
- Picking up paw-paws, put 'em in your pocket (x3). Way down yonder in the paw paw patch.
- Teach the song until secure.
- Students form two lines facing each other, boys on the left and girls on the right.
- Verse 1: The head girl (first girl in line) casts off, walking around the entire set, starting around the girls' line.
- Verse 2: The head girl repeats, followed by the head boy (first boy in line) and his entire line, returning to their places.
- Verse 3: Both lines "peel the orange," pretending to pick up pawpaws. At the bottom, the head couple makes an arch while others pass under.
- At the end of each round, the previous head students move to the end of their lines, and the following students in line become the new head girls and boys.
- This ensures everyone gets a turn to lead while keeping the game structured and engaging.
Success Criteria
- I can follow the set movements while singing.
- I can stay in formation and keep in time with the music.
- I can take turns leading my group as the head student.
Questions
- What is a pawpaw?
- Why was Susie in the pawpaw patch? [creative answers]
- Who was asking where she was? [creative answers]
Students listen to a melody and discover the song.
Questions
- What is the name of the song you just heard?
- Did you hear a tika-tika pattern in that song?
- Can you clap and say the rhythm using time names?
- Play the first track on the player and ask students to name the song.
- After receiving the correct answer, lead them to sing time names and clap.
- Play the next track and repeat the process.
- At the end of the listening activity, ask if any songs contained a tika-tika pattern.
- When a student identifies a song with tika-tika, have the class clap the rhythm together.
Success Criteria
- I can identify the name of a song by listening carefully.
- I can recognise and clap a tika-tika pattern when I hear it.
- I can sing the time names of the rhythm accurately.
Students take turns singing and clapping in an ostinato pattern to the class.
Lyrics
Big black train, big black train,
Going up the mountain.
Big black train, big black train,
- Clap a simple ostinato pattern while singing Big Black Train.
- The class should perform with you.
- Once secure, a student comes to the front, sings the song to the class, and simultaneously claps the ostinato.
- Rotate with other students so everyone has a turn to perform.
- Encourage listening and steady beat maintenance while classmates continue the background ostinato.
Success Criteria
- I can clap a simple ostinato while singing Big Black Train.
- I can perform the song as a solo while keeping the ostinato steady.
- I can listen and keep in time with my classmates.
Questions
- How does clapping the ostinato help you stay in time while singing?
- What is the hard part of singing and clapping at the same time?
- How does it feel to perform solo in front of the class while everyone keeps the ostinato?
ASSESSMENT QUESTIONS
- The student can
- The student can
- The student can
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV