Level 2. Lesson 13. Practise tika-tika
Woodblock
Difficulty: 
Prior learning: None
Prepare: Present: Practice: tika-tika
Students write the stick and traditional notation for semiquavers [tika tika]
- What do the two beams mean in tika-tika notation
- How is stick notation different from traditional notation?
- Can you clap and say tika-tika while pointing to the notation?
- Project the graphic on the board showing the stick and traditional notation for the first two measures of Dinah.
- Explain that the tika-tika time name represents four quick sounds and is written as four stems joined together by two beams.
- Point to the stick notation and highlight how the beams connect the notes.
- Ask students to copy this stick notation into their notebooks. Ensure they draw four stems neatly joined with two beams, reinforcing the visual structure of tika-tika.
- Next, show the traditional notation, where each stem has a notehead joined by two beams. Explain the similarity to the stick notation, with the added noteheads for traditional music notation. Have students write this version in their notebooks as well.
- After the writing activity, sing the first two measures of Dinah while pointing to the stick notation on the board.
- Encourage students to follow along with their eyes as you sing. Then, repeat the process using the traditional notation, helping students make the connection between both forms.
Success Criteria
- I can recognise tika-tika notation with four stems joined by two beams.
- In my notebook, I can write tika-tika correctly in both stick and traditional notation.
- I can follow the notation while singing the first two measures of Dinah.
Students will recognise, clap, and vocalise rhythm patterns using rhythm syllables.
Lyrics
Where, oh, where is pretty little Susie?
Questions
- How many beats are in the phrase? [4]
- How many sounds on a beat when writing ti-ti? [2]
- How many sounds on a beat when writing tika tika? [4]
- Project the graphic and ask students what the hearts represent.
- Ask how many sounds are on the first two beats.
- Ask how many sounds on the third beat.
- Sing the first measure of Pawpaw Patch, and students echo back
- When secure, students will clap and say the rhythm.
- Introduce the rhythm pattern for the first phrase of Paw Paw Patch by projecting or writing the notation on the board, showing the rhythm.
- This rhythm pattern can be read using rhythm syllables, ti-ti and tika-tika.
- Sing the rhythm using these syllables while pointing to the notation. The class should echo back.
Success Criteria
- I can identify the number of sounds in each beat.
- I can echo the rhythm correctly when my teacher sings it.
- I can clap and say the rhythm pattern using ti-ti and tika-tika.
Students will perform a call-and-response song with accurate pitch, rhythm, and group coordination.
Lyrics
Chay chay koolay, Chay chay koolay,
Chay chay kofeen sah, Chay chay kofeen sah.
Kofee sah langa, Kofee sah langa,
Kofee shi langa, Kofee shi langa.
Koom adenday, Koom adenday,
Koom adenday, Hey!
[There are numerous ways to spell this song]
- Divide the class into two groups: one will be the "call" group, and the other will be the "response" group.
- If the students are unfamiliar with the song, teach it line by line using a steady, measured cadence.
- Have both groups repeat each line after you until they are confident.
- Once secure, lead the activity by singing the first phrase with the first group, then cue the second group to respond.
- Use clear gestures to indicate when each group should sing.
- Practice switching the roles so each group experiences both the call and the response.
- Final Touch: On the final "Hey," have both groups shout together with energy and enthusiasm, raising their arms high to finish the song with a dramatic flair!
Questions
- If ‘Che Che Kule’ were a secret code, what do you think it means? [Encourages imagination and playful thinking.]
- Can you create silly words that sound musical, like ‘Che Che Koolay? [Promotes creativity and language play.]
- What kind of dance move would you invent for the big ‘Hey’ at the end?
[Invites physical expression and personal connection to the song.
Success Criteria
- I can sing my part clearly in response to the other group.
- I can follow the teacher’s cues to know when to sing.
- I can maintain the song’s rhythm and melody with my group.
Students will sing while moving to the beat, exploring different movement patterns to develop improvisation and rhythmic awareness.
Lyrics
Walk Daniel, walk Daniel. (x4)
- Lead the class in singing while walking to the beat around the room.
- Encourage students to feel the steady pulse in their feet as they sing.
- After completing the song, repeat the activity using different movement words such as hop, skip, or jump. Demonstrate each movement first to ensure students can maintain the beat.
- Invite students to suggest their own movement words. For example, they might choose actions like marching, sliding, tiptoeing, or stomping.
- As each new movement is introduced, repeat the song, encouraging the class to stay on time with their singing and movement.
- This activity promotes coordination, beat awareness, and creative thinking.
Questions
- What other movements could Daniel make?
- Where might Daniel be going? [creative responses]
- Why is he going there? [creative responses]
Success Criteria
- I can keep in time with the music while performing different movements.
- I can suggest my own movement words to match the beat.
- I can stay coordinated when singing and moving at the same time.
Students will respond to familiar song phrases by singing the next line using solfa syllables to develop pitch recognition and melodic memory.
Questions
- Which was the easiest song to sing the solfa?
- Which was the hardest song to sing the solfa?
- Are there similar songs that sound nearly the same?
- Explain to the class that you will sing a line from a song they know, and they must respond by singing the following line using only solfa syllables. Emphasise the importance of listening carefully to the melody and staying in tune.
- Sing Goodnight: Students respond, "so mi so mi"
- Sing Bounce High: Students respond: “so la so mi"
- Sing Rain Rain: Students respond: “so mi so so mi"
- Sing Little Sally Water: Students respond: “so so mi la so mi"
- Repeat each song a few times to build confidence and encourage clear, in-tune singing.
- For an extension, invite students to lead by singing the first line while the class responds with solfa.
Success Criteria
- I can listen carefully to a sung phrase and respond with the correct solfa syllables.
- I can sing solfa patterns confidently and in tune.
- I can recognise familiar melodies and match them to the correct solfa notes.
ASSESSMENT QUESTIONS
- The student can
- The student can
- The student can
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV