Rhythm patterns – Young Maestro

Prep. Lesson 16. Rhythm patterns I

By the end of this lesson, students will have:

Prior learning: None

Duration: 30 minutes

Materials: Pig puppet

Keywords: Beat, singing, chanting, partners, rhymes, circle games

Difficulty:

Students discover that rhythm is the way the words go.

"Clap Your Hands" serves as an effective tool for engaging children in coordinated body movements and singing activities.
Students will clap the words, and in so doing, rhythm is described as "the way the words go".
The song's rhythm is inherently linked to its syllables, creating a structure that encourages students to clap and sing syllables during the initial portion of the song, followed by patting their heads in the latter half.
This approach fosters a sense of rhythm and develops motor skills and coordination.
To extend the activity and enhance its versatility, consider improvising by replacing the original words with alternatives such as "shake" and "stamp" (or "patsch" and "click").
This adaptation stimulates creativity while encouraging students to explore various body movements, providing a more comprehensive learning experience.
By incorporating these modifications, educators can create a dynamic and interactive environment that promotes active participation, motor skill development, and rhythmic understanding in children.
This approach contributes to a well-rounded and engaging learning experience, effectively combining movement and auditory elements.

Students repeat rhythmic body movements by the teacher.

Dr James Cuskelly and students of St Joseph's School, Stanthorpe.

Lyrics

Hey *Johnny* [Students name]

You think that you're right?

I’ll meet you round the corner,

on a Saturday night.

You can wiggle, you can waddle,

You can do the twist.

But I bet ya, I bet ya,

You can’t do this!

[Note: Dr James Cuskelly uses a slightly different lyric in the video]

Introduce the song and its movements to the class, ensuring a clear and concise explanation to facilitate understanding. The primary objective is for students to learn and imitate the rhythm patterns presented by the teacher.
Begin by selecting a student and playfully asking if they believe they can execute the movements correctly while pointing at them. Proceed by gesturing over your shoulder, indicating a meeting point on a Saturday night. This establishes a sense of anticipation and engagement.
Demonstrate a dance sequence that involves wiggling, waddling, and twisting, highlighting the importance of coordination and fluidity in the movements.
After completing the dance sequence, present a simple rhythmic pattern using hands and feet. This pattern is essential for students to mimic, encouraging active participation and reinforcing their understanding of rhythm.
Repeat the entire process, choosing a different student each time and incorporating unique rhythmic sequences to maintain interest and challenge the students' ability to adapt to new patterns.
This iterative approach promotes a dynamic learning environment and fosters the development of rhythm and movement skills in students.

The teacher establishes simple rhythm patterns for students to copy using a rhyme and puppet.

Dr James Cuskelly and students of St Joseph's School, Stanthorpe.

Lyrics

I had a little pig,

And I fed him in a trough.

He got so fat,

That his tail popped off!

I got me a hammer,

And I got me a nail,

And I made my pig

A brand-new tail.

Present the rhyme to the class, maintaining a measured cadence while performing the puppet play according to the video.
Once again, this activity allows students to understand rhythm as "the way the words go".
This captivating rhyme serves not only as entertainment but also as an effective rhythm exercise for students.
Employ a pig puppet to recite the rhyme, allowing it to "speak" while encouraging the class to participate in unison. This interactive approach fosters engagement and reinforces rhythm learning.
Upon completing the rhyme, introduce a simple rhythm pattern by striking the sticks together. Instruct students to mimic this pattern by tapping their knees, ensuring they copy the rhythm.
Next, select a student to come to the front of the class and provide them with sticks. Prompt them to reproduce the rhythm pattern, allowing them to demonstrate their understanding of the rhythm.
Repeat this process, incorporating a new rhythm pattern for the class. Involve another student in the exercise, giving them the opportunity to showcase their ability to adapt to different rhythm patterns.
By iterating this procedure, students gain exposure to various rhythm patterns, promoting active participation and enhancing their rhythmic skills.

Students identify rhythm through activities using movement and singing.

"Hey Hey, Look At Me" is an engaging song encouraging students to participate in body movement and singing activities.
Divide the class into two groups: one will maintain the beat by stamping while singing, and the other will preserve the rhythm by clapping with their singing.
This approach cultivates an interactive and dynamic learning environment that promotes active participation, rhythmic understanding, and motor skill development.
By dividing the class into two groups with distinct roles, students can experience different aspects of rhythm and beat, fostering a more comprehensive understanding of musical elements.
Furthermore, this method stimulates cooperation and coordination among classmates, enhancing the overall learning experience.