Y1. Lesson 11. Ta & ti-ti
Prior learning: Rhythm
Duration: 30 minutes
Materials:
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
ta & ti-ti
Practise
Rhythm
Rhythm Syllables (time names)
A rhythm syllable system is a powerful tool, much like Solfege does for pitch recognition. This system simplifies learning by assigning specific sounds or 'nonsense syllables' to written notation and rhythmic patterns. Analogous to how solfege syllables like Do, Re, and Mi provide a concrete method to articulate musical intervals or pitch sequences, the rhythm syllable system does the same for the comprehension of note duration. This ability to 'think in rhythm syllables' or audiate assists students in deciphering rhythms audibly, thereby facilitating tasks like dictation, memorisation, and performance.
Rhythm values commonly used in Young Maestro:
- Crotchet or Quarter note – ta
- Quaver or Paired eighth notes – ti-ti
- Minim or Half note – too
- Semibreve or Whole note – too-oo
- Semiquaver or Sixteenth notes – tika tika
- Eighth-quarter-eighth – syn-co-pa
- Dotted quarter-eighth – tam-ti
- Dotted eighth-sixteenth – tim-ka
Rest values:
- Crotchet or Quarter note rest - za
- Quaver or eighth note rest - zi
Melodic development
Students discover and learn a new song.
- Sing the song using a neutral syllable to the class.
- Ask the class to repeat the first line after you.
- Continue with the following lines in the same fashion, with students copying you.
- When secure, teach the first line; students should repeat after you.
- Repeat for the following lines.
- Ask the class to sing with you.
- Students should sing and clap the beat.
- When secure, ask the class to clap the rhythm.
Questions
- How many different sounds can you hear in the song?
- Do you know what time it is now and when you go to play?
- What do you think a Bell horse is?
Rhythmic development
Students are presented with the time names (or rhythmic syllables) of ta and ti-ti.
- Students are seated.
- Teach students that one sound on the beat is called ta and two sounds on the beat are called ti-ti. This information will need to be repeated and revised in subsequent learning periods
- Explain that the class will discover how the song Rain Rain is written using ta and ti-ti.
- Sing the song with the class following and write the symbols on the board as you do so.
- Ask students to call out the correct time name as the song progresses.
- The resource below shows the rhythmic syllables inside and separate from beat circles. It may be helpful to use the circles to reinforce the beat.
In the sheet below, four steps help teach students the time name of ta and ti-ti. These steps may be introduced sequentially over several learning periods.
- The song Rain Rain is used as an example. The first step entails writing the eight beat circles for the song.
- Draw attention to and mark the strong and weak beats in the second step.
- Write the symbols for ta and ti-ti in the beat circles in step three.
- Remove the beat circles, leaving the symbols for ta and ti-ti.
Creative movement
Students engage in creative movement with this classic classroom circle game.
- Students form a circle with their hands joined and held high.
- A chosen student will weave in and out of the circle of raised arms as the class sings the song.
- On the words 'just choose me", the student chooses the child nearest to them and joins hands with them.
- The pair of students now weave in and out of the circle.
- The game continues until only one student is left or as time permits.
Listening
Students
- Explain to students that they will watch a video and listen to a famous piece of music played by many musicians and singers.
- The music tells the story of a young boy called Peer Gynt, who falls in love with a girl but is not allowed to marry her. He runs away into the mountains but is captured by trolls who take him to their King.
- When the video is finished, explain that students should spread out across the room so everyone has room to move.
- Tell students to move in time with the music. When the music is slow and quiet, they should move slowly and quietly, like a creeping mouse and when faster, they should run on the spot or wave their arms.
- Play the audio track from the player below and supervise the creative play.
- When finished, ask students if they enjoyed the music. Which piece of the music was their favourite - the quiet part or the loud part? What about the slow part and the fast part? How did the music make them feel? Ask what did the music make you wonder? Elicit individual responses.
Edvard Grieg: In The Hall Of The Mountain King (from Peer Gynt Suite No.1)
Visual learning
Students reinforce their understanding of time names ta & ti-ti through visual cues.
- Students are seated and attentive.
- Lead the class in singing See-Saw and pointing to each beat circle on the beat.
- Repeat the song using the ta and ti-ti time names, pointing to each rhythm circle.
- Students should sing the time names with you.
Instruments
Students discover how to play Snail Snail on the glockenspiel.
- Divide the class into two groups.
- One group will use glockenspiels to play the melody of the song, and the other will sing and use body percussion to demonstrate high and low sounds
- Assign two students per glockenspiel.
- Explain to the class that they will sing, use movement and play the song.
- Demonstrate how to hold the mallets and produce an accurate note.
- Show students where the three notes are placed on the instrument and how to play the melody.
- One student will play the notes, and the other will face the player and point to the correct bars. After each repetition, they will swap.
- Lead the class by singing the song. Half of the class will sing and put the high sounds on their heads and the low sounds on their shoulders.
- Swap the two groups so that every child has a turn in playing the glockenspiel.
Part work
Students repeat differing rhythmic body movements by the teacher.
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.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV