Y1. Lesson 12. Canon
Prior learning: Rhythm, ta & ti-ti
Duration: 30 minutes
Materials:
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Canon
Practise
ta & ti-ti
For this year level, a canon in music is a specific type of composition that employs a particular method of imitation. The technique involves one or more voices repeating the original melody but after a certain time delay.
Melodic development
Students discover a new song to add to their repertoire.
- 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 the whole song with you.
Questions
- In this song, who goes around the sun?
- Where else do they go?
- What time of day is it when they have their adventure?
Rhythmic development
Students are presented with the word canon and what it means in music.
Questions
- What is different when both groups sing this song?
- What word is used when the same music starts at different times?
- Where would a cow be found?
- Students form a large circle, sing, and march to Bow Wow Wow, keeping the beat on their feet.
- On the song's last word, everyone will make a small jump to face the opposite direction.
- When secure, ask students to listen for something new and different as they repeat the song.
- Enter in canon one or two bars behind the class.
- When finished, and this being the first time the concept is introduced, ask the class what they heard. Answers should include "You started after we did".
- Explain that doing this is called a canon. A canon is singing the same music, but one group starts after the other at a different time. It's a bit like a "follow the leader" game in music.
- Take a few students, form a second circle, and ask students in the first circle to begin singing. After two bars, begin the canon with your students in your circle.
Creative movement
Students use creative movement in this classic circle game.
- Students are in a circle formation.
- Choose a student to become the Bell Horse who will walk or sprint around outside the circle as the class sings and claps the beat.
- Lead the class in singing the song.
- When the song finishes, the Bell Horse student will freeze and choose the nearest student next to them in the circle, and they, in turn, become the Bell Horse.
- Another way to perform this game is that the class is seated, and two students are chosen. One (the rider) has jingle bells, and the other (the Bell Horse) has a scarf wrapped around the waist of the driver. The class sings, and when finished, the horse and rider choose another two students to repeat the process.
- Repeat as time permits.
Listening
Students demonstrate the beat and rhythm and are reminded of the music's name and composer.
Questions
- What is the name of this music?
- Who was the composer?
- What do you notice about the tempo?
- What do you notice about the loudness of the music?
- Students are seated and attentive.
- Play the first few measures of the music on the audio player, stop and then ask students if they recognise the music.
- Play the music from the beginning and ask students to keep the beat on their knees.
- On the second time, ask students to clap the rhythm of the piece.
- If time permits, half the class keeps the beat on their knees while the other half claps the rhythm. Then swap the two parts around.
Visual learning
Students reinforce their learning of ta and ti-ti through visual learning of time name icons.
- Students are seated. Explain that the class will sing Goodnight and discover how the song 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.
- The class should sing the song again, clapping the rhythm as you point to the symbols on the board.
- Ask a volunteer to come to the front and point to the symbols as the class sing again. Repeat as time permits.
- The resources below show the rhythmic syllables inside and separate from beat circles.
- It may be helpful to use the circles to reinforce the difference between rhythm and beat.
Instruments
Students discover how to play a known classroom song 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 chant a rhyme to the beat and use finger plays.
Five little peas in a pea pod pressed.
One grew, two grew, and so did all the rest.
They grew, and they grew, and they would not stop,
Until one day, they all went –pop!
- Students will enjoy this hand-and-finger rhyme.
- The class is seated and will copy your speaking and finger movements.
- Recite the rhyme in a slow, measured cadence.
- Begin with a clenched fist, then at the second line, extend one finger, two fingers and then the rest.
- Have the peas grow by using your hands to grow an invisible ball, and then finish with a hand clap for the 'pop'.
- Monitor student's performance and offer gentle guidance where necessary.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV