Y2. Lesson 12. Semiquavers [tika-tika]

Students discover, practice and internalise semiquavers, also known as the ti-ka ti-ka rhythm syllable.

By the end of this lesson, students will have:

Identified and understood the ti-ka ti-ka rhythm syllable and how the time value fits in with prior learning.

Students demonstrate their knowledge of semiquavers by singing the ti-ka ti-ka rhythm syllable.

Prior learning: ta, ti-ti

Duration: 30 minutes

Materials: Woodblocks or claves

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

Difficulty:

Prepare

Present

Semiquavers [ti-ka, ti-ka]

Practise

Students discover the solfa in a known song.

Students are seated and attentive.
Lead the class in singing Here Comes A Magpie.
Ask students to sing the first line in solfa. Demonstrate the first two measures.
When the first line is secure, continue in the same fashion for the next three lines.
Draw attention to the fact that the solfa in the first two lines is the same as the second.

Students discover there can be more than two sounds on a beat.

Students should know the crotchet (quarter note) and the time name ta.
They should also know the quaver (eighth note) and the time name ti-ti.
With the class seated, ask students to sing Dinah with you.
Now, ask students to sing and clap the rhythm.
Ask what is different in this rhythm and draw attention to the rhythm of the words "No one in the house."
Answers will probably include 'faster".
Remind the class that one sound on the beat is named ta. Two sounds on the beat are named ti-ti.
Explain that parts of this song have more than two sounds on a beat.
Ask students to clap and sing the first line of the song.
Ask how many times how many sounds were on "No one in the house."
Ask students to sing and clap the song's second half and ask how many times there were more than two sounds on a beat.

Students move their bodies to beat, making actions according to the song's lyrics.

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

This game may be familiar from previous lessons, but now students must concentrate on timing their actions with the beat.
Students form a circle.
Choose one student to be "Johnny Brown" and give them a blanket.
They move to the middle of the circle, and when the music starts, students will clap their hands and sing.
During the first verse, Johnny Brown will fold the blanket corners whichever way they like.
In the second verse, Johnny Brown will imitate a buzzard by flapping their arms.
Once again, the rest of the students will follow and copy the motions.
In the third verse, Johnny Brown will perform a physical motion, and the other students will copy them.
In the fourth verse of the game, the student in the circle's centre passes the blanket to another student.
This then prompts a new player named "Johnny Brown" to take their place in the centre.
With the game reset, the fun can continue!

Students listen to three audio examples to determine how many sounds are on the beat.

Students are seated and attentive.
Explain that as musical detectives, it is their job to discover how many sounds are on the beat in each track.
Begin by playing the first track.
Ask students to listen and raise their hands to give the answer [one].
Ask the time name of one sound on a beat [ta].
Repeat the process with track two. How many sounds are on the beat? [two] and what is the time name for them [ti-ti].
Finally, play the last track - how many sounds on the beat [four]. The time name is tika tika.

Students discover a way to show how many sounds are on a beat.

Students should be aware that there are places where there are more than two sounds on a beat from previous learning.
Teach that four sounds on a beat are given the time name ti-ka ti-ka.
The symbol on the left shows the time name.
Project or draw the symbols indicated, speaking and clapping the syllables.
Ask the class to speak and clap the time names with you.
Remind students that examples of the ti-ka ti-ka are to be found in words, such as alligator and asparagus.
Ask students to say the words and clap the syllables.
Remind students of the song Dinah, where the four words "No one in the..." are shown by ti-ka ti-ka. Then, sing the song.

Students play Bluebells on tuned percussion.

Divide the class into two groups, one group will use glockenspiels and the other xylophones or similar instruments.
Teach the melody of Bluebells to the first group, using a good mallet technique.
When secure, teach the accompaniment to the second group.
When secure, lead both groups to play together and conduct whilst monitoring class progress.
This exercise may take more than one learning period to master.

Students clap either an ostinato or rhythm pattern as they sing a known song.

Lead the class in singing Mary Had A Little Lamb.
When secure, divide the class in two.
One group will sing the song and clap the rhythm.
The other group will sing and clap in an ostinato pattern, such as ti-ti ta.
When secure, reverse the two groups so every student has a turn clapping either the rhythm or ostinato.