Y2. Lesson 4. The minim [too]
Prior learning: ta, ti-ti
Duration: 30 minutes
Materials:
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
The minim [too]
Practise
Do
Melodic development
Students discover that a note that lasts two beats is called too.
- Lead the class in singing Here Comes A Magpie, with students keeping the beat on their laps.
- Sing phrase two and ask how many beats are on the word 'Hey' [2].
- Ask students to sing phrase two using time names - but the long sound on 'Hey' should be sung as 'too'.
- The pattern is too, ti-ti ti-ti, ta, ta, ta, za.
- Teach that a sound lasting for two beats is a rhythm syllable called too.
- Write the stick notation and traditional for the second phrase on the board.
- The class should sing again. Draw attention to measure five, which contains the rhythm syllable, too.
Questions
- In 2-metre, how many beats does the rhythm syllable too last? [2]
- What is one beat of silence called? [za]
Rhythmic development
Students continue to revise rhythm syllables and strong and weak beats.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
- Write the stick notation for Rain Rain on the board.
- Ask students what the name of the song is [Rain Rain].
- Lead the class in singing the song and point to the notation on the board as you do so.
- Ask the class to sing the rhythm syllable and keep the strong and weak beats with body percussion.
- Choose a student to come forward and indicate the strong beats.
- Ask the class how a strong beat is shown [bar line].
- Choose a student to fill in the correct bar lines.
Creative movement
Students enjoy this chase-and-catch game.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
- Students form a circle, holding hands.
- One student is chosen to be the cat (who is outside the circle)and another the mouse (inside the circle).
- The idea of the game is for the cat to catch the mouse, but only when students raise their arms (as open widows).
- Lead the class in singing the song, with students raising their arms after the words 'cat' and 'fat' in lines one and two and after the last 'cat' in the last line. [note: substitute the line containing the word fat - perhaps 'you sit on the mat']
- When the catch catches the mouse, the game begins again.
Listening
Students use inner hearing to determine the name of a song.
- Students are seated and attentive.
- Explain that you will hum a four-bar phrase, and as musical detectives, the class must give you the name of the song and then sing it with you.
- Choose a simple known song, such as Apple Tree or Rain Rain and hum four bars on a neutral syllable.
- Ask students the name of the song.
- After receiving a correct answer repeat the song with the class.
- Repeat the process with another song.
- This exercise develops students inner hearing abilities.
Visual learning
Students reinforce their learning of the rhythm syllable too through visual representation.
- Project the representation of the second line from Here Comes A Magpie.
- Sing the second phrase and point to the hearts in the graphic to show how many sounds are on a beat.
- Ask students to sing the phrase using the time names indicated.
- Ask students how many beats are in the syllable, too.
Instruments
Students experiment with longer and shorter note lengths.
- Distribute tuned percussion instruments, such as glockenspiels, in your usual fashion.
- As this lesson discusses the time name too [minim] demonstrate on the glockenspiel the three time names students will now be familiar with, namely ta, ti-ti and too.
- Play a series of eight quavers [ti-ti] and say the time names as you do so. Ask students to copy you.
- Repeat with the time name ta [crotchet], then too [minim].
- Ask how many ti-ti's are in a beat in duple metre [4].
- Ask how many ta's are in a beat of duple metre [2].
- Ask how many too's are in a beat of duple metre [1].
Part work
The teacher claps a rhythm, and students follow in canon after two beats.
- Explain to students that you will clap a four-beat rhythm pattern, and the class will clap back in canon after two beats.
- Clap a four-beat rhythm of your choosing. Some examples are shown on the left.
- Students should listen attentively and clap back the rhythm in canon after two beats.
- When secure, choose a new rhythm pattern and repeat the process.
- Choose a student to clap a four-beat rhythm, and the class should respond in canon after two beats.
- Repeat with other students as time permits.
Students section
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV