Y3. Lesson 23. Practise tika-ti
Prior learning: Tika-ti
Duration: 30 minutes
Materials: Recorders
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Practise
tika-ti
Melodic development
Students practise singing the notes of a major scale, ascending and descending.
- Students should be able to demonstrate a confident singing voice, starting from low do to do.
- Start by pointing to your foot and sing the song's first half. Move your hand upwards, past your tummy and nose, and rest on your head.
- Repeat this and ask the class to stand and sing with you, ensuring students keep in tune and use the correct hand actions.
- Now reverse the actions as per the lyrics.
- Your actions showing the 'flea' rising up and down your body will make children laugh and serve as a great visual representation of high and low sounds.
Rhythmic development
Students practice a song and identify the time name tika-ti.
- Lead the class in singing Ida Red.
- When secure, use the third measure as the target phrase.
- Ask how many beats are in the measure [2]
- Ask how many sounds are in the words 'letter but' [3].
- The class should clap the words.
- Ask if the sounds are even or uneven [uneven]
- Ask if the first two sound longer or shorter than the first [shorter].
- Ask the time name [tika-ti].
- It may be helpful to project the score on the board and ask students to identify tika-ti [in red].
Creative movement
Students have fun in this body percussion game.
- Students form a circle, facing towards the centre.
- One student patrols around the inner part of the circle, facing the rest of the students.
- For "No-one in the" students tap out the rhythm on their knees.
- For "house but", students perform a rhythmic clap.
- For "Dinah, Dinah", the student in the middle and the student they are facing clap their right hands together, then clap their own hands, followed by clapping their left hands together and their own hands (similar to the pat-a-cake hand motion).
- The other students continue clapping the rhythm.
- Repeat the above actions for each phrase of the song. After each phrase, the student in the middle takes a step to their right, clapping with a different student each time (a total of four different students, one for each phrase).
- At the conclusion of the song, the student at the centre of the circle exchanges places with the student whose hands they last clapped.
Listening
Students listen and sing intervals.
- Play the first track on the player and ask students to sing the notes.
- Ask the class if the first note is do, what are the names of the other notes?
- Ask students to show you if you use hand signs in your teaching method.
- When secure, repeat with the other tracks.
- This is an excellent exercise for developing students' sense of pitch and practising intervals.
Visual learning
Students
- Project the worksheet on the board.
- Ask a volunteer to clap and say the first rhythm pattern.
- Ask the class to confirm the result, using their thumbs up or down.
- Choose a student to clap and say the second rhythm pattern and ask the class to confirm.
- Repeat with other students until all patterns have been correctly identified.
Instruments
Students discover how to play another song in triple time.
- Teach that this song is in triple metre, which students may have investigated in previous lessons.
- Remind students that each measure of music has three beats.
- Say and repeat the count of 1 - 2 - 3, and have the class repeat after you.
- Teach that a semibreve, or half note [too], has a count of two beats. And if it has a dot after it, it has a count of three beats!
- Demonstrate the song and ask the class to repeat it after you.
Part work
Students sing and clap an ostinato pattern.
- Lead the class in singing the song.
- When secure, teach an ostinato pattern.
- Suitable examples might include ta, ta, ti-ti ta or ti-ti, ti-ti, ta.
- Have the class clap the pattern and sing the song.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV