Y4. Lesson 10. Present low ti
Prior learning: None
Duration: 30 minutes
Materials: Woodblocks or claves
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
low ti
Practise
Melodic development
Students discover the new note, low ti, which is the second pitch of the minor pentachord.
- The pitch between low la and do is named ti. It is the second pitch in the la minor pentachord.
- Remind students that pentachord means five pitches next to each other.
- We can label the five pitches of the minor pentachord with solfa syllables low la, low ti, do, re mi and number them as 1 2 3 4 5.
- Show students the A minor pentachord on the piano or project the graphic to illustrate the position of low ti on the keyboard.
Rhythmic development
Students listen to drum patterns to determine their rhythm patterns.
- Tell students that they have become rock drummers!\
- The drum kit consists of a kick drum [the low sound] and a snare drum [the higher sound].
- Play each track and ask students to name the rhythm pattern syllables.
- The tracks are in duple time [2-metre]
- For example, the first track has two beats in a measure, so the pattern is ta, ta.
- This exercise broadens students' perceptions of rhythm and introduces real-world examples of drummers' rhythms.
Game
Students enjoy a game of music charades.
- Gather a set of Orff instruments in the centre of the room (e.g., xylophones, metallophones, glockenspiels, tambourines, etc.)
- Have a set of cards with musical and non-musical concepts printed and laminated for future use. The PDF contains suitable cards to cut out.
- Begin by reviewing the musical concepts with the students.
- Then, demonstrate each concept using an Orff instrument so students understand how it sounds and feels.
- Have the students form a circle.
- Place the cards in a basket or spread them out face down on a table.
- A student is chosen to pick a card, moves to the performance area, and selects an Orff instrument.
- Without speaking, they demonstrate the musical concept written on the card using the instrument.
- For example, If the card says "forte," they might strike the instrument forcefully. If the card says "Legato," they might play a smooth, connected melody.
- Encourage the performer to use their body language and facial expressions to enhance their performance of the concept.
- The rest of the class watches and listens carefully.
- After the performance, students raise their hands to guess what concept was being demonstrated.
- The performer then reveals the card to confirm the correct answers.
- After each round, discuss with the class why they made their guesses. Ask: "What did you hear that made you think the performance was 'fast'?" or "How did the player’s actions help you understand the concept?"
Listening
Students listen and sing back the notes of the minor pentachord.
- Sing or play the notes of the A minor pentachord scale.
- In the absence of a piano, the use of a tuned percussion instrument can be a resourceful and adaptable alternative.
- Students will sing the notes A, B, C, D, E.
- Reiterate and reinforce students' understanding of the interval between the notes as whole and half steps, referred to as major or minor seconds.
- When secure, repeat with the D minor [D, E, F, G, A]
- If time permits, play the G minor pentachord. The notes are G, A, A#, B, C. The sharp sign has not yet been made conscious and will be dealt with in the next lesson.
Visual learning
Students discover where low ti sits on the staff.
- Project the graphic showing low ti on the staff.
- Remind students that low ti is the second pitch in the minor pentachord.
- Ask how many notes are in a pentachord [5]
- Ask what note begins the la pentachord [la]
- Ask the note number for low ti [2]
- Ask students to copy the pitches into their notebooks.
- If time permits, lead the class in singing the pitches ascending and descending.
Instruments
Students
Part work
Students sing and clap an ostinato pattern.
- Lead the class in singing the song.
- When secure, teach an ostinato pattern.
- A suitable example would be tika-tika ta, ti-ti za [as demonstrated on the player]
- Ask the class to improvise their ostinato pattern.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV