Y4. Lesson 11. Practise low ti

Students practise low ti within the la pentachord scale and prepare for the rhythm syllable tam-ti.

By the end of this lesson, students will have:

Prior learning: None

Duration: 30 minutes

Materials: Woodblocks or claves

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

Difficulty:

Prepare

tam-ti

Present

Practise

low ti

Students are seated and attentive.
Sing Good Morning to the class, starting with three pitches.
The class will echo sing in response.
Choose a student and sing another series of pitches, who should then sing them back solo.
Repeat this with as many students as possible and note intervals as time permits.

Students discover low ti in a known classroom song and prepare for rhythm syllable tam-ti.

Lead the class in singing the first half of the song.
The first three pitches of the song are low la, low ti and do.
Sing the first three pitches using a neutral syllable, such as loo. The class should repeat after you.
Ask if the song begins on low la - what is the next pitch? [low ti]
What is the third pitch?
Sing the solfa, and the class should repeat.
Use hand signs if they are used in your teaching method.
Sing the second measure in solfa [do, re, mi]
Ask the name given to the adjacent five pitches of this song [la pentachord].
If low la is 1, what is the number of low ti? [2]
Ask the pattern of whole and half steps in the la pentachord [whole, half, whole, whole]

Students learn a new song, which prepares the rhythm syllable tam-ti.

Sing the song to the class.
Have students copy each line until secure.
The class should sing and clap the beat.
Draw attention to the first two measures.
Ask which words do not sit exactly on a beat [the word 'to"].
The first two notes are over two beats, but the second word ['to'] happens after the second beat but before the third beat.

Students have fun with elements of rhythm practice, teamwork, and a bit of friendly competition.

Divide the class into teams of 4-6 students.
Place a set of rhythm cards at one end of the room.
At the opposite end, each team lines up.
The first student in each team runs to the set of rhythm cards, picks one, and memorises the rhythm pattern.
They run back to their team and clap or play the rhythm on a percussion instrument.
The team members must replicate the rhythm together. Once they do so correctly, the next team member runs to get the next card.
The relay continues until all cards have been collected and performed.
The first team to successfully clap and replicate all rhythms wins. However, you can also make it non-competitive by focusing on accuracy rather than speed.

Students listen and determine whether the track is a pentatonic or pentachord.

This exercise is excellent for hearing the difference between a pentachord and a pentatonic.
Play the first track.
Ask how many notes are heard.
Ask if all the notes are adjacent.
If they are adjacent, and the first note is do, what is the name of the scale [do pentachord].
Repeat with the next track. How many notes? [5]
Are all the notes adjacent? [no]. If the first note is do, what is the name of the scale? [do pentatonic].
The third track is a la pentachord.
The fourth track is a la pentatonic.