Y4. Lesson 18. Practise tim-ka
Prior learning: None
Duration: 30 minutes
Materials: Woodblocks or claves
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
historical Australian songs
Present
Practise
tim-ka
Melodic development
Students discover a historical Australian song.
- This song has a verse and a chorus that may be taught over two learning periods depending on the class's ability.
- Teach the verse line-by-line. When secure, this will be used in a call-and-response.
- Teach the chorus line-by-line.
- The song has a more extensive note range than usual, from do to high mi.
Rhythmic development
Students revise a song from earlier years and discover the rhythm syllable tim-ka.
- Students spread out across the room.
- Lead the class singing the song. Students should walk to the beat
- After a few variations on the lyrics, such as jump, hop, etc, have students sit.
- Clap the rhythm and ask the song's metre [duple metre]
- Ask how many beats in duple metre [2]
- Ask how many sounds are on the first beat [2]
- Ask how many sounds are on the second beat [1]
- Is the first sound longer or shorter than the second sound? [longer]
- Ask the rhythm syllable for when there are two sounds on the beat, the first being longer than the second [tim-ka]
- Have the class sing the song slowly using rhythm syllables (can be tongue twister!)
- Teach that in traditional notation, tim-ka is called a dotted quaver followed by a semiquaver. Tim-ka is much easier to say!
Creative movement
Students will work together to create a "machine" made of rhythmic patterns.
- Arrange students in a circle or have them stand scattered around the room.
- Provide a variety of percussion instruments (or use body percussion like claps, stomps, snaps)
- Explain that they will build a "machine" by layering different rhythms, each person contributing a rhythmic "part" to the whole machine.
- Start by demonstrating a simple rhythmic pattern (e.g., four quarter-note claps or a simple drumbeat) and perform it repeatedly.
- Select one student to begin the machine by copying your demonstrated rhythm. They will be the machine's "engine."
- Now, go around the circle and ask each student to add their rhythmic pattern to the machine. Each student's pattern should be simple and repetitive but different. For example, one student may clap on every second beat, and another might shake a tambourine on every fourth beat. Someone else may tap a drum lightly on off-beats.
- Once everyone has added their rhythm, the class will perform together as a "rhythm machine," with each student maintaining their part while listening to others.
- You can act as the "conductor," signalling students to speed up, slow down, or stop their rhythm to see how the machine changes.
- Group Variation:
- Split the class into smaller groups (4-5 students per group). Each group becomes its own "rhythm machine" and performs for the rest of the class.
- Encourage groups to experiment with different tempos and dynamics (loud/soft), adjusting their machine’s “speed” and intensity.
Listening
Students listen to an original story and improvise sound effects.
- Distribute tuned and untuned instruments to the class and explain they will hear you read a story to which they must add sound effects!
The Journey of the Brave Adventurer
Once upon a time, a brave adventurer named Finn lived in a village between tall, misty mountains and a dark, enchanted forest. One day, the village elder came to Finn with urgent news.
"The great River of Life is drying up," the elder said, her voice shaking. "Without it, our crops will wither, and we will not survive. You must journey to the Mountain of Thunder and seek the Rain Spirit, who lives at its peak. Only the spirit can bring the rain back."
Finn nodded, grabbed his trusty walking stick, and embarked on the dangerous journey.
(Here, students can make the sound of wind blowing as Finn begins his adventure. Use shakers for wind or rub hands together for a gentle breeze.)
Finn walked for hours until he reached the edge of the dark forest. As soon as he stepped into the woods, the trees began to sway and creak in the wind.
(Students can tap on woodblocks or clapsticks to imitate the creaking trees and rustling leaves.)
Suddenly, the sound of growling filled the air. Finn spun around and saw a pack of wolves lurking in the shadows, their eyes glowing like embers.
(Students can make soft growling noises or use drums for the wolves.)
Thinking quickly, Finn found a hollow log nearby and banged on it loudly. The sound echoed through the trees, scaring the wolves away.
(Students can bang drums or their hands on the floor to mimic the log being hit and the echo effect.)
Relieved, Finn continued on his journey until he reached the foot of the Mountain of Thunder. As soon as he started climbing, a great storm rolled in. Thunder roared across the sky, and lightning flashed in the distance.
(Students can make thunder sounds with drums, stomp their feet for rumbling, and use small cymbals or triangles for the lightning effects.)
The rain poured down, making the rocks slippery. Finn struggled to keep his footing as he climbed higher and higher. He could hear the wind howling and the rain hitting the ground like a thousand tiny drumbeats.
(Use shakers or tambourines to imitate the sound of the rain hitting the ground, and whistles or vocal effects for the howling wind.)
At last, Finn reached the top of the mountain, where the Rain Spirit lived. The spirit was a tall, shimmering figure made of water and mist.
"I know why you have come," the spirit said in a voice like flowing water. "But the rain cannot return unless you pass a test. You must create the sound of the rainstorm, as powerful and true as the storm itself."
(At this point, students should all come together to create the sound of a rainstorm, using drums, shakers, and other instruments. Build the sound from soft rain to a full storm, with thunder and lightning included.)
Finn listened to the sounds around him—the rain, the wind, the distant thunder. He picked up a small drum from his pack and began to beat it, slowly at first, then faster, mimicking the rhythm of the rain. The spirit smiled, and as Finn's drumming grew louder, the skies above the mountain opened up.
The rain poured down, stronger than ever before. The rivers filled, the crops grew, and the village was saved!
Finn returned home a hero, and the people cheered as the rain continued to fall gently on their fields, bringing life back to the land.
(End with soft, peaceful rain sounds as the rain returns to the village.)
Opportunities for Sound:
- Wind at the beginning: Shakers, gentle rubbing of hands.
- Creaking trees: Clapping woodblocks or clapsticks.
- Wolves growling: Soft growls, drums.
- Hollow log echo: Drum banging for an echo effect.
- Thunderstorm: Drums for thunder, cymbals or triangles for lightning.
- Rain: Shakers or tambourines for raindrops.
- Climbing and wind: Howling sound with voices or whistles.
- Final storm scene: Full class participation, building up to a loud rainstorm.
Visual learning
Students discover how to write tim-ka with note stems up and down.
- Project the score [use full screen]
- Ask students to write tim-ka in their notebooks.
- They should write it with the stem down (first score) and stem up (second score).
- Remind students of the importance of the dot on the quaver and the little flag on the semiquaver - and a beam joins both notes.
Instruments
Students
Part work
Students use tuned percussion instruments to create a melodic ostinato.
- Students pair up, with one student having a xylophone.
- Demonstrate how to play two notes at once using two beaters.
- Show students the bars to strike, G & B for two measures and E & A for one measure, followed by another measure of G & B.
- This pattern happens three times. Have all instrumentalists play the accompaniment to the song as you sing.
- Remind students that the song is in triple time, so use a count of 1-2-3.
- When the instrumentalists are secure, the vocalists should practise the song.
- When ready, vocalists and instrumentalists should play on your command.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV