Music Unit Rhythm, pulse, emotion in Australian Music

Year: Grade 6/7

Subject: Music Rhythm and Pulse
ACARA curriculum links:
Grade 5/6
Explore dynamics and expression, using aural skills to identify and perform rhythm and
pitch patterns (ACAMUM088), Develop technical and expressive skills in singing and
playing instruments with understanding of rhythm, pitch and form in a range of pieces,
including in music from the community (ACAMUM089)
Elaborations

Experimenting with elements of music by improvising patterns, phrases and

melodies

Identifying and describing features of rhythm, melody and structure that create
effects in their improvisations

Interpreting dynamics and expression in a range of notated music by singing,

playing and improvising

Considering viewpoints meanings and interpretations: For example How

does the composer indicate dynamics in this piece? How does the performer
show emotion in this piece?
Grade 6/7
Identify and connect specific features and purposes of music from different eras to
explore viewpoints and enrich their music making, starting with Australian music including
music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
Elaborations

Identifying personal preferences in the music they listen to and the reasons for
them

Making judgments about music as audience members and articulating the

reasons for them

Discussing different opinions and perspectives about music and strategies to

improve and inform music making

Considering viewpoints evaluations: For example How effectively did the

musicians use expressive techniques in their performance? What are the
strengths of this performance or composition?

Lessons Layout:
Lesson One: Rhythm grid, dynamics, rhythm games (eg. Poison rhythm, rhythm bingo,
boy percussion)
Lesson Two: Australian music (Aboriginal songs, convict songs/sea shanties) focus on
rhythm and pulse, why its important, emotion, expressiveness etc.
(Able to be expanded to three lessons if needed)
Student objectives for unit:
1. Students will be able to accurately write and count rhythms
2. Students will be able to accurately recognise rhythms in Australian music
3. Students will understand the importance of rhythm in Aboriginal/Torres Straight Island
music
4. Students will be able to identify dynamics and how they relate to expression within
music
5. Students will use critical thinking to determine and articulate opinions about Australian
and Aboriginal/Torres Straight Island music
Assessment:
Formative
- Observation
- Student confidence and participation
Language: Rhythm, patterns, emotion, viewpoints, expression, pulse

Music Lesson One - Rhythm & pulse

Introductory Information
Lesson topic: Rhythm and pulse
Lesson objectives:
1. Students will be able to keep time (different time signatures simple
time and compound time)
2. Students will be able to recognize different types of rhythms
3. Students will be able to create and present their own rhythms
against a steady pulse
4. Students will be able to write rhythms accurately

Assessment:
Formative Observation of students repeating back rhythms
Observation of written rhythms on board
Materials:
- SMARTboard

Lesson Outline:
Introduce (15mins)
Remind students what we did last placement STOMP! Music lesson. Noticed that they needed some help staying in time why is it important to stay in
time? To get an idea of prior knowledge with rhythmic patterns - write up some (pre-prepared) rhythmic patterns and ask students to identify the note values
and rests - eg. crotchet, quaver, semi-quaver, minim, whole note, crotchet rest, [quarter note, eighth note, sixteenth note, half note, whole note]. Get
students to clap them back to me.
Explore (30mins)
Activity one:
Rhythm Grid (see Appendix 1) - get students to write up the dots on the SMARTboard. Ask students to clap back rhythm (remember that rests are open
palms). Gradually erase dots while students play back rhythm. Add extra dots in some squares.
Activity two:
Write up different note values (pre-prepared) with a corresponding body percussion element underneath.
Body percussion:
Whole notes = hands on head (4 beats)
Half notes = brush hand from shoulder to hand (2 beats)
Quarter notes = Clap (1 beat)
Eighth notes = snap snap (1/2 beat)
Sixteenth notes = Pat thighs (1/4 beat)
Quarter rest = palms up
Write up a 4 beat rhythm on the board and ask students to play rhythm back to me using body percussion elements.
GAME: Split students into 2 teams (numbering off). Two students to come up and face teacher - I count (1,2,3,4) then play a four beat rhythm with body
percussion. On go students face board and write the rhythm before with note values - (eg. if I played clap clap snap snap pat pat pat pat - note values
would be crotchet crotchet quaver quaver semi-quaver semi-quaver semi-quaver semi-quaver). First team member to get it gets 2 points (if correct), second
team member to get it gets 1 point (if correct). Continue until the end of the lesson and team member with most points wins! (Write a tally on the board)

Appendix 1: Rhythm Grid

Students to put dots in these boxes - where there is not a dot it equals a rest (palms up). Students to clap the rhythm back. To
extend add more dots in the boxes/rub some off as students keep clapping.