Topic title: Rhythm
Year group: 7
When taught: January – February half term
What are we learning?
• How to identify note lengths
• How to compose rhythms
• How to identify rhythms by listening and identifying in notation
• How to add up note values
• We continue to develop our vocabulary using MADTSHIRT and specific terms to describe rhythm and beat.
• How to keep a pulse and perform a rhythm over the top of this
• For pupils with an existing knowledge of score reading we use more complex rhythms such as dotted rhythms and triplets.
Why is this important to know?
• We want pupils to be able to access and play music of their choice. Being able to access scores is a key part of this. They need to be able to identify how this transfers to an instrument.
• Pupils will also need to access the skills of notation in their futures to be able to compose effectively.
• Pupils build on their ensemble skills, performing in time with others.
• Rhythm is a key fundamental to building and playing music. Being able to identify, perform and compose using rhythms allows pupils to go forward as composers and performers.
• Being able to express yourself by playing and writing music is a fundamental skill that we have used to relate to one another throughout human history. Learning to express your emotions and share that with others begins with performance and composition.
Where does this link into our past and future learning?
• Pupils have sung and played pieces using rhythm but as a subconscious skill, mainly using words to support the knowledge and performance of rhythm. The skills of learning how to read, write and perform rhythm is key to learning more complex and interesting pieces, both vocally and on other instruments.
• The ensemble skills of being able to play in time with others is key to accessing and playing music.
• Our next topic looks at instruments of the orchestra and we access playing pieces in a variety of style needing pupils to be able to play rhythm.
• In Year 8 and beyond we use rhythmic identification in all performance and composition activities.
• This topic introduces specific vocabulary to describe rhythm and pulse along with the beginnings of music theory used in all future music assessments that use listening and appraising.
How will we be assessed on this topic?
• This topic is assessed with a performance practical of rhythms.
• It is also tested with a listening and appraising test covering the key vocabulary from this topic along with identifying notes on the score and on the keyboard.
• Please see the attached vocabulary and assessment sheet for more information.
What makes a strong piece of work in this topic? What are teachers hoping to see?
• Being able to perform with confidence and accuracy in time with your group.
• Using the correct key terms to describe what you can hear and see in the music we listen to and write down.
• Please see the attached documents for more information.
What key words are there in this topic?
What can I try if I want to stretch and challenge myself on this topic?
• Have a go at reading rhythms from scores and clapping them out loud. Now find a recording of the piece – were you correct?
• Have a go at using the musical elements to describe music pieces you like to listen to. Can you list the length of the notes used? How many beats are their in a bar?
• Find some pieces you would like to learn to play. Can you have a go at clapping the rhythm along to a recording? Can you make up a rhythm that fits over the top?
What wider reading can be done on this topic?
• Signing up for Duolingo music. This is free and can be used on any touchscreen device. This teaches notation reading, rhythming reading and keyboard skills, along with performing in time.
• Music Learning Community music games to practice your skills
• Theta Music Trainer
• Musictheory.net
• Teoria.com
• Tonesavvy.com
Supporting document/links:
Rhythm keywords and assessment document
Support sheet for KS3 books
