Teaching Rhythm 2

Below the jump you'll find a second group activity plan for rhythm.  This builds on the one I posted here last week.  Hymn numbers refer to Together in Song.

Aims:

• Reinforce knowledge of the distinction between beat and rhythm.
• Introduce accent (strong vs weak beats).
• Introduce grouping of pulse as 2-metre and 3-metre.

Equipment:

• Hymnbooks
• Piano
• Whiteboard and markers (if available)

Key terms:

• 2-metre
• 3-metre
• Strong / weak beat

1.      Recap material covered in previous group activity.  Clap Caswall (344).

a.       Ask members of the group to point out and name the note values in the tune, then to demonstrate the sequence of clapping for that note value.

2.      Play Caswall while the group keeps the pulse using body percussion: clap for strong beats, touch shoulders for weak beats.

a.       Does the clapped beat feel strong or weak?  What about the one where you touch your shoulders?  Could you march to this tune without getting your feet tangled?

b.      Look at the words of the hymn, and say them with every odd syllable stressed (Glory be to Jesus etc).  Repeat this with body percussion.

c.       Repeat the tune, making sure the pulse is steady.

3.      Play the first half of Gerontius (141) or Richmond (425), while the group keeps the pulse as before.

a.       Does this feel right?  What’s different about the pulse of this tune?  Could you march to this tune without getting your feet tangled?

b.      New body percussion sequence: clap, shoulders, head.  Keep the pulse this way and play the tune all the way through.

c.       How many beats are there in this pattern, two or three?

d.      Look at the words – Praise to the holiest in the height – how does this rhythm feel?  Lilting, or march-like?  Say the words with steady body percussion.

4.      Music where the pattern of beats is strong, weak, strong, weak is referred to as 2-metre.  Music where the pattern of beats is strong, weak, weak, strong, weak, weak is referred to as 3-metre.  We can tell the difference by feeling how many weak beats there are between each strong beat.

a.       Play a series of examples in different metres, and allow each member of the group work out the pulse.  Use the following as examples:

                                                              i.      2-metre: Praise, my soul (134), Sharon (140), Morning Song (172), Kenosis (174)

                                                            ii.      3-metre: Bunessan (159), Belair (167), Billing (169), Magnificat (173)

b.      With each example, ask the following sequence of questions:

                                                              i.      Is this song in 2-metre or 3-metre?

                                                            ii.      Why would you say it is 2-metre and not 3-metre?

c.       Try switching the metres for Ode to Joy and Bunessan.  Notice how counter-intuitive it feels, before playing the tunes again in the correct metre.

5.      Choose any of the tunes listed here for members of the group to clap the rhythm of the first two phrases while the rest of the group keeps the pulse using body percussion.  Make sure different metres alternate.