1.1 Play music in a rhythmic manner  (Page 3/3)

STEP 6

The song must now be accompanied according to its type. The song in triple-form / three parts is:

• A B (new material) A (Repeat of the first part).
• Decide beforehand which patterns will be combined for part A and which patterns will be used for part B.

Divide the class in two groups. Play the music to allow learners to listen to, hear and distinguish between A and B. Each group must select some accompaniment from the four patterns and decide how they could perform it (clapping, finger-snapping, patchen, etc.) To begin with, each group should choose only one pattern, but they may add more patterns as they become more proficient.

STEP 7

First learn the song:

• The learners follow the words as presented by means of a transparency or on the chalkboard.
• Practise the pronunciation of the words and explain the meanings.
• Whisper the words rhythmically, articulating them.
• Clap the rhythmic patterns.
• Sing one phrase at a time to the class and allow them to repeat it two or three times. Repeat with the other phrases. Systematically put the phrases together.
• The learners must accompany themselves as they did with the recording.
• The end result can then be recorded on tape.

ACTIVITY 2

In this activity our focus will be on texture. The texture of the music refers to how “densely” or "thinly" the music is “woven” (make a comparison with various types of fabric). This is determined by the number of lines of music and the measure of contrast between the lines of music.

The greater the number of different lines the denser the texture will be.

STEP 1:

Divide the class in three groups according to the three secondary colours. Each group uses the same type of percussion instruments, whether homemade or sound objects (knocking stones against each other, drumming on a book, etc.). When body percussion is used, three different sounds can be distinguished: clapping with hands, clapping with cupped hands and finger clicking, etc).

The class first claps and tells the rhythm of the three secondary colours (green, purple and orange) and then practises it on their instruments. Each group should have the opportunity to demonstrate the sound of their instruments by playing a pattern. How does the sound of the various groups differ? High sound, sharp sound, dull sound, etc?

STEP 2

Sing or play a part of the song (or any other song in ⁴ ₄ ) for the learners to play (clap) one of the above rhythmic patterns (green/purple/orange) as accompaniment.

STEP 3

The colour groups can create their own rhythmic pattern by linking/joining two colours.

The groups must now practise their accompaniment patterns. Each group gets a chance to accompany the song. The pattern is repeated over and over again for the duration of the song.

A pattern used as accompaniment that is repeated over and over again is called an ostinato.

STEP 4

Try different combinations. Each group plays their ostinato four times, varying it with each repetition, e.g.

• Loud or soft
• Gradually increasing or decreasing the loudness
• Legato (linked as continuous sound) or staccato (separated)
• Solo (one person) or ensemble (the whole group)

STEP 5

• Combine different groups e.g. purple + orange; green + orange; purple and green; purple + orange + green. With more groups playing together, the texture becomes denser.

STEP 6

• Joining the patterns together can create a complete composition
• Record the end product and play this to the class. Draw attention to the texture of the piece.

• When one group plays, the texture tends to be thin, when everyone plays the texture is denser.
• When everyone’s rhythmic accompaniment is the same, the texture is thin: and when the groups use varied accompaniment the texture is dense.
• A variety of instruments create denser texture
• Learners take time to complete the checklist.