Rhythm Composition
Rhythm Composition- Biddy Biddy
Grade: 2
Objectives:
Repertoire: Biddy Biddy
Biddy Biddy hold fast, my gold ring
Carry me to London, come back again
Biddy Biddy hold fast, lost my gold ring
Carry me to London, come back again
Other Materials:
Xylophones and mallets
Paper xylophones to practice on
Piano or guitar to accompany students
A "gold" ring
Lesson One
Materials: gold ring
Introduce the song as a game. While in a circle, a student goes into the middle, closes their eyes, and sets a gold ring behind them. While singing the song a second student is selected to quietly take the ring from the student in the middle and keep it hidden from sight. When we finish singing the student in the middle must guess who has the ring. After the guess(s) have been made, the student who took the ring then goes into the middle, and the first student selects the next person to take the ring.
During the first repetitions of the songs, encourage students to listen and tap the macro beat while you sing. After a couple of repetitions, ask the class to sing with you. Continue playing the chord progression while the student in the middle guesses.
Lesson Two
Materials: gold ring, stretchy band
Use a stretchy band to tap the macro beat of the song. Ask them to sing the song and move the stretchy band as you do. While the students sing, tap and sing the bass line using the syllable "bum." Move the stretchy band between your knees and floor to reflect the bass line:
Ask the students to sing the bass line with you. Practice this until the students can sing the bass line without you. Return to the game, and have students hum the bass line while the student in the middle guesses. Once the students are stable singing the bass line by themselves, practice singing the song while they sing the bass line. Change words to solfege "Do, Do, Sol, Do.
Lesson Three
Materials: xylophones and mallets
Introduce the bass line on xylophones. Ask for volunteers to play. Make sure everyone gets a turn.
Lesson Four
Materials: one xylophone
While singing the bass line, demonstrate different rhythmic patterns for students to echo. Ask for both large group and individuals to echo After several repetitions. Discuss the rhythm and how it was a pattern (repeating every 2 beats). Ask for students to improvise their own pattern to the bass line.
Lesson Five
Materials: single cards with notation "Du", "Du-De", and "Du-Da-Di"
In groups, hand out standard notation cards. Ask students to create a 2 beat pattern using any cards given. Once the patterns are created, the students then draw their pattern over the whole chord progression.
Lesson Six
Materials: compositions displayed, either on poster or projector
Demonstrate how their compositions would be played on the xylophone. Give students an opportunity to practice and perform their compositions on the xylophone.
Objectives:
- Students can compose and perform a 4 measure bass line, rhythmically within a two-chord harmonic context
- Rhythmic Improvisation for a specific purpose
- Generate musical patterns and ideas within the context of a given tonality
- Use standard notation to document and organize rhythmic and harmonic musical ideas
- Becoming familiar with a I-V bass line
- Core Music Standards:
MU:Cr2.1.6b
MU:Cr1.1.3b
MU:Cr3.2.1a
Repertoire: Biddy Biddy
Biddy Biddy hold fast, my gold ring
Carry me to London, come back again
Biddy Biddy hold fast, lost my gold ring
Carry me to London, come back again
Other Materials:
Xylophones and mallets
Paper xylophones to practice on
Piano or guitar to accompany students
A "gold" ring
Lesson One
Materials: gold ring
Introduce the song as a game. While in a circle, a student goes into the middle, closes their eyes, and sets a gold ring behind them. While singing the song a second student is selected to quietly take the ring from the student in the middle and keep it hidden from sight. When we finish singing the student in the middle must guess who has the ring. After the guess(s) have been made, the student who took the ring then goes into the middle, and the first student selects the next person to take the ring.
During the first repetitions of the songs, encourage students to listen and tap the macro beat while you sing. After a couple of repetitions, ask the class to sing with you. Continue playing the chord progression while the student in the middle guesses.
Lesson Two
Materials: gold ring, stretchy band
Use a stretchy band to tap the macro beat of the song. Ask them to sing the song and move the stretchy band as you do. While the students sing, tap and sing the bass line using the syllable "bum." Move the stretchy band between your knees and floor to reflect the bass line:
Ask the students to sing the bass line with you. Practice this until the students can sing the bass line without you. Return to the game, and have students hum the bass line while the student in the middle guesses. Once the students are stable singing the bass line by themselves, practice singing the song while they sing the bass line. Change words to solfege "Do, Do, Sol, Do.
Lesson Three
Materials: xylophones and mallets
Introduce the bass line on xylophones. Ask for volunteers to play. Make sure everyone gets a turn.
Lesson Four
Materials: one xylophone
While singing the bass line, demonstrate different rhythmic patterns for students to echo. Ask for both large group and individuals to echo After several repetitions. Discuss the rhythm and how it was a pattern (repeating every 2 beats). Ask for students to improvise their own pattern to the bass line.
Lesson Five
Materials: single cards with notation "Du", "Du-De", and "Du-Da-Di"
In groups, hand out standard notation cards. Ask students to create a 2 beat pattern using any cards given. Once the patterns are created, the students then draw their pattern over the whole chord progression.
Lesson Six
Materials: compositions displayed, either on poster or projector
Demonstrate how their compositions would be played on the xylophone. Give students an opportunity to practice and perform their compositions on the xylophone.
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