This document provides an introduction to the basics of music including the three main components - pulse, rhythm, and pitch. It outlines learning outcomes for students to recognize and explain these components. It introduces Forseth cards to help teach rhythm and describes classroom percussion instruments. It provides examples of rhythm notation, a homework assignment, and performance criteria for evaluating rhythmic compositions using percussion instruments.

1. INTRODUCTION TO THE BASICS
OF MUSIC
OBJECTIVE:
- For you to develop an understanding of the
three basic components (bits) of music

2. OUTCOMES:
- ALL pupils will recognise the difference between
pulse, rhythm and pitch
- MOST pupils will give an accurate explanation of the
words pulse, rhythm and pitch
- SOME pupils will give a practical example of each of
the words pulse, rhythm and pitch

3. INTRODUCTION TO THE FORSETH
CARDS
• The forseth cards will help you to learn about
rhythm
• Lets have a go today! See if you can
remember the movements and sounds for
next lesson…..

28. When we combine all of these elements, we create
music!
PULSE
PITCH
RHYTHM

29. What have you learnt today?
• What new words have you learnt?
• Can you define them?
• Can you give a practical example of each of
our key words?

30. Rhythm Notation
Note Name Rest Value
crotchet 4 1
4
4 minim 4 2
4 quaver 4 ½
4 semiquaver 4 ¼
4 semibreve 4 4

31. Each box is worth 1 beat
 E E = 4 beats
  
Use the note values to make
each line add up to 4
e e

32. Classroom Percussion Instruments
Untuned Percussion
Agogo Bell Cowbell Tambourine Djembe Tom-Tom
Kokiriko Tambor Maracas Gathering Drum Congas
Castanets Woodblock Rain stick Bongos Talking Drum
Wooden Guiro Metallic Guiro Cabassa

33. Evaluation
• I think our performance had a good pulse
• I think our performance had a weak pulse
• I think I performed my rhythms accurately
• I think I need to perform my rhythms more
accurately
• We had a good start and a good finish
• We had a weak start and a weak finish
• We were well organised
• We were not well organised
• What can I do better?
• Do I need to change my rhythms to make the group
performance stronger?

34. Homework
• Tell me a little bit about your favourite pop
group / solo artist.
• What do you like about them?
• What instruments can you hear?
• Tell me about the speed of the song?

35. Homework 2
• Evaluation
• 1. What was good about our group
performance?
• 2. What do we need to do to improve our
piece?

36. Today we are going to:
-Learn to recognise the sounds of
classroom percussion instruments
-Create and practise rhythm
compositions using the instruments
-Perform our final compositions to
the whole class

37. Classroom Instruments Quiz
Hold up the letter (A, B or C) next to the instrument you hear.
A) Agogo Bell
B) Tambourine
C) Castanets

38. Classroom Instruments Quiz
Hold up the letter (A, B or C) next to the instrument you hear.
A) Woodblock
B) Maracas
C) Cowbell

39. Classroom Instruments Quiz
Hold up the letter (A, B or C) next to the instrument you hear.
A) Djembe
B) Guiro
C) Cabassa

40. Classroom Instruments Quiz
Hold up the letter (A, B or C) next to the instrument you hear.
A) Agogo Bell
B) Maracas
C) Kokiriko

41. Classroom Instruments Quiz
Hold up the letter (A, B or C) next to the instrument you hear.
A) Rainstick
B) Guiro
C) Cowbell

42. Performance Criteria
- Steady PULSE
- Perfect rhythms
- Clear start and finish
- Structure
- Dynamics – mixture of loud and quiet
- Confidence