KO: Rhythm and Beat

Subject: Music | Year: 3

Name: _________________________ Class/Set: ____________ Date: ____________

1. Key Knowledge / Core Facts

• Pulse: The steady heartbeat of a piece of music. It stays the same throughout.
• Rhythm: The pattern of long and short sounds that fit over the pulse.
• Beat: Often used interchangeably with pulse; the basic unit of time in music.
• Body Percussion: Using the body to make sounds (e.g., clapping, stamping, clicking, patting).
• Graphic Notation: Using shapes or pictures to represent sounds instead of formal notes.
• Ostinato: A rhythm or tune that repeats over and over again during a song.

2. Key Vocabulary

• Tempo: The speed of the music (how fast or slow it is).
• Dynamics: The volume of the music (how loud or quiet it is).
• Pitch: How high or low a sound is.
• Duration: The length of a sound (long or short).
• Structure: How the different parts of a piece of music are organised.
• Texture: How many layers of sound are heard at once.

3. Musical Symbols (Rhythm)

Symbol Name	British Term	Duration (Beats)
Semibreve	Whole Note	4 Beats
Minim	Half Note	2 Beats
Crotchet	Quarter Note	1 Beat
Quaver	Eighth Note	1/2 Beat

4. Tempo and Dynamics

• Forte (f): Italian term for 'Loud'.
• Piano (p): Italian term for 'Quiet' or 'Soft'.
• Presto: Italian term for a 'Very Fast' tempo.
• Adagio: Italian term for a 'Slow' tempo.
• Crescendo: Gradually getting louder.
• Decrescendo: Gradually getting quieter.

5. Pitch and Performance

• Melody: A sequence of pitches that make up a tune.
• High Pitch: Sounds like a bird chirping or a whistle (produced by small instruments).
• Low Pitch: Sounds like a growl or a drum (produced by large instruments).
• Unison: Everyone playing or singing the same rhythm and pitch at the same time.
• Ensemble: A group of people playing instruments or singing together.

6. Common Misconceptions

• Pulse vs Rhythm: The pulse is steady like a clock; the rhythm changes with the words or melody.
• Loud vs High: Loudness is volume (dynamics); High is about the 'height' of the sound (pitch).
• Fast vs Loud: Music can be very fast but very quiet (Presto and Piano).
• Beat is not Tempo: The beat is the 'pulse' itself, while tempo is the 'speed' of that pulse.
• Silence: In music, silence is as important as sound and is shown using 'Rests'.

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Quick Check Tasks

• Task A: Circle the correct term: If a piece of music is getting louder, is it a Crescendo or a Decrescendo?
• Task B: How many beats does a Minim last for?
• Task C: If the teacher asks you to play Piano, should you play loudly or quietly?

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⚠ TEACHER’S GUIDANCE

💡 Pedagogical Pulse

• Model: Use 'Call and Response' for rhythm. Clap a 4-beat pattern (rhythm) over a steady foot-tap (pulse) and have students echo it back.
• Year 3 Support: Transition students from 'word-based' rhythms (e.g., "Ap-ple, Pie") to formal British terminology (Crotchet, Quaver).
• Oracy: Encourage students to use the Italian terms Forte and Piano during every practical session to embed Tier 3 vocabulary.
• Active Learning: Use 'Dough Disco' or 'Finger Gym' style movements to help Year 3 students feel the pulse physically before picking up instruments.

✅ Answer Key & Solutions

• Task A Answer: Crescendo.
  • Tip: Remind students that 'Crescendo' starts with 'C', just like 'Climbing' (going up in volume).
• Task B Answer: 2 Beats.
  • Tip: Show students that a Minim looks like a 'hollow' crotchet with a stem; it takes longer to 'fill' it with sound.
• Task C Answer: Quietly.
  • Tip: Associate 'Piano' with a 'P' for 'Peaceful' to help students remember it is quiet.

⚠ Safety & Nuance Check

• Instrument Handling: Ensure Year 3 students are taught the 'Rest' position for instruments (e.g., beaters on laps) to manage cognitive load and classroom noise.
• Hearing Sensitivity: Be mindful of students with sensory processing needs when using loud un-tuned percussion like cymbals or tambours. Provide ear defenders if necessary.