Year 1 - Music
Identifying the timbre of classroom percussion
Compose and Create: exploring and performing rhythm patterns
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Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils use minibeast names to rehearse and compose simple four beat rhythms by clapping, chanting and performing on untuned percussion. They use minibeast images to order and repeat these rhythms. Backing tracks are used to aid rehearsal and performance of their rhythmic compositions.
Lesson Summary
You will learn to explore the sounds of our percussion instruments, starting and stopping with a leader.
Key Notes
- We warm up before singing so that our bodies, minds and voices are ready to sing.
- We can sing and move in time to a steady pulse.
- We can describe the timbre of percussion instruments.
- We can recognise the sound of a selection of percussion instruments.
Vocabulary To Learn
- pulse: the regular, steady heartbeat of the music
- percussion instrument: a device used to make a musical sound which is played by striking, scraping or shaking
- timbre: the way an instrument sounds that helps us identify it
Common Mistakes To Avoid
- When describing an instrument's timbre, we can say it is high or low, loud or quiet, fast or slow.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
We warm up before singing so that our bodies, minds and voices are ready to sing. We can sing and move in time to a steady pulse.
2. What does this key word mean in this lesson? 'pulse'
the regular, steady heartbeat of the music.
3. Correct this common mistake.
Mistake: When describing an instrument's timbre, we can say it is high or low, loud or quiet, fast or slow. Correction: Timbre describes the unique sound of an instrument, not its pitch, dynamics or tempo.
More Lessons In This Unit
Browse all guides in the Year 1 Music guide library.