Rewriting a Lesson

For week 4, lesson 2, I had begun with a hocket inspired activity and then had the class perform an excerpt from the focus piece which focused on polyrhythms.

I decided that polyrhythms were too complex to chuck onto the end of a lesson so I have assigned an entire lesson (week 5, lesson 1) to polyrhythms now. I have designed a starter activity to introduce this musical technique which requires students to clap various combinations of the below polyrhythms.

I have provided this resource for teacher use only as I would teach these patterns to students aurally rather than showing them the notation. However, it could be shown to students after they have completed the activity to show them what the various polyrhythms look like in western notation.

With this change, students will also have more time to learn the polyrhythm arrangement and perform this as an ensemble.

I have also included practice melodic dictation questions from past HSC papers at the end of this lesson.

Published by jessicasuann

I am a student at Sydney Conservatorium of Music studying a Bachelor of Music (Education). I major in Classical Voice however throughout my studies I have practiced using a variety of pitched and non-pitched percussion, piano, guitar, and most recently; trumpet. Throughout my studies I've not only learnt how to encourage my future students to have an appreciation for music but have also extended my own appreciation and passion for music through exposure to a variety of new ways to express my musicality and experience music (predominately through technology and unique ensemble opportunities). Let's move away from "theory" vs "prac" structured lessons and adopt a more hands-on approach to music education. For a creative subject we should be teaching and learning about it in a creative way! View more posts