NAME:_____________________________________________________

CLASS: ___________________

Saltley Academy
Analyse
Baseline Autumn 1 Autumn 2 End of Year
WAG WAG Target

Year 7
term 1

Rhythm and Pitch

Student workbook

Step 1 I can read and clap/perform a simple rhythm with accuracy.

Step 2 I can read and clap/perform more complex rhythms,
including rests.

Step 2 I can create a rhythmic performance using rhythm grids or

standard notation
Step 2 I can identify notes on a treble clef.

Step 2 I can identify notes on the piano and play a melody using
basic rhythms
Step 3 I can perform a melody using a combination of more complex
rhythms and a broader range of pitch.

Date: ___/___/___

End of Term Student Reflection: GREEN PEN

WWW:

EBI:

Teacher Comment:

Key Vocabulary
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Rhythm: Combination or pattern of sounds or claps.

Beat: Regular pulse

Ostinato: Repeated musical pattern

Polyrhythm: More than one different rhythm being played

simultaneously

Unison: A single melody or rhythm being played by one or more

people.

Dynamics: How loud or quiet something is;

Tempo: How fast or slow a piece of music is.

Pitch: Notes can be high or low pitch – like on a piano

Stave: 5 lines and 4 spaces used to write music

Treble Clef: Indicates that the notes will be high-pitched.

Melody: A recognisable tune; usually played at a high pitch

Scale: Series of notes from low to high; used to compose a

melody.

Compose: To create original music

Binary Structure: 2 sections; A Section B Sections (AB Structure)

Ternary Structure: 3 sections; ABA Structure

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 Key Words
Pulse/Beat Tempo Rhythm

 LO: I can read and perform/clap a rhythm

 LO: I can keep a steady pulse/beat
 LO: I can recognise rhythms when played

Look at the squares below; each square represents 1 beat. (One clap per beat)
Rhythm 1
1 2 3 4 1 2 3 4

Rest Rest Rest

Rhythm 2

Rest Rest Rest

Rhythm 3

Rest Rest Rest

Rhythm 4

Rest Rest Rest Rest

 When notes are arranged into a pattern; this is called a RHYTHM

 For rhythms to work, we must keep a steady pulse; this is called the TEMPO TEMPO
- means how fast or slow the pulse is.

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 Sometimes we can have more than one note to each beat.
Look at the example below.
Some beats (squares) have two notes in them; this means you clap twice on that beat.

1 2 3 4 1 2 3 4

Rest Rest

Clap clap clap clap clap

Let’s try another one…

Rest Rest

Rhythm Dictation
Rhythm dictation is a skill that helps you to hear a rhythm and then write it down.
Exercise: You will hear an 8-beat rhythm being played; decide how many claps there were
on each beat. Place a circle in each box for each clap you hear. If you hear
nothing, leave the box (beat) blank.

Question 1

8 Marks

Question 2
8 Marks

Question 3
8 Marks

Question 4
8 Marks
Marks out of 32_______

Step 1 I can read and clap/perform a simple rhythm with accuracy.

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Step 2 I can recognise simple rhythmic patterns through listening

DATE:
Teacher Comment:

Student Comment: Green Pen

WWW?

EBI:

6
 Adding Stems to Rhythms.
When we have notes, like the ones below, we also have stems attached to them.

Rest Rest Rest

The example above, should actually look like this;

Rest Rest Rest

Where we have two notes in the space of one beat, we join them together with a ‘bridge’
Like this;

Rest Rest Rest

TASK 1: Using the rhythm grid below, add stems and bridges where necessary.

TASK 2: Now replace the word Rest with a ‘rest symbol’

(It sort of looks like a number 3)

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 Key Words
Unison Rhythm Polyrhythm Beat/Pulse

When we sing or clap the same thing at the same time, we call this Unison: a unison rhythm is
when one or more people clap the exact same thing at the same time.
LQ: What does the word Poly mean?
__________________________
LQ: What is a Polyrhythm?
_________________________________________
_________________________________________

Practical Exercise 1: Working in two groups, perform the polyrhythm below.

Group 1

Group 2

Practical Exercise 2

Group 1

Group 2

Extension Activity: Work in a group of 4 people; each person has their own part.

Part 1

Part 2

Part 3

Part 4

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Step 1 I can read and clap/perform a simple rhythm with accuracy.

Step 2 I can recognise simple rhythmic patterns through listening

Step 2 I can perform more complex rhythms such as a polyrhythm.

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 Composing Beats
Key Words
Composition Polyrhythm Ostinato Dynamics

Composition is the musical process of creating original music. This is something you will need
to be able to do during your GCSE Music Course.
Use the grid below to create a Polyrhythmic Ostinato (many rhythms repeated). Each person
in your group must have a different rhythmic pattern. Try experimenting with the Dynamics of
your rhythms.

You can place either 1, 2, 3 or 4 notes in each box/beat.

Polyrhythm Composition

Part 1

Part 2

Part 3

Part 4

Make sure that all group members contribute to the overall performance.

Write down the names of each of the people in your group below.

Part 1_________________________ Part 4 _____________________

Part 2_________________________ Part 5_____________________

Part 3_________________________

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Step 1 I can read and clap/perform a simple rhythm with accuracy.

Step 1 I can create simple rhythms using a rhythm grid

Step 2 I can use a variety of rhythms and rests to achieve intended

effect.

In lesson 5, all groups will perform their work and will be graded against the
criteria above.

Once you have received your grade, complete the self—evaluation below using a
GREEN PEN

DATE:
Student Comment: Green Pen
WWW?

EBI:

Teacher Comment:

11
 Half-Term Listening Test
Q1: Listen to the following rhythm; complete the rhythm grid below
a)

b)

c)

d)

Q2: Listen to the following extract; how would you describe the TEMPO?
________________
Q3: Listen to the following extract; how would you describe the DYNAMICS?
________________
Q4: Which of the following words best describe this extract? Circle the correct one
Unison Polyrhythm Ostinato
Q5: Which of the following words best describe this extract? Circle the correct one
Unison Polyrhythm Ostinato
You have 10 minutes to complete the rest of this test

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Q6: What does the word Polyrhythm mean?
_______________________________________________
Q7: What does the word Unison mean?
_______________________________________________
Q8: What is an Ostinato?
_______________________________________________
Q9: What does the word TEMPO mean?
_______________________________________________
Q10: What does the word DYNAMICS mean?
________________________________________________

______ Marks out of 41

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 The Highs and Lows of Pitch and Melody

The melody is the recognisable tune that you hear when listening to a song. It’s the
part of the song that you often find yourself singing along to. In Popular Music, the melody is
performing by a singer (who sings the melody in the form of lyrics).

Pitch is how High or Low a note sounds. A melody is made up from a combination of
high and low notes played one after the other. Catchy melodies often repeat the same series of
notes one after the other.

LOW PITCH NOTES sound deep. On the piano they can be found starting from the middle of
the piano and going ‘down’ - nearer to the left-hand side.

HIGH PITCH NOTES can be found starting from the middle of the piano and going up the
piano – nearer to the right-hand side.

Your keyboard is a repeated pattern; can you see the pattern of black notes? Put a circular
brace over the groups of two black notes, and a square brace over the groups of three black
notes
Once you reach the note ‘G’, the musical alphabet restarts at the note _____.

Low-pitch C Middle C High-pitch C

C is to the left of the TWO black keys

F is to the left of the THREE black keys

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 THE HIGHS AND LOWS OF PITCH AND MELODY

TASK ONE - Performing a Melody: Below are 4 well-known melodies; find the notes and play
each of the melodies. Once you have played them, see if you can match the song titles with each of the
melodies.

You MUST follow the highs and lows (shape) of the melody otherwise it will sound wrong.

What song is this? __________________________

What song is this? __________________________

What song is this? __________________________

Hint:

Old MacDonald Frere Jacques Twinkle, Twinkle Little Star

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Step 2 I can identify notes on the piano and play a melody using
basic rhythms
Step 3 I can perform a melody using a combination of more complex
rhythms and a broader range of pitch.

Date: ___/___/___

End of Term Student Reflection: GREEN PEN

WWW:

EBI:

Teacher Comment:

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 Pitch, Melody and the Treble Clef.

The Treble Clef is a symbol at the beginning of a piece of music; it tells the
musician that the notes they’re about to play will be around the middle of the piano
or higher.

The Stave is like a ladder, but each of the lines and spaces represent a
different note of the musical alphabet. Middle C has its own little line at the
bottom of the stave.

Draw over the dotted Treble Clef and then Label the notes; the first note on its
own extra line at the bottom is C (Middle C).

Extension Activity: Label the notes in each of the examples below. The notes in
each of the four examples spell a word.

A B C D

Clue: type of food Clue: Give food to a baby… Clue: family member Clue; carry this

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Write each of the notes for all 5 songs below. Once you have identified the notes for each song,
perform them and identify what songs they are.
There are some possible answers at the bottom of the worksheet

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 Structure
Ode to Joy
by Ludwig Van Beethoven 1770 – 1827

Structure is the way that different sections of the music are organised. We can identify
different sections by how they sound.

In pop music, we identify structure by listening to the differences between the different
sections; i.e. the verse and chorus of a pop song sound different to one another.
Sometimes we label different sections with letters; e.g. A Section, B Section

LQ: How many different sections does this piece of music have? _________

LQ: Can you identify what the name of this structure is? ______________________

TASK: Learn to play both sections of this piece of music.

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 Twinkle, Twinkle Little Star
Twinkle, Twinkle Little Star has two sections, an A Section and a B Section, however, the A
Section is played before and after the B Section. We call this ABA Structure.

LQ: Can you identify what structure of this piece is? _________________________
LQ: Can you justify your answer? ______________________________________________

TASK: Identify the notes on each stave and then learn the melody.

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

LQ1: What does the symbol marked mean? ________________________

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 End of Term Listening Assessment.

Q1: Pitch Test: For each example, you will hear 2 notes. Is the SECOND NOTE you
hear Higher or Lower than the first note? Circle the correct answer for each example.
a) Higher Lower
b) Higher Lower
c) Higher Lower
d) Higher Lower
e) Higher Lower
(5 Marks)
Q2: Listen to the following extract; which of the melodies below fits the melody you
can hear. Tick the correct box.

1)

2)

3)

(1 Mark)

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Q3
a) Which of the following rhythms are used for the melody of this piece of music?
Circle one of the numbers below

b) Which of the following words best describes the dynamics of this piece of music?
Circle the correct answer.
Very Slow Slow Walking Pace Fast
(2 Marks)

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Q4:
a) Which of the melodies below is being sung by the vocalist in this song? Circle one
answer.

b) What instrument accompanies the vocalist?

_____________________

c) Name one other instrument also playing in this excerpt

_____________________
(3 Marks)

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Q5:
a) Before the melody begins, a rhythm is played on an instrument; what family does that
instrument belong to? Circle one answer
Brass Strings Percussion Woodwind

b) Which of the rhythms below is being played? Circle one answer

1)

2)

3)

c) What instrument plays the main melody?

__________________________

(3 Marks)

______ Marks out of 14

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Date: ___/___/___

End of Term Student Reflection: GREEN PEN

WWW:

EBI:

Teacher Comment:

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