Year 8 Musicianship

At the end of this unit student will have an understanding of compound time signatures, including
the differences between simple and compound time signatures, correct grouping, simple aural
recognition, as well as expanding the use of correct terminology.
Assessment: Short written/aural test/clapping assessment?

Lesson 1:

Aims:
By the end of this lesson students should have an understanding of compound duple time.
They will understand the differences between compound and simple time. Both visually on the
page and audibly.

Introduction:
Introduce myself round the room/roll. Take note of where the students are sitting and what their
names are.
(5 minutes)

Revision of Simple Time:

EVERY NOTE IS A PLAIN UNDOTTED NOTE, SUCH AS A MINIM OR CROTCHET. Which can be
decided into 2 different parts.

Simple Duple - 2 = Duple and 4 = Simple

Simple Triple - 3 = Triple and 4 = Simple
Simple Quad - 4 .
Common Time?

Accents:
Duple - 1
Triple - 1
Quadruple - Accents on 1 and medium on 3

Groupings
Write examples on the board in simple time and have students fill in the missing notes.
(10 minutes)

KAHOOT!
Have students load up kahoot and give them the game pin. Revise what weve just been through.
(5 minutes)
INTRODUCTION TO COMPOUND TIME

Clapping

Put on a metronome on 6/8 and have students class after you. Similar to what they do in choir.

As students if they know what time signature this was in? Hopefully somebody says yes and there
will be a class discussion for a bit, if not, then straight to explaining.

Chalk and Talk - Pretty much straight from the book w/examples

1) In Compound time every beat is a dotted note which can be divided into 3 equal parts
2) Most common and what we were clapping before is 6/8 time
3) 2 dotted crotchet beats in the bar - How many quavers fit into a dotted crotchet?
4) 6 = 6 quavers
5) Pulse - Although there are 6 quavers we want to have 2 strong pulses so we have to
divide the groups into 2.
6) Groupings PT2: 3/4 there are also 6 quavers, but look where the pulse lies. If we group
it into 2 its quite messy, and the pulse
(10 minutes)

Clapping exercises:
From the examples given on the board have students clap some rhythms so they are able
to hear and visualise what it all looks like.

Worksheet: Go through worksheet together as a class.

1) Have students hand up homework from last week.

1) Kathoot - Diagnostic/Revision (15 minutes)

2) Clapping of 6/8

Clapping:
Clap rhythms on the board get the students used to the 6/8 pattern and the various
permutations available within the time signature.

At this point if they are doing well I will introduce simple quadruple time. Making the
similarity between 2/4 and 4/4 theres just an extra two beats in the bar!

Go through 12/8 and 9/8 examples:

(10 - 15 I have allowed time at the end if this goes over)
2) Grouping Lesson

Split students into groups of 3.

Each bag has a time signature and a bunch of notes. Your is to create and clap as
many different rhythms you can within a 5 minute interval. Observe the groupings.
Every beat must be equal to a dotted crotchet .

Hand out zip lock bags and start working.

Swap groups around 6/8 goes to 9/8 etc. (10 minutes)

3) Consolidate the grouping lesson (5 minutes)

This will all be on the test next week. Make sure you make yourselves

familiar with all of this. Ask questions! Im in the music office all week.

5) Theory work book -

By next week we need to be finished with this chapter in the work book. Its to be
handed in by Friday next week. Start book.

Walk around and help class.

IGNORE QUESTIONS 16 - 21 YOU WILL COME BACK TO THESE LATER IN THE
YEAR! (15 minutes)

Extras: I doubt Im going to beed thiese.

Aural recognition:
There will be an assignment sheet with some rhythms on it and the students have to
pick which one they hear.

Second Half of the sheet will have students write the sounds they hear.
(10 minutes)

6) Bookend lesson.

Main points:
- Anything with a 4 on the bottom is simple time, and anything with an 8 on the bottom
is compound time
- 6/8 is called compound duple because there are 2 beats equal to 3 quavers per bar
- 12/8 is called compound quadruple because there are 4 beats equal to 3 quavers per
bar
- These pulses are grouped in dotted crotchets (3 quavers)

- Get used to the sound of 6/8 and 12/8 and the rhythms that have been handed out

This will all be on the test next week. Make sure you make yourselves
familiar with all of this. Ask questions! Im in the music office all week.