“In all observed lessons children learnt to play by ear…notation tending to focus on rhythm…children were observed to have development considerable facility in reading rhythmic patterns.”
A peripatetic music teacher discusses approach to musical learning, use of notation and benefits of differentiation within the wide range of children's ability within a WCET programme.
A peripatetic music teacher and teaching assistant discusses an approach to teaching complicated rhythm patterns.
A Year 3 recorder (pre-WCET) lesson illustrates an approach to reading rhythm musically and making use of interactive white board flash cards.
A pre-WCET rhythm activity scaffolded with listening first, body percussion second and instruments (spoons) third.
A pre-WCET rhythm activity scaffolded with listening first.
A pre-WCET rhythm activity scaffolded with body percussion imagining the instrument second.
A pre-WCET rhythm activity scaffolded with instrument (spoons) third.
A pre-WCET vocal warm-up using visualisation and movement.
A pre-WCET word rhythm activity using body percussion and notation.
A pre-WCET word rhythm activity splitting the children into body percussion groups.
A pre-WCET song and stick rhythm.
WCET rehearsal approach to rhythm pattern through using word rhythm.
Published September 2016 - PDF (0.6MB)
Published September 2016 - PDF (1MB)
Supported by ABRSM
The exam board of the Royal Schools of Music