Unit 7 – Rests

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Unit 7.1 – Unit 7 Songs (p.32)

Purpose – Learn songs with rests

  • Introducing songs with silent beats or rests

Activities

Hob Shoe Hob and Pease Pudding Hot in Unit 8.1 may make a nicer introduction to the concept of rests than these. Before you start this unit, please familiarise yourself with these songs and activities and decide, for each student, which is the best approach.

Round and Round Sing this song while drawing circles on a page or whiteboard. If you have a tablet or smart phone with a drawing app you can work on finger numbers and technique at the same time (see Unit 6.4).

Come Butter Come Here’s an opportunity to explain how butter is made by churning cream to extract the fat. Imagine you’re turning the handle on a butter churner. Or for a better sense of pulse an even older way of churning butter is to use a plunger. Instead of “children” use the student’s name.

Wind Up The Apple Tree Similar to Round and Round but use a spiral shape instead.

Homework

  • Teach someone at home the songs.

Unit 7.2 – Round and Round (p.33)

Purpose – Rests

  • Understanding sometimes a beat has no sound
  • Know the symbol for a one beat “ta” rest

Preparation Activities

Sign and sing la-so-mi echoes.

Activities

Sing Round and Round with the activities from Unit 7.1.
Review Unit 2.5, to remind the student that pulse is a steady heartbeat. Lay out eight sponge hearts (or draw eight hearts on paper or a whiteboard). Sing the song and show the student the pulse by bouncing once on each heart (unless you have 16 hearts you will need to go round twice). Depending on the student, they may see that sometimes a heart or beat has no sound. You may wish to use a pulse picture activity as in Unit 3.2 to demonstrate that one of the hearts has no sound.
Practise singing the song and tapping the pulse and then the rhythm. You sing and tap one and the student can guess if it was the pulse or rhythm.
Show the student that we represent the silent beat, when clapping, by opening out the hands. If they are struggling you could ask them to put their finger on their lips for that beat, or even say “shh”.

With the book

Can they see the silent beat? Explain that wiggle is the symbol for a rest. The sounds are taking a rest!
Discuss the time signature and dynamics.
Using correct dynamics – clap and say the rhythm names, sign and sing the singing names, play and sing the singing names.

Extension

Show the student the stick notation for a rest (it is a Z)

Unit 7.3 – Come Butter Come (p.34)

Purpose – Rests

  • Know the symbol for a one beat “ta” rest
  • Know the stick notation for a one beat “ta” rest

Preparation Activities

Sign and sing la-so-mi echoes.

Activities

Sing Come Butter Come with the activities from Unit 7.1.
Lay out eight sponge hearts (or draw eight hearts on paper or a whiteboard). Sing the first two lines of the song and show the student the pulse by bouncing once on each heart. Complete a variety of prior activities with pulse and rhythm to show sometimes a beat can have two, one or no sounds. Remind the student how to represent a silent beat when clapping the rhythm.
Show the student the stick notation for a rest (it is a Z). Use the rhythm flashcards, including those with rests, remembering to turn some upside down. Ask the student to identify which rhythm flashcards we need for the song.

With the book

Notice how some stems are pointing up and some pointing down. Discuss the time signature and dynamics.
Using correct dynamics – clap and say the rhythm names, sign and sing the singing names, play and sing the singing names.

Unit 7.4 – Wind Up The Apple Tree (p.35)

Purpose – Rests

  • Practise “ta” rests
  • Practise slurs

Preparation Activities

Sign and sing la-so-mi echoes. Clap and say rhythm echoes including rests. Use rhythm flashcards.

Activities

Sing Wind Up The Apple Tree with the activities from Unit 7.1.
Practise slurs using a variety of finger pairs on each hand.

With the book

Discuss the time signature, dynamics and slurs
Using correct dynamics – clap and say the rhythm names, sign and sing the singing names, play and sing the singing names with slurs.
Change the fingering, make sure you refer to the fingers using the finger numbers.

Unit 7.5 – Five a Day (p.36)

Purpose – Sight Reading

  • Read unknown melodies from the score

With the book

For each melody the student must complete the standard homework sequence with the correct dynamics and articulation (slurs). Remind the student what the repeat marks mean. This unit can be carried over a number of weeks until the Unit 8 Five a Day page is reached.

Homework

  • Complete the standard homework for each of these melodies every day (or every practice!)

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