Back to: Jazz Bites
In this lesson you’ll practise copying rhythms. Have a listen to James copying Andy’s rhythm patterns.
Now you can have a go at copying too. Play the video again and listen to Andy’s rhythms. And join in with James as he repeats them.
How did it go? Was it hard to remember Andy’s rhythms or was it easy? These things take practise. So don’t worry if you didn’t get them all right! You can always play the video again and have a few go’s.
And when you do get the rhythms right, were you exactly in time with James when you both copied Andy? Or were your claps at ever-so-slightly different times? It also takes practise to learn how to feel the pulse and rhythm, and get “in sync”. It’s all a work in progress and you’ll develop these skills throughout this course.
For the teacher
Jazz Bites uses the traditional jazz method of learning by ear. But for teachers it can be useful to have some sheet music (below) to get you started. But we’d encourage you to start improvising yourself and make up your own clapping rhythms. For this, you can use the backing tracks below.
N.B., you can click the pop-out icon at the top right of the window below to make it full screen, and have the option to print or download the file.
Suggestions for lesson outline for this 45 minute section – “One Note Jazz”:
- Play through the videos in each lesson of One Note Jazz with your class joining in. There is some text in each lesson that helps explore the concepts, with suggestions for activities and class discussion.
- Standing up for the clapping exercise can help with attention and focus. Depending on the instruments used, this can also work when playing.
- As some pupils may not get it straight away, you can have a class discussion about the nature of the challenges (e.g., if the issue is keeping a steady pulse, walking on the spot helps the class get in sync).
- Then build confidence by revisiting the videos again, or use the backing tracks to lead the class yourself. Use the sheet music, or even better, create your own simple rhythms.
- Encourage creativity by asking pupils to create their own rhythms. You can ask for volunteers, but other ways encourage pupils who may be more shy, e.g.:
- having a circle and take turns as each pupil creates a new rhythm around the circle. Even clapping twice is a rhythm, so the threshold for success can be low to build confidence
- split the class into pairs and get them to teach each other their rhythm, and choose some pairs to share their rhythms with the class
- Becoming familiar with the instruments – in the early weeks, take time to explore and discuss the instruments, which will likely be new for most pupils:
- Safety: how to hold and put down the instrument.
- Posture: how to sit/stand so it is comfortable to play in a relaxed way.
- History: where does the instrument come from?
- Construction and sound production: how does it work?
- Exploring sounds: what different ways are there of making a sound? Children are very creative and may find unconventional and interesting ways to make sounds (which the class can share and use).
- Finding the note, and gaining control of the instrument: this takes time, particularly in the early sessions. Each video in the course where a new note is introduced has a “Finding the Note” section listing the notes for different transposing instruments.
Backing Tracks and Score
To download or print these files, hover over them, click the pop-out icon at top right, and you’ll see options to download or print at the top right of the page.
Bossa Nova:
Score for clapping (for teacher use only):
Score for using note: