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Bobble beat
Click or tap a Noisy Thing to remove it; the Noisy Things above will drop down one position. If any matching pairs or groups are made, they will begin to play a rhythm.
Change the sounds with the switch in the top right. Change the tempo with the controls in the bottom left.
The grid size can be changed in the Activity Settings.
Discussion points
- How do the sounds make you feel?
- Can you clap to the music?
- Can you move your body to the music?
- What do you like about the music you have created?
- What do you notice when you change the speed (tempo)?
- Use your body or an instrument to keep in time to the pulse and then rhythm.
- How does the tempo (speed) affect the pulse and rhythm?
- Can you play/clap in time to the pulse and then the rhythm?
- What mood or feeling does your music express?
- What would you name your piece of music? Why?
Teaching tips:
Technical vocabulary: pulse, tempo, rhythm.
Encourage children to listen attentively to the sounds when monsters are paired or grouped together. br>
Explore what you hear together by modelling joining in with the rhythm, pulse and the changing tempo using body percussion. Develop vocabulary by asking children to describe what they hear.<
Children could clap or march around the space whilst the Noisy Things continue to play and move their bodies in different ways to the music.
Change the tempo (speed) of the music and ask children what has happened. See if they can increase the speed of their claps or movements to keep in time to the pulse.
Sing a nursery rhyme or familiar song (‘Head, shoulders, knees and toes’ is a good one for this activity). Speed up the tempo as you go and see if children can keep up the pace.
Use with ‘Singing squares’ for more matching musical fun or try to ‘Topple the tower’ by copying the rhythm.
Encourage children to listen attentively to the sounds when monsters are paired or grouped together. br>
Explore what you hear together by modelling joining in with the rhythm, pulse and the changing tempo using body percussion. Develop vocabulary by asking children to describe what they hear.<
Children could clap or march around the space whilst the Noisy Things continue to play and move their bodies in different ways to the music.
Change the tempo (speed) of the music and ask children what has happened. See if they can increase the speed of their claps or movements to keep in time to the pulse.
Sing a nursery rhyme or familiar song (‘Head, shoulders, knees and toes’ is a good one for this activity). Speed up the tempo as you go and see if children can keep up the pace.
Use with ‘Singing squares’ for more matching musical fun or try to ‘Topple the tower’ by copying the rhythm.
This activity is great for allowing children to experiment with pulse, rhythm and tempo.
Firstly, distinguish between pulse and rhythm by first clapping one and then the other. Make sure children can identify the pulse as the steady ‘heartbeat’ of the music, whilst the rhythm is the changing sounds of different lengths. It may be worth keeping the tempo slow at first so children are able to keep in time.
Split the class in half; half could clap to the pulse of the music whilst the other half play some percussion instruments in time to the rhythm of the Noisy Things. Swap to let all children have a chance at both.
Use with ‘Singing squares’ for more matching musical fun or try to ‘Topple the tower’ by copying the rhythm.
Firstly, distinguish between pulse and rhythm by first clapping one and then the other. Make sure children can identify the pulse as the steady ‘heartbeat’ of the music, whilst the rhythm is the changing sounds of different lengths. It may be worth keeping the tempo slow at first so children are able to keep in time.
Split the class in half; half could clap to the pulse of the music whilst the other half play some percussion instruments in time to the rhythm of the Noisy Things. Swap to let all children have a chance at both.
Use with ‘Singing squares’ for more matching musical fun or try to ‘Topple the tower’ by copying the rhythm.
This activity is great for allowing children to experiment with varying sounds, pulse, rhythm and tempo, and how these are combined and mixed together to create texture in music.
Firstly, distinguish between the pulse and rhythm by first clapping one and then the other. Make sure children can identify the pulse as the steady ‘heartbeat’ of the music, whilst the rhythm is the changing sounds of different lengths.
Split the class in half; half could clap to the pulse of the music whilst the other half play some percussion instruments in time to the rhythm of the Noisy Things. Swap to let all children have a chance at both.
In groups, let children compose and perform their own piece of music using instruments, focusing on the pulse and rhythm of the piece as well as what sort of texture they are going to create when combining instruments. They could try and create a ‘mood’ or feeling with their composition.
Use with ‘Singing squares’ for more matching musical fun.
Firstly, distinguish between the pulse and rhythm by first clapping one and then the other. Make sure children can identify the pulse as the steady ‘heartbeat’ of the music, whilst the rhythm is the changing sounds of different lengths.
Split the class in half; half could clap to the pulse of the music whilst the other half play some percussion instruments in time to the rhythm of the Noisy Things. Swap to let all children have a chance at both.
In groups, let children compose and perform their own piece of music using instruments, focusing on the pulse and rhythm of the piece as well as what sort of texture they are going to create when combining instruments. They could try and create a ‘mood’ or feeling with their composition.
Use with ‘Singing squares’ for more matching musical fun.
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