Minds On
Today’s vocabulary
Press the following tabs to access today’s vocabulary.
Let’s get started
There are many types of instruments that can be played in different ways. The following clip has a person creating music on…. themself!
Explore the following clip to discover different ways that this musician can create different sounds with their body as the instrument.
Brainstorm
Brainstorm
Think about the following questions.
- What is your first impression of this clip?
- What surprised you about this clip?
- What are some different ways the musician uses their body to create different sounds and effects?
Record your thoughts in a method of your choice.
Action
Get ready, get set…
When music is created, musicians decide how they want to include the elements of music. For example, they can decide whether to use loud and soft levels of volume or how many instruments to include, or the speed or tempo they wish.
When any of these ideas gets changed, the song changes too!
Let’s revisit the clip again.
As you explored this piece, how would you answer these questions? Select the correct answer, then press ‘Check Answer’ to see how you did.
Explore the following clip from later in the same performance.
After exploring this section of the music, how would you answer these questions? Select the correct answer, then press ‘Check Answer’ to see how you did.
Brainstorm
Compare and contrast
Respond to the following questions. Record your ideas in a method of your choice. When you are ready, press the ‘Answer’ button to access some answers.
You have explored two clips of music by a band called STOMP.
The performances have some similarities and differences. The composer chose to make some changes in the piece to create contrast.
Why might a composer choose to create contrast in a piece of music?
One teacher talking. The teacher says:
Contrast is described as the different parts of a piece of music or different instrument sounds. When contrast is used in music, it keeps the audience interested by introducing new ideas into the piece.
Let’s investigate!
Let’s investigate how a composer can create contrast in a piece of music using the different elements of music!
Tempo
Press the following tabs to learn about tempo.
The tempo is the speed at which a piece of music is performed.
There are different ways that tempo is communicated to musicians including beats per minute (bpm). The higher the number, the faster the tempo. For example, while 45 bpm is a slow tempo, 120 bpm is a fast tempo.
Explore the following two clips. Clip 1 is an example of a slow tempo. Clip 2 is an example of a fast tempo.
The image shows a screen of Chrome Music Lab where a drumbeat has been created. The beats alternate between a “tom” drum shown as a circle and a “snare drum” shown as a triangle. The steady drumbeat is being played at 45 beats per minute, demonstrating a slow tempo. The columns light up as the rhythm is played left to right.
The image shows a screen of Chrome Music Lab where a drumbeat has been created. The beats alternate between a “tom” drum shown as a circle and a “snare drum” shown as a triangle. The steady drumbeat is being played at 120 beats per minute, demonstrating a fast tempo.
Texture
Press the following tabs to learn about texture.
Music can be enjoyed when played solo (one person or instrument) or with many other parts or “voices”.
When a piece of music uses a one solo instrument, it is called monophony. This could be one person whistling, one instrument playing a piece of music, or a small group of people singing the same melody without any other instruments.
Explore this clip that represent one instrument or voice.
There is only one instrument or voice playing at a time.
When a piece of music uses more than one instrument creating a musical idea, it is called polyphony. This could be people whistling, two or more instruments playing a piece of music, or a group of people singing.
Explore this clip of many “voices” playing at one time. We call this polyphony.
Dynamics
Press the following tabs to learn about dynamics.
In music, the dynamics in a piece of music is the variety in volume between the notes or phrases. Throughout a piece of music, you may find quiet moments and loud moments. When opposite dynamics are found throughout a piece, that is called contrast. Musicians can be aware of different dynamics, or volume levels in music.
Explore the following clip that demonstrates a group of musicians creating music with newspapers at a quiet dynamic level.
Explore the clip demonstrating a quiet dynamic level can be contrasted with a loud dynamic of the same musicians playing newspapers and using their voices loudly.
One of the most exciting dynamic terms is {sfv}. This is short for the Italian word Sforzando which means to “play a note with a strong, sudden attack” It can be very surprising!
The amount of energy that instruments are played with can determine the sound that is created. Jumping up and landing hard on two feet to produce a very loud stomp would be surprising like a sforzando.
Explore the following clip as the body percussionists create a sfvorzando when jumping!
The clip shows 9 body percussionists in a row clapping their hands, stomping their feet, and patting their thighs in different rhythm patterns. All at once the percussionists jump up and come down together creating a very surprising sforzando.
Pitch
Press the following tabs to learn about pitch.
Pitch is the lowness or highness of a note.
Re-examine the clip of the musician and focus on the way they use their body to create different low, medium and high pitches.
Record these observations in a method of your choice.
Possible answer: They create different sounds by using their feet, clapping their hands, and hitting their legs with their hands.
Collecting body percussion sounds
Patting legs, clapping hands, and stomping feet are ways that the body can make three different pitches of sound.
Find three different pitched sounds that you can make using body percussion. Use these sounds to compose or arrange an original piece of music. Consider which movements can create a different sound.
This might take some exploration with different ideas. Exploration is great because it is part of the creative process!
Things to think about…
- What body percussion actions are you selecting to use in your composition?
- What sound might each of the body percussion movements make so that each one makes a different pitch creating one low, one medium, and one high sound?
- How could you move your body to get different sounds when you compose your piece such as clapping, snapping, stomping, patting, or a movement of your choice.
Complete the My Body Percussion Composition table in your notebook or using the following fillable and printable document. You can also use another method of your choice to record your response.
Press the Activity button to access My Body Percussion Composition table.
Activity (Open PDF in a new tab)Press ‘Let’s Check’ to reveal possible answers for My Body Percussion Composition.
| Pitch | Low | Medium | High |
|---|---|---|---|
| Item |
Possible answer: feet |
Possible answer: legs |
Possible answer: hands |
| How will I play my instruments? | Stomp feet on the floor | Pat hands on my legs | Clap hands together |
Go!
Task: Creating a body percussion piece
Let’s create our own body percussion piece.
Use the following checklist to help guide you.
Things to think about while creating
An example of how to create your body percussion could be represented in the following grid.
The symbols communicate what action to make, the size of the symbol communicates the dynamic to play it at, and the pitch row communicates if the sound should be high, medium, or low.
The image shows a grid with columns. At the top, a row states Tempo and in that column next to it the words say, “Make the tempo fast!” Underneath there are 3 rows with 9 columns. The first column has the word “Beat”, and the second column has the words “Body part” and the third column has the word “Pitch”.
In the row labelled “Beat”, there are numbers in each box first 1, then 2. then 3. then.4,then 5,then 6,then 7,then 8. Under the 1 in the body part is a large stomp symbol, and the pitch is indicated as low. In column 2, there is a large pat symbol, and the pitch suggests medium. Under column 3 there is a large clap symbol and pitch indicates high.
Under column 4 there is a small pat symbol and pitch states medium. Under column 5 there is a small pat symbol and pitch indicates medium. Under row 6 there is a small clap symbol and pitch indicates high, and the same for column 7. In row 8 there is a large stomp symbol, and the pitch indicates low.
If possible, try playing what you have created with the body percussion actions that you chose.
Pause and Reflect
Reflection
Choose three of the following questions as a reflection of your composition. Press ‘Hint’ if you need some help getting started.
- What is your first impression of your creation?
- Did you use more than one dynamic? How did the dynamics contrast in this song?
- Would you say that your piece is monophony or polyphony? Why?
- What part of the creation process did you enjoy the most? What part of the creation process would you like to continue to practice?
- Explore your own composition and ask yourself if you have included any texture.
Texture happens when you have more than one part playing at a time, for instance when someone stomps and claps in the same moment. It can be difficult as one person to play 2 or 3 different parts. How will you do this?
Record your ideas in a method of your choice.
Consolidation
Putting it all together
Now that you have created your body percussion piece, it is time to consider creating contrast.
“A” piece
For the following questions, record your thoughts in a method of your choice.
Analyze the dynamics, tempo and pitches you have used in your piece. We will call the piece you created the “A” piece.
- Are your dynamics mostly loud or mostly quiet?
- Do you use different body percussion movements to create a low pitch, a medium pitch and a high pitch?
- What tempo, or speed is the piece being played at?
“B” piece
Let’s repeat the same process to create a second piece that demonstrates contrast. We will call this the B piece.
How can we make changes to the dynamics, pitch and tempo to create contrast?
Perhaps you could change where have your loud, surprising sforzando. What would change if you moved where you played a note that was sforzando?
- Perhaps you choose to change the tempo to make piece “B” slower or faster than piece “A”.
For example, if your first piece was quiet and quick, create a second piece that is loud and slow. You may keep the same body percussion movements or change them as well!
Let’s create!
Create, and if possible, perform your A piece and your B piece one after the other in a method of your choice.
- Did changing the dynamics, adding a sforzando, or changing the tempo change the feeling of the piece?
- Which version of your piece appealed to you more- the first or second? Why?
- Did your A and B piece show contrast by making changes to the tempo, dynamics, moving the place you played sforzando?
- What was your greatest strength as a performer and a creator? Is there something you would like to keep practicing? If so, what is it?
Reflection
As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.
I feel...
Now, record your ideas using a voice recorder, speech-to-text, or writing tool.