: Tukuna te Päkete – Pass the Bucket
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Approach: Group (but marked for individuals)

304Kb

Focus: Developing and maintaining a rhythmic pattern
Resources:   Bucket, video recording on laptop computer
Kupu: üngeri = beat manataki = rhythm tukurua = repeat

Questions/instructions:

He mahi rorohiko tënei. Päwhiria te pütohu Tukuna te Päkete. Whakanöhia ngä äkonga ki te papa. Me noho takirua, ko tëtahi ka anganui atu ki tëtahi, kia tapawhä rite te ähua o te noho. Kaua e tino tawhiti te noho a tëtahi i tëtahi, e pai ai te tuku haere i te päkete.

Tuatahi, ka mätakitaki tätou i tëtahi rïpene ataata. Ko ëtahi tamariki e whakatangi ana i tëtahi manawataki i te päkete, e whai ana i te üngeri o tëtahi püoru. Äta mätakitaki nä te mea ka përä hoki tä koutou mahi
i muri iho.

Päwhiria te pütohu Tauira, ka tïmata ai te rïpene ataata.

This activity uses the computer. Click the Pass the Bucket button.Students need to be seated on the floor. Sit in pairs facing each other in a square formation — close enough for students to easily pass the bucket to each other.

To begin this activity you’ll watch a video of some children using a bucket to make up rhythmic patterns to a piece of music. Watch carefully because when it is finished you will have a go at making your own patterns to the music.

Click on the Example button. The video will start.

[Music plays; bell sounds to indicate when bucket should pass onto the next person; each child plays a different rhythmic pattern.]

Inäianei, mä koutou e waihanga ä koutou ake tauira manawataki, ka haere tahi me te püoru. Kia poto te tauira manawataki, engari me tukurua haere.

Hoatu te päkete ki a Äkonga 1 i te tuatahi, mäna e whakatangi tana tauira manawataki. Kia rangona te pere, me tuku te päkete ki a Äkonga 2, mäna e whakatangi täna. Ka përä te huri o ngä mahi, ä, kia rua ngä wä mä ia äkonga.

I te wä e whakatangi ana tëtahi i täna manawataki, ko te mahi a ërä atu o te röpü, he pupuri i te üngeri mä te papaki i ngä pona. Kia maumahara ko te mahi a äkonga kei a ia te päkete, he whakatangi mai i tëtahi tauira manawataki poto, ka tukurua mai ai. Hoki atu, hoki atu, ko taua tauira manawataki tonu.

Hoatu te päkete ki a Äkonga 1. Päwhiria te pütohu Waiata, ka tïmata te rïpene ataata.
Now you can make up your own patterns to the music. Use a short pattern that you keep on repeating.

[Student 1] will use the bucket first. When the bell sounds, [Student 1] will pass the bucket on to [Student 2] who will play their own pattern and so on, until everyone has had two goes.

The rest of you keep the beat on your knees, while one person is playing the bucket. Remember, the person playing the bucket tries to make up their own short pattern that they keep on repeating.

Hand Student 1 the bucket. Click the Song button.
The video will start. [Soundtrack only; no video.]
 
% responses
Composing and performing a repeated pattern:
complex rhythmic pattern maintained, fitting consistently with beat
11
rhythmic pattern maintained, fitting mostly with beat
56
two or more identifiable patterns, but fitting mostly with beat
8
rhythmic pattern maintained, but not fitting consistently with beat
11
repeated previous model or student’s pattern, consistently with beat
8
no identifiable rhythmic pattern
6
Ka rawe ä koutou mahi. Nä, me mahi anö koutou. I tënei wä, kaua e tukurua i te tauira manawataki poto, engari whakaarohia he manawataki matatini kia rite ki te üngeri o te püoru. Waihangatia ngä manawataki i te wä tonu kei a koe te päkete. Mä [Äkonga 1] e tïmata, kätahi ka tuku haere inä rangona te tangi o te pere.

Hoatu te päkete ki a Äkonga 1. Päwhiria te pütohu Waiata, ka tïmata te rïpene ataata.

Now you are going to have another go. This time, instead of playing one simple pattern, see if you can make up a variety of different rhythms that go with the beat. Make them up as you go. [Student 1] will use the bucket first, then pass it on when the signal is given.

Hand Student 1 the bucket. Click the Song button again. The video will start. [Soundtrack only; no video.]

Composing and performing multiple patterns:
range of complex rhythmic patterns, fitting consistently with beat
0
range of rhythmic patterns maintained, fitting consistently with beat
29
one pattern maintained, fitting mostly with beat
38
one or more identifiable patterns, but not fitting consistently with beat
33
no identifiable rhythmic pattern or just keeps the beat
0
Commentary:
Two thirds of the students achieved and maintained a rhythmic pattern that fitted with the beat.
 
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