Supporting the Music Curriculum

On this page you can learn how using Beatboxology and BZZKTT can support young people using beatboxing their as part of their music education.

Edexcel GCSE




Contrasting Timbres and Effective Rhythm Control

Students choosing to beatbox should create a variety of contrasting timbres and demonstrate effective control of rhythm.

Page 11, Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Music – Specification – Issue 3 – August 2019

Using Beatboxology, students will be able to demonstrate that they are creating a variety of contrasting timbres by notating individual sounds using iconophonics.

As well as using standard music notation, students can use the BZZKTT format of sound icons to demonstrate the beat patterns used in performances.

Basic Sounds and Simple Rhythmic Ideas

Beatboxing will be less difficult if it involves a simple rhythmic idea maintained with basic drum-kit sounds at a steady beat.

Page 24, Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Music – Specification – Issue 3 – August 2019

BZZKTT provides Beginner Beat Patterns to provide simple rhythmic ideas. Lesson 1 takes the student through basic drum-kit sounds and enables them to build a simple rhythmic idea.

Standard Level Achievement

To achieve standard level it would need two or more of the following: Fills with alternative sounds, Syncopated rhythmic ideas, Dynamic contrasts, A fast tempo, A piece with contrasting sections.

Page 24, Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Music – Specification – Issue 3 – August 2019

BZZKTT has a rolls page with examples of fills. Students could use these ideas to formulate their own fills.

The articulation of alternative sounds can be notated using iconophonics.

BZZKTT provides examples of beat patterns at a range of tempos including fast tempos.

Higher Level Achievement

More difficult pieces will be fast, include syncopation, make use of effects such as echo or reverb, and include a wide range of imaginative sounds, including mimicry of standard instruments and scratching effects.

Page 24, Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Music – Specification – Issue 3 – August 2019

BZZKTT provides examples of beat patterns at fast tempos.

Echo and Reverb can be emulated in beatboxing sounds. For example, the Reverb 808 Snare is a snare drum with emulated reverb, and the beat pattern My Name is Tyte uses emulated echo.

BZZKTT includes examples of mimicry of standard instruments in the SYNTH sounds section and also mimicry of scratching in the scratch sounds and scratch sequences sections.


3.2 Performing music. The recording of the performances must be accompanied by one or more of the following documents… notated score … annotation.

3.2.1 Instrumental/Vocal. Technical Control and Accuracy: Pitch including Intonation, Rhythm and Fluency. Expression and Interpretation: Tempo, dynamics phrasing, and articulation.

Page 20, 24, AQA GCSE Music Specification

BZZKTT demonstrates how beatboxing patterns can be scored using the format used for individual beat patterns.

The articulation of sounds can be annotated using Beatboxology.


0-2 Mark Band

An example of the 0–2 mark band: simple rhythmic ideas using basic sounds for bass drum, snare drum and hi-hat (b/t/psh); has a steady beat in a simple structure; basic use of dynamics and tempo; has simple demands in terms of vocal techniques; the assessed part fits easily with any other parts.

Page 61, OCR GCSE (9–1) in Music

Lesson 1 provides students with a lesson to learn a simple rhythmic idea using basic sounds.

Students can learn beats with simple structures using the Beginner Beat Patterns.

BZZKTT also demonstrates beat patterns at lower tempos.

3-4 Mark Band

pitch: alternative sounds – creating variations and/or fills; duration: rhythmically more difficult; dynamics: clear dynamic range and contrasts; tempo: faster sections requiring technical dexterity in order to articulate faster movement of sounds; timbre: more inventive sounds; structure: addition of contrasting sections or new demands; phrasing: use of vocal technique, diction and breath control to create the musical shape of the piece; style: more complex in its requirements; the assessed part has increased difficulty and independence in relation to any other parts.

Page 61, OCR GCSE (9–1) in Music

BZZKTT contains a large library of alternative SOUNDS that students can learn including fills, which in BZZKTT are a type of ROLL.

BZZKTT provides examples and faster beat patterns at higher tempos.

Using Beatboxology, students can articulate sounds they have invented, notating the sound timbre using iconophonics.

Students can learn and demonstrate breath control. This is covered in Lesson 2 (Aspiration) and Lesson 4 (Blocking Airways).

5-6 Mark Band

a faster piece using 16 beat patterns requiring vocal dexterity; the addition of more complex vocal effects; use of syncopated, dotted or other complex rhythms; the inclusion of scratching sounds or pitched instrumental (vocal) sounds; dynamic contrasts including gradation of volume; a longer piece, perhaps as an accompaniment to an MC or rapper; the assessed part has significant difficulty and independence in relation to any other part

Page 61, OCR GCSE (9–1) in Music

BZZKTT has many examples of 16-Beat (and 32-Beat patterns) that a student can use as a basis for their own beat patterns. In Lesson 2 the student learns how to make a 16-Beat Pattern.

BZZKTT contains examples of vocal effects in the FX SOUNDS section. Students can learn how these sounds are articulated.

Students can learn to emulate Scratch Sounds and Scratch Sequences as well as learn pitched instrumental sounds.


BZZKTT Version 8.2 • © 2015-2020 Gavin ‘Beatbox’ Tyte (aka TyTe) • All Rights Reserved

BZZKTT is kindly hosted by Alex Tearse from Reefnet.

Special thanks to Alex Tearse, Paul Arnett, Michael Wyatt, Tyler Thompson, Helen Tyte, David ‘Goznet’ Gosnell, and Jerusalem Productions.