Lesson Content


There are 11 exercises to complete during Lesson 3.

  • Before the lesson:
    • Scroll down the page to view information about each exercise
    • Ensure you have read through the preparation guide to this lesson
  • During the lesson:
    • Press ‘open slideshow’ in the top right corner of the page to display and play lesson resources to the class.
    • Download & print the lesson content information at the bottom of this page to reference during class

Lesson Content + Exercise Information:

 1. Solve the Anagram:  Tell the class to work in pairs to un-jumble the letters on the board slide01
2. Explain: 1.Display words meaning ‘cross the road’ in different languages.

2. Explain that if you could only speak English and had to teach in a country where no one could speak it, the instructions may get lost in translation

3. In music there is only one language that music is written in. Musicians in any country could follow the same instructions to play their music

4. Second picture – When any composer of any genre of music writes music for singers or instruments, they write the music on manuscript paper. This tells the musicians what to do

 slide02  Slide04
3. Introduce the Class Exercise: Beats/Rhythm of the Introduction:

Explain that we are going to discover what you would see if you were playing the Voyage to the Moon music with an instrument.

This – Screen Shot 2016-09-07 at 10.04.35 – is a music note. The music notes are written on music paper.

4. Class Exercise Part 1: Understand the Elements: Show the chorus of Voyage to the Moon and briefly explain:

  • Rhythm is a repeated pattern of beats throughout the music (also known as the time signature of the piece)
  • Beats are like syllables – a 1 beat music note is like a 1 syllable word e.g. ‘the’, ‘and’, ‘but’
  • Music notes and beats are written into ‘bars’ – bars are similar to sentences of a poem – you have a certain amount of beats in a bar as you have a certain amount of syllables in a line of a poem. Bar lines separate each bar
  • Voyage to the Moon has a ‘3 beat rhythm’ – this means that there are 3 beats in each bar, and you can count to 3 repeatedly throughout the music
Screen Shot 2016-09-07 at 09.59.02


5. Class Exercise Part 2: Understand Values of Beats 1.Explain concept of crotchet

2.Clap two bars with the class

3.Have a volunteer come and draw notes in the final bar

4.Repeat this exercise for 1 quaver and 2 quavers respectively

 Slide08 Slide09 Slide10
6. Class Exercise Part 3: Play the Introduction:

Resources to bring for this activity:

  • Untuned instruments (one for each member of the class)

1.Display the Introduction of the music and explain that you will now clap quietly whilst listening to the solo recording

2.Explain that we always count louder on the 1st beat of each bar

3.Hand out untuned instruments and play again to the solo recording

4.Now play the real recording and have the class play the instruments to the beat. You may point at the notes as they play, or direct by playing an instrument yourself


7. Class Exercise Part 4:


Resources to bring for this activity:

  • Untuned instruments (one for each member of the class)

1.Introduce Minims, Dotted Minims and Dotted Crotchet

2.Discuss what the class thinks the dot means (add half the value of the note being played)

3. The second picture helps to explain this in depth – play the beats together as a class, counting the number of beats out loud as you play

4. Repeat performance exercise for the third picture



8. Group Activity:

Resources to bring for this activity:

  • Untuned instruments
  • A copy of the music for each group
  • Pencils and rubbers for each group

Place the children in groups of at least 2.

Each group needs a copy of music and instruments.

They are to practice playing and counting the music, writing the values of the beats below each note

Line 1:

1-2-3-&, 1-&-2-&-3, 1-&-2-&-3

Line 2:

1-2-3, 123, 1-23

Line 3

1-and-23, 1-and-23, 123

9. Recap Timbres of Instruments: 1. Recap instrument timbres

2. Work out which instrument families are playing the chorus



Class Exercise: Melody & Harmony:

1. Explain concept of melody and harmony

2.Hand out instruments

3. Play the harmony of the chorus with instruments to the music, counting the number of beats out loud while playing instruments

4. Explain the ‘rest’ symbol

5.Play the melody of the chorus with instruments to the music, singing the number of beats to the tune

6.Split the class in half: one to do melody one to do harmony. Practice with the harmony ones first as above (until fluent). Then practice with melody ones twice.

Colour code:

  • Grey = don’t play anything
  • Bright red = play louder (beat 1)
  • Maroon = [play softer (beats 2 and 3)
  • Brown = hold


Screen Shot 2016-09-09 at 09.34.01

11. Group Composing Exercise:

Resources to bring for this activity:

  1. Composition work from lessons 1 & 2
  2. A copy of the introduction music for each group
  3. Writing equipment
  4. Lined paper for groups to write ideas and stories on
  5. Untuned instruments for students to explore

1.Hand groups work from lessons 1 and 2. Pupils are to time their first chapter/verse to fit in with the music.

2.Each group is to be given the manuscript for the introduction as you display the words that the VTM narration

3.Before commencing the exercise, have the class read the narration aloud as the music plays (stop before chorus)

4.Untuned instruments can be used to play the rhythm as they work

King Vlan is preparing a special event to mark the arrival of his son, Prince Caprice who has been travelling. The finest court musicians play together in their orchestra as they await his arrival with anticipation. Some play their violins, and some their cellos.

They stop…and hold their breath as they see him slowly approach the palace gates. The king stands proudly, holding out his crown as he awaits the arrival of his son. The prince sees and startled, rushes forward just as the French horn is about to begin his solo, and declares…

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