Lesson Content

OPEN SLIDESHOW

There are 14 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. Discussion: A Universal Language:  

1.Display words meaning ‘cross the road’ in different languages. Each time you display one, ask if anyone knows what it means

2.Display the symbol for ‘cross the road’

 

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2. Explain:

Explain that written music is the same in every single country. So if you learn the language of music, you can read a page of music whatever language you speak. Composers write music notes that make the tune, and different instructions on how musicians should play their instruments like loud, or fast or to the beat.

ALTERNATIVELY: ask questions from ‘questioning‘ in Assessment for this lesson to encourage pupils to form this answer themselves.

Homework: Here you can invite pupils to share their homework examples of ‘universal symbols’

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3. Aims of the Class: Display the aims of the lesson and ask for a volunteer to read from the board   Slide05
4. Introduce the Class Exercise: Beats 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.

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5. Class Exercise Part 1: Understand the Elements

 

 

Show the chorus of Voyage to the Moon and briefly explain/invite discussion about:

  1. Rhythm
  2. Time signature
  3. Beats
  4. Bars
  5. Rhythm of Voyage to the Moon

To explain: see explanation in preparation for this lesson

To invite discussion: see ‘questioning sheet’ in assessment section for this lesson

 

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6. Class Exercise Part 2: 1.Explain concept of crotchet

2.Clap two bars with the class, speaking the numbers aloud as you clap

3. Ask for a suggestion of a three syllable word or name. Substitute the numbers ‘1’ ‘2’ and ‘3’ for each syllable of the word. Repeat clapping as class chants the word (loudest clap on first syllable).

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

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

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7. 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

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8. Class Exercise Part 4:

 

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

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9. Complete the Sequences and ‘Find the Rule’:
  1. Hand each pupil a Sequence Worksheet. (You can alternatively have some or all pupils work in pairs).
  2. Explain that pupils need to complete the sequences and find the rule. NB: the ‘rule using music notes’ section will be filled in later.
  3. Once complete, go through the answers together (answers can be found in the ‘preparation’ and ‘assessment’ sections for this lesson.
  4. As you go through each answer and the rule is found, as a class discuss the ‘rule using music notes’ and have pupils come to the board to show how it would be written using the different beats. (you can go to the ‘Beat Sheet’ on the next slide for prompting and reminders).

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10. Beats, Syllables and Sequences: 1. Invite a volunteer to the front.

2. Have him/her fill out a sequence and hand them an instrument. They are to chant the sequence, playing a beat on the instrument for every syllable spoken.

3. Repeat with other pupils for the rest of the sequences.

11. Team Composing Activity:

Resources to bring for this activity:

  • Untuned instruments
  • A copy of the instructions for each group
  • A copy of plain manuscript for each groups
  • Pencils and rubbers for each group
  • A copy of the introductory narration for each group
  • Teacher evaluation for for each group

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1. Same teams as previous weeks – each team has to rewrite the bars within Voyage to the Moon introduction on manuscript paper. They must adhere to the set time signatures, but can change any note values within the bars

2.Practice playing your bars with instruments – teacher can give 3 runs with music before performing

3.Advanced exercise: create different rhythms for each person in the group and perform simultaneously and in time

 

 

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12. Recap Timbres of Instruments: Recap instrument timbres

 

 

 

CHORUS:

TIMBRES:

String:

Brass:


Woodwind:


13.

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

5.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
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14. Independent Composing Exercise

Resources to bring for this activity:

  1. Composition work from lessons 1 & 2
  2. A copy of the introduction music for each pupil
  3. Writing equipment
  4. Lined paper for pupils to write ideas and stories on
  5. Untuned instruments for students to explore
1.Hand pupils work from lessons 1 and 2. Pupils are to time their first chapter/verse to fit in with the music.

2.Each pupil is to be given the manuscript for the introduction and the words that the VTM narration says so they can understand

3.Explain the ‘rest’ sign on the music

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

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

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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.

Downloadable and Printable lesson content

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