Lesson Content

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There are 11 exercises to complete during Lesson 7.

  • 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: Similarities and differences between family members
Ask the children about categories of similarities and differences between family members e.g. appearance, gender, age, likes/dislikes.
Discuss things in terms of sound: What makes our voices different to our family members:
lower, gruffer, higher, squeakier, whinier etc. (descriptive words)
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2. Explain:

Explain that instruments in the same family can be very similar or very different in all their attributes – look, sound, how held, how played.

1) pitch – how ‘low’ or ‘high’ a sound is,

2) duration – how ‘long’ or ‘short’ a sound is,

3) loudness – how ‘loud’ or ‘soft’ a sound is,

4) timbre – the quality or distinctiveness of different sounds – sometimes sounds can sound the same initially, but duration, loudness and pitch can help you hear the difference

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3. Group Activity: Perform, Listen, Observe:

Resources to bring for this activity:

  • A printed and cut set of instructions (there are 5 different ones – one for each team)
  • A printed copy of the ‘our team observation’ sheet for each team
  • A printed copy of the observation sheet (with four tables) for each team
  • A teacher’s copy of the evaluation sheet:

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Each group is given a set of instructions in the next column:

Then the other groups will have to listen to performances, writing down what they hear especially WHO did it on the observation sheets below: 

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4. Recap on Timbres Go back through the timbres of each instrument family (and also violin and French horn)

 

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5. Recap Crescendo: Ask the class what the crescendo sign means (getting gradually louder) slide6
6. Music Comprehension:

Tell the class that they will now hear the music from the beginning up until the end of the second verse. Each time a new instrument begins to play, students should raise their hands and when selected comment on instrument, the pitch etc.

Then discuss the harmony instrument in the chorus and compare with the violin – ask if higher or lower

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7. Introduce the Cello

1.Have picture with both violin and cello – what are differences in appearance and why would this affect the pitch? (Bigger = lower)

2.Play beginning of verse 3 – say new part of the music – ask which instrument plays the melody and the harmony (both string)  – talk about the tone of the music, the duration of notes in both

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8. Team Activity: Close Your Eyes & Memorise:

Resources to bring for this exercise:

  • A plain piece of paper and 2 pens for each team
Put the class in teams of 2 – tell them to come up with a strategy on how to remember all the labels

Read through the instructions on the board with the class.

Display labels of instruments for 30 seconds

Change to picture of the clock and have the class label the pictures

 

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9. Pairs Activity: String Pitch:

Resources to bring for this activity:

  • String (not too thin, not too thick)
  • Hangers for each pair [HEALTH AND SAETY] – stick wad of blue tac on pointy end of hanger to protect eyes of pupils
Have the class explore how ‘pitch’ changes as strings increase or decrease in size  slide11
 10. Recap on Crotchets, Quavers, Dotted Crotchets, Minims and Dotted Minims:

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

2. 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 clap.

3. Repeat performance exercise for the third picture.

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11. Group Composing Exercise:

1.Hand groups their work from all of the previous independent composing exercises

2. Tell pupils to edit all their work

3. Play the music from the introduction until the end of the second chorus a few times so pupils can time their chapters

4. Tell students to start writing plans for the beginning of the third verse after listening to the music

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Downloadable and Printable lesson content

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