Lesson Content


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 created by different objects made from the same materials: Discussion: Similarities and differences between sounds created by different objects made from the same materials:

Discuss findings from homework
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


3. Aims of the Class:

Have someone read the aims of the lesson out loud

4. 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.





5. Team 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
Each team 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:
task 5task4

slide04 task1 task2 task3
6. Recap on Timbres 1.Go back through the timbres of each instrument family (and also violin and French horn)



7. 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.

Play the music from the beginning and complete the observation sheet

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


8. 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


9. Team Activity: Close Your Eyes & Memorise:

Resources to bring for this exercise:

  • A printed copy of the unlabeled violin and cello for each team
Have the class sit in their teams – tell them to come up with a strategy on how to remember all the labels

Hand each team an unlabelled sheet (face down) and pens

Display labels of instruments for 30 seconds

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






10. Pairs Activity: String Pitch:

Resources to bring for this activity:

  • String (not too thin, not too thick)
  • Hangers for each pair (only if they want to make a bow – to do so, bend the long, horizontal part of the hanger up towards the hook, tie a piece of string tightly from one bottom corner to another).
Have the class explore how ‘pitch’ changes as strings increase or decrease in size.Best way is for 1 pupil to hold the string tightly at either end whilst the other strums it with their finger.

Making the string longer or shorter will change the pitch.

Discuss the findings.

10. Independent Composing Exercise:

1.Hand each pupil 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


Downloadable and Printable lesson content