Lesson Content

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There are 9 exercises to complete during Lesson 9 + 1 homework.

  • 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. Homework
  1. Collect the homework
2. Discussion: Volume Control:
  1. Discuss different sounds that can be made either vocally, using body movements or with objects.
  2. Practice doing these loudly and then softly.
  3. Then discuss what you did differently to change the volume
    1. E.g. playing a drum loudly requires stronger arm movements than softly, or you may open your mouth wider when shouting rather than whispering.
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3. Explain:
  1. That being able to identify how our bodies’ change to create different volumes teaches us control and will make us good musicians.
  2. It will also make us understand our bodies better in sports, dance and even when writing!
4. Recap
  • Forte
  • Crescendo
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5. Introduce: Penelope Piano:
  1. Penelope Piano.
  2. p in music means soft.
  3. Display the poem for the class.
  4. Read the poem together with the class.‘I’m Penelope piano music sign,
    When you see me its playing softly time. 
    The p is just a way to know, 
    playing softs the way to go’
  5. Test on the meaning of piano. Read through the poem together twice

– On the second reading, tell the class to read the poem quietly, whispering the word ‘soft’ when read.

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6. Responding to Signs:
  1. hand out untuned instruments to each child.
  2. Have everyone create a three-beat rhythm together.
  3. They should play the beats and say the beat names (louder on number 1).
  4. You will hold up music signs for the class to respond to. When the signs are down, resume normal playing.
    1. After 4 bars of 3 beats have been played, hold up the forte sign
    2. After another 4 bars, hold up the crescendo sign – keep it up for 2 bars so they have to keep getting louder.

After another 4 bars, hold up the piano sign
Repeat exercise to ensure fluency

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 7. Recap: Story:
  1. Recap the story that accompanied the second and third verses.
  • Pages 7-16
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8. Performing to Music:
  1. Hand out untuned instruments to each child.
  2. You are going to play from the second verse until the end of the third verse of the music.
    1. The children are going to play their instruments to match the volume of the music.
    2. As they play, they should pretend they are in the story.
      1. During verse 2 they should run around quietly but quickly, pretending to be the palace staff who are nervous watching the prince and king.
      2. During the crescendo of the second verse, match volume with instruments and increase their movements
      3. During the chorus, they should play to the beat softly, saying the beat numbers out loud and dance in a dreamy way
      4. The first part of verse three is loud and should be accompanied with angry marching
      5. The second part is quieter and occasionally fast – match with dancing

Crescendo at the end of the third verse pretend the rocket is launching

 

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9. Responding to Words:
  1. Hand each child an untuned instrument.
  2. Display the word sheet and read out the list of words together.
  3. These words are synonyms for either ‘loud’ or ‘soft’.
  4. Go around the class and have each child in turn say a word from the board – the rest of the class must respond by playing their instruments to match the volume
    Loud words: Blaring, shouting, deafening, yelling, thundering, blasting, roaring, stomping
    Quiet words: Calming, resting, tiptoeing, relaxing, hushing, muted, softly, still
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10. Homework:
  • Corresponding Signs:
    Put a ‘p’ ‘f’ or ‘<’ sign to match the scenario
  • Found in ‘Homework and Assessment’ tab.
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Downloadable and Printable lesson content

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