Lesson Content


There are 13 exercises to complete during Lesson 6.

  • 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. Discussion: Violin the Orchestra: Play the music of the violins playing verse 2 of Voyage to the Moon

Explain the role of the violinists in the orchestra


3. Recap the French horn: Play the recording of the French horn.

As you play the music, read the poem together with the class.


4. Compare the timbre of the Violin with the sound of the French horn:

Play both the tunes of the violin and French horn playing the introduction tune (without naming each instrument). For each recording ask questions about the tone, duration, pitch, timbre and tempo.

After discussions, write (1) or (2) next to the answers on the board (to reflect answers for either recording.

5. Violet the Violin Poem:

Explain that Violet the Violin is one of Prince Caprice’s friends. Her music helps to tell his story as he goes to the Moon.

Read the poem together with the class twice through.

On the second reading:

  • Have the class pretend to play a violin as they speak, in time with each syllable
  • Prompt the class to tell you that the violin makes high sounds and repeat the poem in a high-pitch voice


6. Music Comprehension:

Resources to bring for this activity:

  • Verse 2 comprehension sheet (1 for each pupil)
  • Writing equipment for each pupil

Tell the class they will now listen to the music with the narration for verse 2, when the violins play their solo. 

They will need to fill in the missing story words on their sheet.

Tell the pupils to listen to the music and after discuss the ‘tone’ – was it exciting or angry or what and why?

7. Read to the Tone of the Music:

Have the class read along with the narrated music, reflecting the ‘tone’ with their voices (must be done expressively, as heard in the narration).

Repeat this exercise with variation: for example:

  1. Split the class into 3 or 4 groups: each group must read a sentence in turn.
  2. Have individuals come up and read each sentence – the rest of the class can rate them on their performance/expressiveness.


8. Recap on Rhythm:

Resources to bring for this exercise:

Untuned instruments for each pupil

Recap on ‘time signature’ and clap the beats, in the first 2 bars of the ‘crotchet’ sheet, counting the number of beats out loud.

Hand out untuned instruments and repeat the counting exercise, singing the numbers in a high pitch to reflect the pitch of the violin.

Ask for volunteers to fill in empty staves with notes. Have the class sing the whole line.

Repeat the exercises above for the ‘quavers’ sheet.

9. Play to the rhythm of verse 2:

Resources to bring for this exercise:

Untuned instruments for each pupil

Hand out percussion instruments

Ask if these are ‘quavers’/half notes, or ‘crotchets’/whole notes.

Display the music for the violins in verse 2

Play first without, and then with the music, holding instruments high in the air like violins



10. Show the video of the violinist:

Show the class the video of Nicola Benedetti playing the violin.

As the video plays, explain that this is how the violin is held.

Point to the violinist’s chin, and show that the violin rests under the chin for balance.

Point to the ‘bow’ and ask if anyone knows what it is. If not, explain it is a bow and ask the class what they think the purpose is – it is pulled back and forth across the violins strings to create sounds.

11. Label Test:

Resources to bring for this exercise:

  • An Activity Sheet for each pair
  • Writing equipment for each pair

Put the class in pairs – 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 the labelled violin for 1 minute

Change to picture of the clock and have the class fill in missing labels.

Play the clip of verse 2 of the music whilst the answers are being filled in.



12. Discuss violin-familiar concepts:
1) Body is made of wood, as are pencils and paper
2) the neck of the violin is like our spine – support and structure
3) bow is made from horse hair
4) The violin belongs to the ‘String Family’


13. Group Composing Exercise:

Resources to bring for this activity:

  1. Composition work from previous lessons
  2. Second verse manuscript
  3. Second verse narration
  4. Writing equipment
  5. Lined paper for groups to write ideas and stories on
  6. Untuned instruments
 Split pupils into groups of three or four.

Hand pupils back their composition work from previous weeks, hand them the other resources in point 2.

Pupils will need to decide which story they are going to use for this activity.

Tell the class to discuss ideas, and write the second verse of their story (narration). It should match the tone of the music and follow on from their chorus, and should fit in time with the music.

The best way is to substitute the ‘Voyage to the Moon’ narration, as their stories will then fit in time.

Some pupils will have to read the narration (with tone/expression) whilst the others play the beats. All work should be written down.

If time, perform to the rest of the class.

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