Lesson Content

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There are 11 exercises to complete during Lesson 2 + 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:

Using the story pictures, ask the class how they thought the tone of the music reflected things that happened in the story at different parts.

1. Recap information from the previous lesson:

The Story

Key musical words

Recap the information learned about the story and key musical words from last lesson.

Reread page 4 and discuss:

  • Why were the King and Queen worried?
  • Who do they want going with the prince on his musical adventure?

Ask the students to describe the illustrations.

A musician is a person who plays a musical instrument

Orchestra: A group of musicians who play together

Anticipation: To expect, or to look forward to

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2. Discussion: Imaginary Characters: Ask the pupils to share the characters they created for their homework with the class.

or

Fictional characters from familiar stories, TV shows or films.

Discuss elements of these characters – what makes them special, personality traits, vocal sounds, appearances etc.

1 - Introductory picture

 

 

3. Explain the connection between the instruments of the Orchestra and Prince Caprice: Read page 5 of the story.

Explain that Prince Caprice meets lots of instrument-friends who play their special music to help him feel brave as he plans his journey – they all play their music in the royal Orchestra.

We will listen to their music, see what they look like, discover actions you need to play them, and read about them!

Read all the instrument names in the orchestra together as a group.

  • Does anyone recognise any of these instruments? How are they played etc.
  • Today we will meet that first instrument-friend – Who do you think it will be?
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4. Introduce Violet the Violin: Read page 6 of the story

Introduce Violet the Violin.

Read the poem together with the class twice through with actions on the second reading (see video in ‘how to prepare’ section for actions):

Discuss key words in the poem.

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5. How do we play the violin?: Demonstrate how to hold the violin and bow:
To create sounds on the violin, one can either pluck the strings with their fingers, or use a bow, made of horsehair. The bow is pulled back and forth across the strings to produce vibrations.

  • You can either use your cardboard cut-out or just your hands. Create the movements to play the violin seen in the preparation video and have the class copy you.
  • Show the class a video clips of violinists 1) plucking, and 2) using a bow.
  • If any pupils play the violin, have them demonstrate how to play using their own instrument.
 

 6. The violins play the ‘melody’: Explain that the sound of the violin sounds most like a human singing. Because of this they usually play the ‘melody’ in the Orchestra.
(The melody refers to the main tune or song of a piece of music.).

  1. Play the clip of the Orchestra playing the introduction and as it plays, ask the class if they think it is just the violins, or the whole Orchestra playing.
  2. Now play the clip of just the violin playing the introduction tune.
  3. Repeat the violin clip and have the class sing/hum the melody, pretending to play violins with bows as they sing.
  4. Now play the full Orchestral clip again, singing the melody and moving as violinists whilst singing.

Whole orchestra playing the introduction tune:

Violin playing the introduction tune:

7. How can we describe the violins music? Point to the ‘pitch’ box on the page. Discuss ‘pitch’ as a class.

High-pitch = Pitch refers to the height or depth of the tone an instrument creates. Just like how people have high or low voices, so different instruments can produce sounds within a high or low range or both.

8. Vocal Exercises: Pitch:
  1. Have the class explore how to sing sounds in both high and low pitches.
  2. Ask the class to sing high sounds when you hold your hand up high, and then low when you point to the ground (do both slowly and then quickly).
  3. Repeat the above exercise, with pupils coming to the front of class to become the ‘teacher’.
  4. Chin exercise: explore how sounds change when you lower your chin to your neck and make sound and then raise your chin up high and make sound.
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 9. Analyse and perform to the music:
  1. Explain that the violins play a ‘solo’ during the next part of the ‘Voyage to the Moon’ music – this music tells us more about Prince Caprice’s story.
  2. Hand out untuned instruments to each pupil
  3. Tell the class to play along quietly as they listen to Violet the Violin playing her music in Voyage to the Moon.
  4. During the chorus, sing the Prince’s Song with actions.
  5. Afterwards ask questions about the different elements of the music, as seen on the poster (tone, duration etc.)
  6. Read page 7 of the story

Page 7

10. Reacting and Performing to Music:

The music will be played from the beginning, until the end of the 2nd chorus

Ask for volunteers to act the parts of the king and prince [during the second part of introduction after the pause] – When the king is handing over the crown. and Violet the Violin during the second verse, with Prince Caprice

The rest of the class are to be party guests or violinists (use instruments if available):
– Play the music
– Prince and king to act out the narration
– Party guests to watch prince and king, whisper/gossip and look shocked
– Violinists play instruments (or imaginary violin/bow) and look worried, playing with more emphasis as the scene continues.
– Everyone sing princes song together with actions
– Repeat a few times (children can switch roles).
– Violet and Prince Caprice running excitedly and packing during the second verse

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Music + Vocals:

11. Poetry Activity:
    1. Read out the words of the violin poem and have the class write each line after you say it. They will need to add punctuation!
    2. They can then decorate it [if time] while you play violin music from recommended music section.
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Homework: Write an acrostic poem/story for VIOLIN. Must use at lease five of the violins key words.  slide19

Downloadable and Printable lesson content

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