Lesson 1 Content

OPEN SLIDESHOW

There are 14 exercises to complete during Lesson 1

  • 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. Welcome Song: Welcome the class with your choice of song

Welcome to Class: Music & Vocals:

Welcome to Class: Music Only:

2. Discussion: Authors/Composers:

 Authors/ Composers: 
– Display words: ‘once upon a time’
– Read the words together
– Ask where they have heard these words before (in stories, fairy tales, books, films etc.)
– Do they have any favourite fairy tales?

3. Explain:  Explain that stories have been written by special writers we call ‘authors’. Tell the class that people love to imagine stories and write them down for us to enjoy. 

In the same way that a story as an author – music also has someone who writes it – they are called a: Composer

Say the word Composer aloud with the class a couple times to allow them to internalise, you can also select individuals to speak alone.

 
4. Introduce Jacques Offenbach:

Explain that Jacques Offenbach wrote lots of music.

Play the music clip and say that this is one of the most beautiful pieces that he wrote and he wrote it to tell a story.

Discuss the different images on the front cover of the book. 

This piece of music, and its’ story is called – Voyage to the Moon(show picture of front cover and read the title together.) 

Screen Shot 2016-09-08 at 10.05.19Screen Shot 2016-09-08 at 10.05.17
5. Read the Story:

Read the first two pages of the story and discuss features:

Jacques is from special country – where do you think he is from?
(Show picture of JO with French flag)

He’s from France – look at flag, colours etc.
(Ask if anyone has been to France – if so allow them to verbalise their experience.)

NB: refer to questioning in ‘assessment’ section of this lesson for ‘questioning’ ideas

Page 1

Page 2

6. Music Adventure Song:

Sing the Music Adventure Song together:

Lyrics: What are we going to do today – do today – do today? What are we going to do today on our music adventure?

On this musical adventure we are going to follow a special story called? – (Allow the children time to answer) – ‘Voyage to the Moon’ 

7. What is the story about?:

Play chorus music in the background (repeatedly) as you discuss:

What do you think this story is about?

(Allow the children to use their imagination)

Who is in the picture?

What is he looking at? – When they say “the moon” spell it out with them phonetically – M O O N

Then talk about the scenery – ask questions about what the prince is looking at, what is in the sky etc. Ask what other things can be in the sky (birds, clouds, etc.).

Where do you think he wants to go on his next adventure?

Read the story section from page 3

Screen Shot 2016-09-02 at 08.08.56 Page 3

8. The Prince’s Song 1:

 Explain that Prince Caprice always wanted to go on a voyage to the moon to find his princess. Whenever he thinks about the moon he sings his special song.

Can you sing it with me? (Sing song and show actions without music in background) [See video for actions]:

Screen Shot 2016-09-08 at 10.05.33.
9. Imagination Time

Ask the group to close their eyes (they can do this sitting or lying down – however they are most comfortable!)

  1. Play music and when that part finishes, snap fingers/clap to wake up!
  2. Ask questions:
  • So what did you think about when you heard the music?
    – Was it fast or slow, dreamy or scary etc.?

NB: Further questions in ‘assessment’ section under ‘questioning’ for this lesson.

Screen Shot 2016-09-08 at 10.41.34

Prince’s Song music only:

10. The Prince’s Song 2:

 Explain: that the composer, Jacques Offenbach, wrote every part of the music to help tell the story.

Sing the Prince’s Song with the children: this time with music in background.

Screen Shot 2016-09-08 at 10.05.33

 

Music + Vocals:

Music Only:

11. Discussion: Explain that the prince is on his way home. Use questions from questioning in the assessment section of Lesson 1

Discussion on royalty:

  • Who are the prince’s dad and mum?
    – King Vlan and Queen Antoinette.
  • Where do they live?
    – At the palace

Read page 4 of storyPage 4

 Screen Shot 2016-09-08 at 10.55.41

Screen Shot 2016-09-08 at 10.55.44

12. Orchestra:
  1.  What is an orchestra?
    A group of musicians that play together
    (Show the picture of the Orchestra)
  2. What musical instruments can we see in the orchestra?
    Go through orchestra – naming each instrument as you point.
    Ask the children if any of them recognise any of the instruments.
  3. Play the music of the grand orchestra so the children can hear what they sound like playing together.

Further questions under ‘assessment’ for Lesson 1.

 

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13. Play Instruments:

Read page 5 of the story.

 Become the Orchestra: Group the children into sections/small groups, and hand out different untuned instruments

Play the music and allow the children to accompany the Orchestra with untuned instruments.

Tell pupils to match the tone and loudness of the music in their instruments – narrate what is happening in the story as the music plays (refer to preparation work).

Page 5

 

14. Movement to Music: Tell the class to move around the room, telling the story of the music in their movements.

  1. Verse 1 part 1: as the music plays have the pupils act as either the prince or the party guests – the prince would be marching around the room as he approaches the palace, the party guests would be dancing, eating, chatting, etc.
  2. Verse 1: the ‘pause’: When the music ‘pauses’ in verse 1, tell the pupils to stop, and hold their breath because the king and queen have just seen Prince Caprice approach the palace.
  3. Verse 1 after the ‘pause’: tell the pupils to pretend to be Prince Caprice – ask them how they believe the prince is feeling (asking them how the music sounds will help with this) – do you think the prince is excited or nervous? Is the music jumpy or smooth?
  4. Just before the chorus: explain that Prince Caprice needs to tell his parents that he wants to go on adventure and so he gets ready to sing his song.
  5. Chorus: the Prince’s Song: sing the words to the Prince’s Song alongside the chorus music (with actions).
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15. Expressive Arts/Design:
  1. Everyone to go and sit down at a table.
  2. Draw their favourite part of Voyage to the Moon so far.

(With music on in background)

Downloadable Lesson Plan: