Lesson Content

OPEN SLIDESHOW

There are 16 exercises to complete during Lesson 3.

  • 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. Welcome Song: Welcome the class with your choice of song  
2. Discussion: Family:
  1. Spell out the word ‘family’ together phonetically: fuh ah muh ih lih yuh – family
  2. Ask the class for different titles of family members
    E.g. dad, mum, sister, brother, uncle, aunt etc.)
    Write the titles on the paper/board around the word family.
  3. Go round the class and ask pupils to describe one of their own family members whose title is on the board.
    (Hair colour, size, age, shape).

You can also ask them how they are similar or different

3. Recap the story: Recap the characters from last lesson (Violet the Violin and Prince Caprice), their relevance to the story, and musical terms of: instrument, music, orchestra, violin.  Screen Shot 2016-09-05 at 17.45.44
4. Read page 8 of the Story:

Read page 8 of story aloud to the class.

Page 8
5. Discussion: Instrument Families:

The String Family:

Explain how the instruments in the orchestra all come from different families. Instruments in the same family can look similar, and sound similar. They also can be slightly different.

Explain that one family is called the Brass family and one is called the String family.

Display the picture of Violet the Violin, and ask if the class think she comes from the Brass or String family and why (string because you play her strings to make music).

Show the video of the String Quartet and explain that these are the different instruments from the String family. Ask the class to point out Violet the Violin. Discuss the sizes of the instruments and how music is being made (pulling a bow across the strings).

Tell the class that instruments in the String family are all made from the same material – ask if it is metal or wood (look at colour).

Display the Picture of the Orchestra

  1. Which other instrument do you think belongs to Violet the Violins family?
  2. Why do we think they belong to the same family? – look at the colour

Explain that today we will meet Violet the Violin’s older brother

  1. Ask if anyone knows his name?

His name is Cedric Cello (pronounced Ch-e-low)

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6. Introduce Cedric Cello: Cedric Cello is Violet the Violins older brother.

  1. They love playing with each other in the orchestra.
  2. Play the video of the cello and violin duet to demonstrate this point.
  3. Violet wants to find Cedric to tell him she will be going with Prince Caprice to the Moon on the exciting adventure.
    1. How do you think Cedric will respond to this?
    2. Do you think he will be sad, happy, worried etc.?

Ask if anyone has spotted Cedric Cello somewhere in the classroom (if you have put up his picture!).

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7. Discussion: Cedric Cello.
  1. Read page 9 of the story
    1. Can the children see any differences between Violet the violin and Cedric cello?
  2. Read page 10 (includes the poem)

I’m Cedric Cello, big and bold

You must be sitting down to hold

And pull the bow across my strings

To make low sounds and music things!


(Ask the children if there are any differences between the two – if needed repeat the violin poem).

Use the video to help your discussion.

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8. Position to play the cello: Show the class a real or [your] created cello, or/and the video.

Look at its features and show the class how to hold it correctly to play. (Sitting down)
Make sure to point out the endpin on the cello and ask what is missing that is on the violin (the chin rest).

Play video to show the cello and how we play it.

Have the class copy your actions – you can hand out bells or other untuned instruments to use as bows.

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9. Play the music!: Play the music of the second verse

  1. Ask the class what instrument is playing the music (violin).
  2. Discuss the music using the picture.
  3. Explain that Violet plays her music to explain to Cedric that she wants to help the prince.

10. The Prince’s Song: Explain to the class that Violet has now found Cedric and needs to sing the Prince’s Song to him, to tell Cedric about Prince Caprice’s adventure..

Sing the Prince’s Song with Actions

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Recording: Piano & Vocals:

Recording: Piano Only:

11. Cello’s music:
  1. After you sing the song, with actions, play Cedric playing his low music, and we must think about what the tone of his music is telling us about what he is thinking.
    (Play the first part of the cello part in verse 3)
 

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12. Discussion: Analyse the cello’s music: Ask the class what they thought Cedric felt when he heard what his little sister was going to do.

Play the first part of the cello part in verse 3.

While the music plays, ask questions: “Does the music sound…[e.g. sad or excited]”.

Asking ‘why’ it sounds scared – the music is smooth and jumpy!, the cello sounds heavy and low, and it’s quite fast.

Relate to familiar ideas – jumpy like a beating heart when you are worried or scared, low pitch more angry etc.

13. Read the Story: Read pages 11 & 12 of story and discuss events including how the characters are feeling and what the class thinks may happen next.

Tell the class that Cedric was worried at first because he was scared of his sisters’ safety, but he is also friends with Prince Caprice and wants him to be happy, so he understands why Violet wants to go.

Cedric agrees to join them on the adventure. Then he can help the prince, and also keep an eye on his little sister.

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14. ‘Pitch’ Exercises: Untuned Instruments: Hand out untuned instruments.

Ask the class if Violet the violin has a high or low pitch – they can answer by pointing high in the air for high, and low to the ground for low.

  1. Tell the class that you will say words that either describe Violet or Cedric and their music.
    The class is to play their instruments low to the ground for cello adjectives, and high in the air for violin adjectives.
    Violin words: high-pitch, little, chin-rest, chin, small, violinist, exciting, Violet, sister
    Cello words: low-pitch, big, end-pin, sit-down, cellist, worried, Cedric, large, brother
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15. Movement to Music:

  • Play the music from the beginning until after the cello part in verse 3.
  • For the first part of verse 1, hand out untuned instruments and have the class play them as they march around the class, pretending to be the whole orchestra.
  • Direct them to ‘freeze’ as the music pauses and to tiptoe, shaking their instruments quietly with the music, putting them back in the box to get ready for the chorus.
  • For the chorus, ask them to pretend to play the French horn, swaying dreamily, and singing the word ‘door’ to the tune of the chorus.
  • For the second verse, the children can dance around excitedly, pretending to play their violins.
  • Repeat the movements for the chorus.
  • Then for the cello intro in verse 3, ask them to pretend to be Cedric cello as they are running around and very worried – match this with facial expressions.
  • The class can dance feely to match tone for the rest of verse 3 – matching pitch with how high or low their body is in relation to the floor.
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16. Extra Activity

Activity sheet:

Draw lines between title letter of instruments/key words, the word itself, and a picture.

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