Lesson Content

OPEN SLIDESHOW

There are 16 exercises to complete during Lesson 10.

  • 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

Collect the homework

2. Discussion: Our Fingers:
  1. First, discuss each of the fingers in turn
    1. Thumb,
    2. Index finger,
    3. Middle finger,
    4. Ring finger,
    5. Pinky/little finger.
  1. Ask the class to turn to the person next to them and decide an action that can be done with either 1, 2, or 3 fingers.
    1. For example, a ‘thumbs up’ only requires your thumb, whereas you need your thumb and 2 fingers to grip a pencil.
    2. Ask pairs to share their idea with the class.
  2. Next, discuss different tasks that require use of our all of your fingers.
    1. For example, catching a ball, picking up a heavy object etc.
  3. Finally, show the class the ‘discussion sheet’.

Ask pupils what you should or should not do with your hands in the scenarios on the sheet and why.

 

 

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3. Explain:
  1. We use our hands and fingers for so many things everyday.
  2. This is why we should be careful to protect them, and one of the ways we do this is by using our fingers and other body parts as a team.

Using all different parts of our body as a team is especially important for musicians when they want to make music with their instruments.

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4. Introduce: Olive the Oboe:

Introduce

  1. Olive the oboe
  2. Read the poem together with the class twice through and do the actions as shown in the preparation video.Olive the Oboe poem:
    ‘I’m Olive the Oboe, thing and lean.
    I use ten fingers as a team. 
    Purse your lips tightly around the reed
    to make clear sounds with grace and speed.’
  3. Find where the oboe sits in the orchestra.
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5. Key Words:
  • Discuss key words:
  • Woodwind family, reed
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6. Recap Recap Instruments, Princess Fantasia slide04

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7. Story Read story pages 18 &19 slide06 slide07
 8. Demonstrate:
    1. How to hold the oboe, using the one you made in preparation, or just your hands.
    2. Create the movements to play the oboe as shown in the preparation video and have the class copy you.
    3. Ask the class to identify the roles of your mouth, hands and fingers in playing the oboe.
  1. Show the class the video clip of an Oboist playing the Oboe.
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9. Recap: Listening Exercise:
  1. Test the class on which instruments played in each clip.
 

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Clips of each of these instruments playing:

Violin:

French Horn:

Cello:

10. Play Music: 
  1. Play verse 3 of the music.
    1. Explain that the oboe will be heard immediately after the cello’s solo.
    2. Ask the class to put up their hands when they think the oboe starts to play.

They are to stamp their feet angrily as the cello plays.

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11. Replay the clip of the oboe and ask the class to describe;

  • pitch,
  • note length (short, long or both),
  • timbre (compare to everyday sounds),
  • tone,
  • what they thought of it in comparison to other instruments.
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Oboe playing the introduction tune:

12. Recap:
  1. The positions and movements required to play each instrument learned so far – violin, cello, French horn, oboe.
  2. Explain that for each instrument you have to make bigger or smaller actions with your bodies to make louder or softer sounds.
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 13. Read Read pages 20 & 21 slide22

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14. Responding to Music:
  1. Play the music starting at the second verse.
  2. As the music plays the children are to dance or move around matching the tone of the music (dreamily, angrily etc.)
  3. They are also to make the movements to ‘play’ the instruments that are playing (second verse = violins, chorus = French horn, verse 3 = cello, then oboe, then violin and cellos)

They are to match the volume with their movements (bigger for louder, smaller for quieter, getting bigger at crescendos)

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15. Performing to Music:
  1. Hand out untuned instruments to each pupil.
    1. There should be a picture of a different instrument stuck on the wall in each corner of the room.
  2. The whole piece of the music up until the final verse will be played.
  3. When an instrument is distinctly heard, pupils should move to the matching corner and play their instrument, matching the volume of the music.
  4. When the full orchestra is playing, students must move to the centre of the classroom and play altogether
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16. Activity:
  1. Look at the rocket and the shapes that it is made up of.
  2. Ask different volunteers to come up to the board and write the name of a shape next to it.

Rocket Puzzle:

  • Have the children cut out the shapes and stick them on to paper in order to construct their own rocket!
  • They can decorate the shapes in any colours they choose to.

 

King & Queen Ball room

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Downloadable and Printable lesson content

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