Lesson Content

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There are 18 exercises to complete during Lesson 12 + 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:

 1. Homework:
  1. Collect Homework
2. Discussion: Leadership:
  1. This is a discussion about different leaders in the children’s lives and what their role is.

Discuss each word on the sheet in turn:
Parent, Teacher, Police, Doctors, Fire brigade, Classroom Leadership roles

Additional roles: Prime Minister or President, Head Teacher, Team Captain

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3. Explain:
    1. That the musicians in the orchestra play different instruments and need somebody to help them all understand the rules that will let them play their music beautifully.
    2. This person is the leader of the orchestra, and we call him the ‘conductor’.
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4. Recap: Recap on previous story page 26  slide18
 5. Discuss:
    1. The word: Conductor

What does this role mean? – Leader

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6. Story: Read pages 27 & 28 of the story  Page 32 Page 34
7. Introduce: Commodore the Conductor IntroduceCommodore Conductor

  • Read page 29 of the story
  • Read the poem together with the class twice through. Once on the story page and once just the poem on its own.Commodore the Conductor Poem:
    Commodore the conductor is my name
    Leading others to keep in time’s my game
    I hope my baton way up high
    The count to three as my arms fly
    I start up high for all to see
    To make the shape, I’m counting one, two, three’
  • Show the class the orchestra picture and ask if they know which one the conductor is.
    • Ask them why they think he stands where he does.
  • Show the class the picture of the conductor.
    • Ask them what he holds in his hand and what they think he uses it for. [If they do not know, give them clues by relating it to a school bell (which tells you when the lesson ends).]
    • The conductor uses his baton to direct the musicians in the orchestra and give them special secret signs.
    • These signs tell them how to keep in time with the music, if they should play loudly or softly and if they should play faster or slower.
    • Today we are going to discover the conductor’s secret signs.
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Page 35

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8. Video
    1. Video of the conductor
    2. Show the class a clip of the conductor in action and let them see other instruments
 
9. Recap: Time Signature:
  1. The time signature of Voyage to the Moon – three beats.
  2. Ask the class to clap and say the numbers of the beats with you, as done in lesson 7.
    Keep going until fluent.
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10. Performing: Responding to the conductor:
  1. Have your pre-made conductor baton ready.
  2. Hand out untuned instruments to the class (the teacher is not to have an instrument).
  3. Tell the class you will first count in a 3-beat rhythm together, 3 times, emphasis on the first beat of each repeat.
  4. Then, they are to continue counting their 3-beat, while playing their instrument in 3 beats – emphasis on number 1, softer on beats 2 and 3.

As they become comfortable with this, pick up your conductor baton and begin creating the 3-beat movements as the class continues to play their instruments.
Continue until response is fluent.
[See video in preparation for conductor movements]

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11. Explain:
  1. That the movements you were creating are those that the Voyage to the Moon conductor displayed to the orchestra as they played their instruments.
  2. The class will now learn how to become the conductor!
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 12. Hand out:

 

  1. a pre-made baton to each pupil (alternatively you can hand out a sheet of A4 paper to each child to make their own baton which can be glued or sellotaped)
13. Conducting 3-beats: part 1:
  1. Demonstrate slowly how to conduct 3-beats (saying ‘down for 1, across for 2, and up again for 3’.
  2. Have the class watch first, and then copy your movements as you make them.
  3. Repeat several times.

Ask if anyone wants to have a go at the front.
Repeat this exercise but only using the numbers. Keep doing it slowly with the class until fluent, and a continuous rhythm has been made (at least 4 times in a row without stopping)

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14. Conducting 3-beats: Part 2
  1. Explain that the conductor also uses his baton movements to tell musicians when to play loudly or softly.
  2. Show the class the movements to play softly and loudly, and ask which one may be which and why.
  3. Practice together making the loud and soft movements.
  4. When these are fluent, show the class ‘p’ and ‘f’ signs in turn, and have them respond with the conductor’s arm movements.

Also show them how a conductor tells musicians to make a crescendo and have them practice this until fluent as you hold up the crescendo sign.

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15. The Conductor Song:
  1. Display the words to the conductor song.

Conductor of our band 

Please come and take the stand 

And tell us in what way 

Our instruments should play 

  1. Read through each line with the class.
  2. Then sing a line and have them repeat it after you.
  3. Then sing the whole song together.
  4. Explain that each person will now have a go at becoming the conductor or leader.

While they are conducting, we will play our music how they tell us to play it. We will sing the conductor song each time we need a new conductor, and the teacher will select a pupil after the song has been sung to become the conductor at the front of the class.

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Recording: Piano & Vocals:

Recording: Piano Only:

16. Read Read final page of the story  Page 36
17. Performing: The Conductor’s Orchestra Activity:
  1. Have everyone (except the teacher) put down their batons and hand each pupil an untuned instrument.
  2. The teacher will be the first conductor.
  3. Hold up either the ‘f’ or the ‘p’ sign and ask class if they are going to start by playing loudly or softly.
  4. Teacher to begin by counting a 3-beat rhythm, 4 times over and alone (slowly), using their baton to make the movements and reflect the volume.
  5. After this has been done four times, open mouth wide to direct pupils to join in by playing their instruments in a matching volume (loud or soft) and to the beat.
  6. Make bigger or smaller movements to reflect change in dynamics, and have the class respond with the volume of their instruments.
  7. Have each child of the class become the conductor in turn, singing the ‘conductor song’ after each turn.

They must start the process as the teacher did – first by counting and conducting a 3-beat rhythm alone (x4) with their baton, and selecting a starting volume, which can change as they play. They can set the pace of their conducting, and change it (faster or slower) to make it fun or not. 

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Screen Shot 2016-08-31 at 08.24.56Recording: Piano & Vocals:
Recording: Piano Only:

18.  Play the Music:
  •  Play the chorus music and have the class conduct to the music with their batons and sing the beats.
 19. Extra Activity:
  1. Design a poster for a Voyage to the Moon concert:
  2. Include:
  • Location (where it will be)
  • Who will be performing (what is the name of the orchestra)
  • How much will tickets cost?
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Downloadable and Printable lesson content

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