Lesson Content

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There are 12 exercises to complete during Lesson 7 + 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. Recap the music and story:
  1. Display each slide one-by-one.
  2. Quickly refresh information about the music.
  3. To keep pupils interested, keep a ‘points’ system.
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2. Discussion: Sets of 3:
  1. Discuss things that come in sets of 3.
    You can suggest 1 thing from a group of three, and ask the pupils to complete the list. Or you can suggest the category and ask for the 3 things that come under it. For example, primary colours (red, yellow, blue), cutlery (knife, fork, spoon), the Harry Potter trio (Harry, Ron, Hermione), triplet siblings, points awarded in Premier League football (0, 1, 3) etc.
  2. Have the children turn to the person next to them to come up with another set of 3 things they are familiar with.
  3. Finish by counting in multiples of 3 – go round the class and have each pupil say the next number – 0, 3, 6, 9 etc.
3. Multiples of 3:
  1. Explain how in maths, when we learn the 3 times tables; we are basically showing how numbers can be separated into groups of three. This helps us to make patterns and calculate quickly.
  2. Using their 3 times tables, ask for volunteers to:
    1. Shade the boxes on the board with either 3-square shape to match the value at the top in red.
    2. Write how many of each shape are used to create the number
    3. Fill in the final value (12)
4. Explain the correlation with rhythm in music.
  1. This is similar to music – in Voyage to the Moon, the whole piece can be separated into sections of 3 – you can count to 3 over and over all the way through the music.
  2. We call these sections bars and say that there are ‘3 beats’ in each bar. The symbols are music notes that musicians play! There are 3 notes in each bar to equal 3.
    1. N.b. not all pieces are 3 beat pieces – some are 2, 4 or even more.

Keeping to a set rhythm helps all the musicians coordinate and makes the music flow.

Explain: we are going to learn how to play to keep time with the music.

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 5. Introduce The Beat Beanies: Explain that The Beat beanies- Betty, Bobby and Baz – help the orchestra keep in time so they can send Prince Caprice to the Moon.

  1. Hand out untuned instruments to each pupil.
  2. Read aloud as a class and for each syllable spoken, play a beat on instruments softly.
  3. Discuss what you have just read.

To make this more comprehensive you can say that this is like a poem which has three syllables in each line (in the music there are three notes to count in each line) and this is what makes it sound right and flow.

 The Beat Beanies - Titled

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6. Introducing Crotchets:
  1. The Crochet
    1. Explain that each one of the beat beanies is called a crochet and that each crochet equals 1 beat.
  2. Show the class a picture of 3 beat bars:
    1. Two bars with crotchets, and one empty one.
    2. Each crochet has a number underneath/on top corresponding to the count.
  • Clap your hands according to the beat and then have the class follow you. [Watch video in preparation]
  1. Explain that we always play louder on the first beat of each bar. Do this and say the numbers out loud.
  2. Ask for a volunteer to come up to the board and draw 3 beats in the bar that is empty
  3. Hand out untuned instruments and have the class play and count the number of beats.
  4. Invite volunteers to come and perform alone.
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7. Introduce The Rest sign: Introduce a 1 beat rest: The rest sign is used to indicate to the musician when not to play a beat – but remember they are still counting in their heads!!  slide12
 8. ‘The Prince’s Song’: rhythmic activities: Play the chorus of the music 4 times

  1. First time: class to sing the Prince’s song, only singing on crotchets, clapping the crotchets and whispering the word rest while not clapping on rests. Show them that beat 1 starts on the word ‘see’ and clap louder on each first beat
  2. Second time, substitute words of the song with the numbers, which are to be sung to the tune of the song.
    Sing ‘one’ louder than the others
    Repeat this until fluent
  3. Third time, hand out untuned instruments and play the beats while singing the number names.
    Repeat until fluent
  4. Fourth time, no instruments, sing the numbers of the 3 times tables – repeat each number 3 times
    From bar 2 (word ‘see’) sing “3, 3, 3”, For bar 2 sing “6, 6, 6”, etc.
    When you reach the end of 36, keep singing ’36’ for the final bars, go back to the beginning.

(For a harder question) – Ask how many bars of three there were in the chorus?

 

Music + Vocals:

Music Only:

 

9. Other beat values:
  1. Display the page on the whiteboard.
  2. Explain the significance of different beat values (we sing or play instruments for longer or shorter than a value of 1).
  3. Explain that with a 3 beat rhythm, every bar must equal ‘3’.
  4. Read through exercises as a class and complete, inviting pupils up to the front to fill the blanks and with untuned instruments.
 
 10. Pair composing activity Part 1:
  1.  Split class into pairs.
  2. Hand each pair manuscript and writing equipment (and untuned instruments).
  3. Have pairs compose a repetitive rhythm – this can be the same rhythm in each bar, or same rhythm every two bars, or three bars and repeats.
  4. Have pairs practice playing their composition in unison.
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11. Pair composing activity Part 2: Have each pair come to the front in turn and play their composition. Rest of class are to join in when they can.
12. The Prince’s Song Again:
  1. Split the class into 2 groups – one will be singers and the other will be instrumentalists (hand instrumentalists untuned instruments).
  2. Without the music, have the singers sing the Prince’s Song, following the crotchets (1 beat) and dotted minims (3 beats). At the same time, the instrumentalists must play and count the beats softly. Repeat until fluent.
  3. Perform with the music.

 

 

Music + Vocals:

Music Only:

 

 Homework
  • Fill in the missing rest or crochet in the Prince’s song.
  • Hint: crochets are above lyrics and rests are when the instruments pause.
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Downloadable and Printable lesson content

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