Lesson Content

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There are 10 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. Discussion: Routine:
  1. Ask the class to describe a typical daily routine for a weekday or weekend.
  2. Write the routine on the board in chronological order (you can invite pupils to write these on the board).
    1. For example, the routine may begin with: waking up, then brushing your teeth, breakfast, getting dressed etc.
  3. Discuss what pupils think about having a routine, e.g. it creates order, you can fit in important tasks etc.
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2. Explain:
  1. That when composers write their music they fill their compositions with routines.
  2. These help the musicians to understand how to play the music well, and also give the music a sense of purpose.
  3. Even though music can change from slow to fast, low to high, or happy to sad, there is one thing that is routine throughout Voyage to the Moon.
  4. This is called the rhythm, or the time signature.
  5. Introduce 3 beats in a bar and clap them with the class
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3. Class Exercise Part 1: Understand the Elements: Show the chorus of Voyage to the Moon and briefly explain:

  • Rhythm is a repeated pattern of beats throughout the music (also known as the time signature of the piece)
  • Beats are like syllables – a 1 beat music note is like a 1 syllable word e.g. ‘the’, ‘and’, ‘but’
  • Music notes and beats are written into ‘bars’ – bars are similar to sentences of a poem – you have a certain amount of beats in a bar as you have a certain amount of syllables in a line of a poem. Bar lines separate each bar
  • Voyage to the Moon has a ‘3 beat rhythm’ – this means that there are 3 beats in each bar, and you can count to 3 repeatedly throughout the music
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4. Class Exercise Part 2: Understand Values of Beats

Hand out PERCUSSION INSTRUMENTS

1.Explain concept of crotchet

2.Play instruments for 8 bars with the class (8 x 3 crotchets)

3.Have a volunteer come and draw notes in the final bar

4.Repeat this exercise for 1 quaver and 2 quavers respectively

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5. Class Exercise Part 3: Play the Introduction:

 

1.Display the Introduction of the music and explain – play instruments counting the beats out loud with the class

2. Repeat with the music playing (first clip)

3.Now play the real recording and have the class play the instruments to the beat. You may point at the notes as they play, or direct by playing an instrument yourself

4. Have volunteers stand up to play alone to the solo music

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6. Class Exercise Part 4:

Resources to bring for this activity:

  • Untuned instruments (one for each member of the class)

1.Introduce Minims, Dotted Minims and Dotted Crotchet

2.Discuss what the class thinks the dot means (add half the value of the note being played)

3. The second picture helps to explain this in depth – play the beats together as a class, counting the number of beats out loud as you play

4. Repeat performance exercise for the third picture

5. Explain the ‘rest’ symbol

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7. Group Exercise: Beat Values:

Resources to bring for this activity:

  • Untuned instruments
  • A copy of the beat sheet for each group
  • A copy of the rests and pauses for each groupScreen Shot 2016-09-09 at 09.02.56slide12

Place the children in groups of 4.

Each group needs a copy of the beat sheet and rest sheet – run through all of the values before beginning the exercises

Display the different tests on the board – tell groups to put up their hand when they feel confident to answer a test question. They can then come to the board and write the answers on the manuscript lines

Take notes/keep a tally of points for each group

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8. Recap Timbres of Instruments: 1. Recap instrument timbres

2. Work out which instrument families are playing the chorus (melody = Brass, harmony = String)

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CHORUS:
TIMBRES:String:Woodwind:
Brass:
9. Class Exercise: Beats to the Chorus:

1.Hand out instruments

2.Play the melody of the chorus with instruments to the music, singing the number of beats to the tune

Colour code:

  • Grey = don’t play anything
  • Bright red = play louder (beat 1)
  • Maroon = [play softer (beats 2 and 3)
  • Brown = hold

 

10. Independent Composing Exercise:

Resources to bring for this activity:

  1. Manuscript paper for each pupil
  2. Beat and rest value sheets for each pupil
  3. Writing equipment
  4. Untuned instruments for students to explore

1.Hand pupils manuscript paper and writing equipment

2.Each pupil will need a beat, and rest, value sheet

3. Allow access to untuned instruments

4.Pupils are to write their own piece of music in a 3 beat rhythm

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