There are 12 suggested activities below for the teacher to complete in order to prepare for teaching  ‘lesson content’ for lesson 5

Instructions: Music Clips: Pictures/videos:
1. Discussion: Sound Production: Humans versus Instruments:

The discussion this week focuses on sound production and vibrations. 

Pupils should have begun learning about this within science classes, and so put theory into practice

Answers to the discussion sheet (column 3):

Shout, sing, scream, cry, laugh, speak

2. Prepare an explanation about a sound production of instruments:

Instruments are just like us – parts of them need to vibrate to make in order to make sound. 

We need to learn how sound is produced and changed so we can understand our vocals better, and also why instruments produce sound

3. Recap Instrument Timbres:

– Timbre is the distinctive sound of an instrument.

– Each of the instruments have been recorded playing the introduction from Voyage to the Moon

– Listen to each of the recordings to hear the distinctive differences between each instrument and take note of their qualities/tone

-Recap key features of the French horn

This lesson focuses on the violin; make sure you are familiar with the distinctive sound of the violin


The Violin – String Family:

The Cello – String Family:

The French horn – Brass Family:

The Oboe – Woodwind Family:

The Flute – Woodwind Family:



4. Violin – sound & appearance:

Become familiar with features of the violin.

Become familiar with how the violin is held, and how it produces sound.

Listen to the different clips of the French horn from the Voyage to the Moon music

The Violin and Cello are from the ‘String’ Family

 violin violetcedric cello

Violin Definition:

Violin playing the introduction tune:

Whole orchestra playing the introduction tune:

Voyage to the Moon Verse 2: Violin Solo:




5. Orchestra, Violin & Pitch:
Become familiar with the orchestra, the violin, and the notion of pitch

  • Watch video of an orchestra playing music.  
  • Watch the video of a violinist playing a violin. 
  • Listen to the introduction of ‘Voyage to the Moon’ being played by the whole orchestra, and then by the violin only  
  • Become familiar with the notion of pitch – listen to the third verse of the music – the cellos play low-pitch music at the beginning (with the violins playing high in the background) and then the pitch becomes higher as the oboe takes over

Violin playing the introduction tune:

Whole orchestra playing the introduction tune:

Definition of Pitch:

Third verse of music:

Video of an Orchestra:

Video of a violin playing:

6. Compare the sound features of the French horn and the violin:


Violin tone = excited + happy, duration = short notes + jumpy notes, pitch = high, tempo = fast, timbre = confident + bright + sharp

FH tone = relaxed + dreamy, duration = long notes + smooth notes, pitch = medium-high, tempo = slow, timbre = mellow + honky

Violins playing verse 2 of the music:

French horn playing the chorus:

7. [Optional] Create a String Instrument:

Follow the instructions to create your own string instrument, which you will bring to the class.

2 reasons to do this:

  1. Lack of access to a real violin
  2. If you choose to do the optional activity as a class (see final point in the lesson content)

8. Recap Rhythm (if you feel confident, move on to point 8):

  • Rhythm is a repeated pattern of beats throughout the music
  • Following a rhythm helps musicians to keep in time and understand how to play written music


9. Playing a 3 beat rhythm – Verse 2 is important for this lesson

  • This – Screen Shot 2016-09-07 at 10.04.35 – is a music note called a ‘crotchet’ – it has a value of ‘1’ beat. The picture in the right hand column shows 2 bars of music, with a time signature of 3 – the video shows how you would play bars of 3 beats
  • Practice playing a 3 beat rhythm without the music, either by clapping or with an instrument – always count louder on beat 1
  • Practice clapping along with verse 2 and the chorus video
  • Practice singing the beats to the tune, especially with the chorus
  • Repeat until confident 
slide06A 3 Beat Rhythm:

Clapping to Verse 2 + Chorus 2:

10. Verse 2:

A ‘crotchet’ or Screen Shot 2016-09-07 at 10.04.35, is only one type of music note.

The picture shows sets of ‘quavers’ or half beats. 2 half beats = 1 crotchet

Practice singing and playing the beat values in verse 2 of Voyage to the Moon – violin solo

11. Story of Verse 2:

Listen to the narration of verse 2 of the music

Take note of the tone of the violins playing the verse

Narration of Verse 2:


12. Resources to bring to the lesson: (Resources to download and print are in the third column, in the order that you see below)

  • 10 copies of the task instruction sheet (2 on a page so print 5)
  • 10 copies of the task observation form
  • A copy of the observation sheet for each pupil (2 on a page)
  • Print the ‘Make a String Instrument’ instruction pages (1+2), for each pupil or 1 between 2. 
  • Composition work from previous lessons
  • Writing Equipment
  • Lined paper for each pupil
  • Untuned instruments



13. Key vocabulary: 


Strings Family

Violin Bow

Violin Strings




Strings Family:

Violin Bow:

Violin Strings:


14. Run through:

The lesson aims & objectives (found when you first click on Lesson 5)

The ‘lesson content’  tab, where you will find exercises for this lesson:

  • Ensure you can do all of the exercises.
  • Read through the ‘lesson content’ repeatedly before teaching it in order to be prepared.
  • Play the slideshow (open slideshow button on top corner of page in ‘lesson content’ that will be displayed during the class
  • Download and print the lesson activity sheets at the bottom of the page in ‘lesson content’ – practice explaining the activities as you play the slideshow (see point above)
  • Plan your own answers to the questions you will ask the children to prompt them and retain focus.

The ‘assessment & homework‘ tasks for this lesson

The ‘background information’ tab, where teacher can find further information about the lesson, the story, and the music.