Preparation

There are 16 suggested activities below for the teacher to complete in order to prepare for teaching  ‘lesson content’ for lesson 3

Instructions: Music Clips: Pictures/videos:
1. Discussion: A Universal Language:


The discussion this week focuses on explaining how written music is a universal language, much in the same way that maths is.

The class will be introduced to the concept that every country has its’ own translation for terms e.g. ‘crossing the road’ – we all understand the symbol, but only understand languages we speak/are familiar with

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2. Prepare an explanation about the language of music:

Written music is the same in every single country. So if you learn the language of music, you can read a page of music whatever language you speak. Composers write music notes that make the tune, and different instructions on how musicians should play their instruments like loud, or fast or to the beat.

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3. Rhythm Definition:

  • 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

 

Rhythm:

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4. Introducing Written Music – music notes:

Become familiar with the idea that music is written on manuscript paper

Listen to the recordings – the French horn would ‘see’ the picture in column 3, and play the second recording.

The first recording shows how it would be sung by a singer

Chorus with Vocals:

Chorus Music Only:

This is what a French horn player would see to know how to play the chorus/’the Prince’s Song’ 

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This – Screen Shot 2016-09-07 at 10.04.35 – is a music note. The music notes are written on music paper.

This – Screen Shot 2016-09-07 at 10.11.34 – is a rest. This means do not play

 

5. Introducing Beats, rhythm and time signature:

  • 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

 

3 Beats:

Rhythm:

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6. Playing a 3 beat rhythm

  • 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 pointing at the beats on the music paper, starting with the note on the far right of the page, counting the number of beats – always count louder on beat 1
  • 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:

7. Different Music Notes & their Beat Values:

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

The Beat sheet explains the values of music notes relevant for this lesson

The second picture shows notes with a value of 1 and 3 being played.

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8. Different rhythms: Introduction of Voyage to the Moon:

Sometimes a piece can change its’ time signature several times.

  • The first part of the introduction of ‘Voyage to the Moon’ switches between a ‘2-beat’ and ‘3-beat’ rhythm (the rest of the piece is only 3)
  • Practice clapping/playing and counting along with the beats of the whole introduction
  • Practice singing the beats to the tune
  • Repeat until confident 
Clapping the beats to the Voyage to the Moon Introduction:

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9. Practice: Intro-end of 2nd chorus:

  • Practice playing/clapping, saying/singing the numbers of the beats from the beginning of the music until the end of the 2nd verse
  • Keep to the correct ‘loudness’/volume of the music
  • Make sure you can sing and play the chorus beats off-by-heart, with and without the music
10. Draw on music paper:

Practice drawing music notes and ‘pause’ sign on music paper – this paper has a 3-beat rhythm- do not exceed more than a value of 3 per bar

You can see our example page (second picture) indicating beats for either 2 or 3 beat time signatures

Screen Shot 2016-09-09 at 09.02.56  slide12

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11. Complete the Sequences and Find the Rule…using music notes:

This is a great exercise that starts out mathematics-based, and then joins musical practice through use of written music notes, and playing instruments.

  1. Complete the sequences
  2. Find the rule
  3. Find the rule, substituting numbers with music notes that have corresponding values
  4. Practice clapping or playing an instrument as you chant the sequence – one ‘beat’ or ‘clap’ for each syllable.

NB: further sheets can be found in the ‘assessment’ section for this lesson, based on ‘find the rule’ and ‘find the nth term’.

 

 

12. 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

The Violin – String Family:

The Cello – String Family:

The French horn – Brass Family:

The Oboe – Woodwind Family:

The Flute – Woodwind Family:

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13. Melody & Harmony:

Melody is simply the main tune of a song

Harmony is a secondary tune that plays in the background, accompanying the melody

Understand the melody and harmony of the chorus in Voyage to the Moon:

  • The melody is played by the French horn
  • The harmony is played by the cello

Practice playing instruments and counting the number of beats to both the melody and the harmony until confident

Colour code:

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

 Chorus Melody:

Chorus Harmony:

Together:

TOGETHER:

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

  • Percussion (untuned) instruments – one for each pupil at least
  • A printed copy of the ‘Complete the Sequence’ sheet for each pupil
  • 6 printed copies of the ‘team instruction sheet’
  • 6 printed copies of the ‘plain manuscript paper’
  • A printed copy of the narration page – there are 6 on the page – cut these up to give one to each of the 6 teams
  • 6 printed copies of the ‘teacher evaluation form’
  • A printed copy of the rhythm of the introduction for each pupil
  • Independent composition work from previous lesson
  • Writing Equipment
  • Lined paper for each pupil

 

Team Instruction Sheet

Plain Manuscript paperNarration Page

Teacher Evaluation FormSlide11

15. Key vocabulary: 

3 Beats

Rhythm

 

3 Beats:

Rhythm:

16. Run through:

The lesson aims & objectives (found when you first click on Lesson 3)

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.