time for music - macmillan educationsabre dance • make a brief presentation of the work, saying...

UN

IT 1UNIT 1

TIME FOR MUSIC

149807_LP3_Music_U1.indd 25 07/05/18 18:03

26

TIME FOR MUSIC1

LANGUAGE FOCUS

•Adjectivestodescribemusic:lively,upbeat,energetic,happy,positive,sad,calm

•Adjectivestodescribesounds:pleasant,unpleasant,long,short,natural,artificial

•Regularpasttenseverbs:glued,decorated,folded,rolled

•Opinions:I found it+adjective+verb

•Comparatives:bigger/smaller/louder/softer+than

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

LIN

MST

DIG

LTL

SOC

AU

T

CU

L

Familiarisationwithelementsofmusiclanguagerelatedtorhythm(downbeat,duplemetre)andnotesymbols.

Recogniseduplerhythmsbyactivelylisteningtosimplepiecesandextracts.

Listento,reproduceandwritetwo-beatrhythms,usingcrotchets,quaversandcrotchetrests.

Keepingofthebeatanddepictionofaccentsaskeystolearningmusiclanguage.

Identifyelementsusedinconventionalgraphicalrepresentationofmusic,usingtechnicalmusictermsappropriately.

Identifyandnamemusicsymbolsandtermsusedonscores.

Theacousticenvironment,healthandcoexistence.Noisepollution.

Understandtheimportanceofagoodacousticenvironmentforimprovedhealthandcoexistence.

Understandtheimportanceofsilencewhendoingauditorydiscriminationactivities.

Introductiontotherecorder,includinginstrumentcare,andplayingwithcorrectpostureandbreathingtechnique.

Playsongsontherecorderusingthecorrecttechnique,andimproviserhythmicandmelodicaccompaniments,demonstratingresponsibilityintheperformance.

Startlearningrecordertechniqueandplaypiecesontherecorderwiththenotesla/Aandsi/B.

Activelisteningtovocalandinstrumentalpiecesofdifferentstylesfromdifferentculturesandperiods,recognisingtheirbasiccharacteristicsandexpressivenature.

Listentoandanalysethestructureofsimplepiecesofmusicanddescribetheirconstituentelements.

Describetheideastheyhaveorsensationstheyfeelwhentheyhearapieceofmusic.

OPENING PAGE

Sabre dance byA.Khachaturian. CD 1 Track 02

TIME TO SING

Musical pirates.CD 1 Tracks 03 and 04

DISCOVER

Lengthofsounds

Noisepollution

PLAY

Therecorder:notessiandla

SING

Rap

Play the recorder. CD 1 Tracks 05 and 06

CREATE

Akazoo

TALK ABOUT MUSIC

Playingtherecorder

Yourkazoo

Soundsyouhearathome

KEY STRUCTURES

•Itmakesmefeellively/happy.

•It'sapleasant/naturalsound.

•Iknowtheclarinetandtheflute.

•It'smadeofcard.

•Wefolded/decorated/glued...

•Ifounditeasy/difficulttoplay.

•Mineisbiggerthanyours.

MUSIC CONCEPTS

Inthisunitpupilswilllearn:

•songstructure,verseandchorus

•noteandrestsymbols:crotchet,quaver,minim

•typesofsoundsandnoisepollution

•recordernotessi/Bandla/A

•rapmusic

149807_LP3_Music_U1.indd 26 07/05/18 18:03

UN

IT 1

MUSIC ByME PRIMARY 3 27

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

LIN

MST

DIG

LTL

SOC

AU

T

CU

L

Familiarisationwithelementsofmusiclanguagerelatedtorhythm(downbeat,duplemetre)andnotesymbols.

Recogniseduplerhythmsbyactivelylisteningtosimplepiecesandextracts.

Listento,reproduceandwritetwo-beatrhythms,usingcrotchets,quaversandcrotchetrests.

Keepingofthebeatanddepictionofaccentsaskeystolearningmusiclanguage.

Identifyelementsusedinconventionalgraphicalrepresentationofmusic,usingtechnicalmusictermsappropriately.

Identifyandnamemusicsymbolsandtermsusedonscores.

Theacousticenvironment,healthandcoexistence.Noisepollution.

Understandtheimportanceofagoodacousticenvironmentforimprovedhealthandcoexistence.

Understandtheimportanceofsilencewhendoingauditorydiscriminationactivities.

Introductiontotherecorder,includinginstrumentcare,andplayingwithcorrectpostureandbreathingtechnique.

Playsongsontherecorderusingthecorrecttechnique,andimproviserhythmicandmelodicaccompaniments,demonstratingresponsibilityintheperformance.

Startlearningrecordertechniqueandplaypiecesontherecorderwiththenotesla/Aandsi/B.

Activelisteningtovocalandinstrumentalpiecesofdifferentstylesfromdifferentculturesandperiods,recognisingtheirbasiccharacteristicsandexpressivenature.

Listentoandanalysethestructureofsimplepiecesofmusicanddescribetheirconstituentelements.

Describetheideastheyhaveorsensationstheyfeelwhentheyhearapieceofmusic.

COMPLEMENTARY ACTIVITIES

Music

Classworksheet–Unit1:Pupilsmakebarsinduplemetreandreviewmusicandnotesymbols.

Art

Pupilsmakeacollageofdifferentshapestocreatetheimageofaship.

English

Workonregularpasttenseverbs.

Natural Science

Pupilsmakeaposterabouttheprocessof'hearing'sounds.

ICT

Pupilsfindandstudydifferentonlinemapstoshowthedistributionoftheworld'soceansandseas.

Digital resources

•Pupil'sIWBBook

•Presentations:

– Unitpresentation

– Createpresentation

•Lyrics

•Musicscores

•Classworksheets

•Audiobank

•Flashcards

•Dynamicscores

•Posters

•Interactiveactivities

•Multimediaresources

GO TO THE TEACHER'S CD OR PUPIL'S IWB BOOK TO LISTEN TO THE TEXT.

CROSS-CURRICULAR LINKS

ThisunitlinkstoNaturalSciencefocusingonthehearingandnoisepollution.

ThisunitlinkstoSocialSciencewithafocusonmaps.

149807_LP3_Music_U1.indd 27 07/05/18 18:03

28

OPTIONAL MATERIALS•Videosofbestmomentsof

Pirates of the Caribbean

•PieceofA4paper

•Colouredcrayonsorfelttips

•VideooftheperfomanceofSabre dance

GETTING STARTED

BeforeActivity1,askpupilstolookattheillustration.Askquestions:What landscape can you see?Sea shore, beach and sea.What type of animals can you see?Birds (seagull and parrot).Who do you think the people are? Pirates.What are they doing?They're carrying a chest.

STEP BY STEP PAGE 4

21 1 Listen to Sabre dance by Aram Khachaturian. How does it make you feel? Why?

•Playthetrack,thenask:Is the tempo fast or slow?Fast.Elicitadjectivesabouthowthemusicmakespupilsfeel:lively, upbeat, energetic, happy, positive.Why?Because it is fast and loud.

2 The pirates have a treasure chest. What is inside? What are they for?

•Ask pupils: What can we find in a treasure chest? Treasure, gold, silver, diamonds, coins.

•Do some revision of music symbols. Ask pupils:What can you see inside this treasure chest?Note symbols: quavers, crotchet, semiquavers, treble clef, etc. Point out that they will studysemiquaversinUnit6.

•Tellpupilsthatweoftenkeepvaluablethingsinachest.

OPENING PAGE

4

Listen to Sabre dance by Aram Khachaturian. How does it make you feel? Why?

The pirates have a treasure chest. What is inside? What are they for?

The pirates are working together as a team. What do you like about working in a team?

2

3

2 1

5 TIME FOR MUSIC1

149806_BM_U1_3PRIM_MUSg_SB.indd 4 28/2/18 10:33

3 The pirates are working together as a team. What do you like about working in a team?

•Ask: Why are the pirates carrying the chest together?Because it is heavy.Explainthetask iseasierbecausetheyareworkingtogether.

•Brainstorm someanswers toActivity 3 andwritethem up on the board: make and keep friends, share ideas, do work quicker, have more fun, work more efficiently (different people bring different skills).

•Explain topupils that teamorgroupwork in theclassroomintroducesavarietyofskillsthatwillbevaluable for them later in their careers, such ascommunication,decision-making,effort and timemanagement.

•Remindpupilsthatpeopleinreallifeworkinteams:wejoinforcesforthecommongood.

•Askforexamplesofpeopleworkinginteams,e.g.doctors,nursesandcleanersinahospital,musiciansinanorchestraorband,etc.

O

PE

NIN

G P

AG

E

EXTRA ACTIVITY

Use your imagination

Tell pupils that A. Khachaturian was anArmeniancomposerinthelastcentury.PlaytheAdagiofromSpartacus.Tellpupilstoclosetheireyesand imagine theyareaboat floatingupanddownonthesea.

149807_LP3_Music_U1.indd 28 07/05/18 18:03

UN

IT 1


4

Listen to Sabre dance by Aram Khachaturian. How does it make you feel? Why?

The pirates have a treasure chest. What is inside? What are they for?

The pirates are working together as a team. What do you like about working in a team?

2

3

2 1

5 TIME FOR MUSIC1


O

PE

NIN

G P

AG

E

EXTRA ACTIVITIES

Sabre dance

•Makeabriefpresentationofthework,sayingthatit isbasedona traditionalArmenian song, thecomposer'scountryoforigin.Themusicevokesthedanceofagroupofveryskilleddancersthatperformanacrobaticdanceusingtheirsabres.

•Playthetrackagain(CD 1 Track 02).Askpupilstomarkthebeatclappinghandsortappingthedeskwithapen.Ask:Is the tempo fast or slow?

Trombone

•Introducepupilstothetrombone,itssoundandappearance.Ifpossible,showthemavideowiththeperformanceofSabre dance(forexamplebytheBerlinerPhilharmoniker)sothatpupilscansee

themusiciansandtheconductor.Theycanalsoseethetromboneinitsleadingrole.Thetromboneanswersthewoodwindinthefirstsection.Ask:Which family does the trombone belong to?Elicitotherwindinstruments.

•Ask them tomove freely around the class andbenddownwhenthetrombonesounds.

Identify instruments

•Askpupilstolistencarefullytotherecordingagain(CD 1 Track 02). Write three columns on theboard: String, Wind, Percussion. Ask them tocomplete the columns with instruments theyrecognise.

TEACHER TIP

Usethefirstlessontogetpupilstolookthroughthecontentsoftheunitpointingtoimagesandsomeoftheconceptstheywilllearn:helppupilsbyplantingtheseedsforfurtherlearninghere.

SOLUTIONS

1 Pupils'ownideas

2 Musicnotesandtrebleclef

3 Suggested answers: make and keep friends,share ideas,doworkquicker,havemore fun,workmoreefficiently

DIGITAL TIP

DisplaythedigitalposterInstrument familiesonthe interative whiteboard. Play theMemory game.Circleasectionofthedigitalposteryouwantpupilstomemorise,e.g.Wind instruments.Give them one minute to study, then threeminutestorecreatedrawingthesectionoftheposterwithoutlookingatit.

WRAP IT UP

Askpupils iftheyknowanystoriesorfilmsaboutpirates. Ask: Have you seen 'Pirates of the Caribbean'? Play some of the best moments ofPirates of the Caribbean,whichareavailableonline,andaskyourpupils toactoutbeingpiratesonaship,carryingtreasurechests,etc.Alternatively,playSabre danceagain(CD 1 Track 02)withthesameactions.

FAST FINISHERS

OnapieceofA4paper,askpupilstodrawamusicalpirateship.

149807_LP3_Music_U1.indd 29 07/05/18 18:03

30

OPTIONAL MATERIALS•PieceofA4paper


•Unpitchedpercussioninstruments

•Recordingsofsongswithversesandchorus

T

IME

TO

SIN

G

GETTING STARTED

Beforetheactivity,askpupils:What songs do you know?Can you sing the chorus? See if pupilsrememberanysongsfromlastyear.Elicittheideaofachorus.

STEP BY STEP PAGE 5

•Readaloudtheintroductorytext(CD 2 Track 02).

•Ask:Why is a chorus easier to remember than a verse?Because it repeats.

31 1 Listen to the song Musical pirates. Move with the music.

•Tell pupils they are going to sing. Ask: How do pirates travel?They sail on a boat or ship.

•Tellthemthattheboatmovesupanddownonthewaveslikemusicnotesinamelody.

•Whenyouplay the song the first time, encouragepupilstomoveupanddownasifonaboat.

31 2 Listen. Mark the beat. Chorus: pat your legs. Verse: pat your chest (two beats); snap your fingers (two beats).

•Demonstrate slowly the body percussionwith theclassbeforetheylistenagain.

TIME TO SINGSingTime to sing

MUSICAL PIRATES

A song is a piece of music with words that we sing. Each song is divided into verses and a chorus.

Each verse has different lyrics.

The chorus repeats between verses.

Listen to the song Musical pirates. Move with the music.13

Listen. Mark the beat.23

Sing the song.44

Listen. Do the vocal warm-up exercises. 3

We’re the music pirates and we sail on a boat That moves up and down like musical notes. We like to sing a song, join in, come on! We like to play along on instruments. Do, re, mi, fa! Sol, la, si, do! Are you ready? Sing along! We are here to party playing musical sounds!

• chorus: pat your legs

• verse: pat your chest (two beats); snap your fingers (two beats)

We have lots of quavers always running around. The crotchets are walking, banging aloud. And here come the minims that combine the sound. And when we mix it up, the rhythm explodes! The notes on the scale move like waves on the sea. Going up and going down as they play. Can you see? Creating melodies, singing with glee. Come on all together! Move with the beat!

chorus (× 2)

vers

e

cho

rus

5

5 In your notebook, write the music notes and the music symbols mentioned in the song.


EXTRA ACTIVITY

Jump

Play the song again (CD 1 Track 03). Dividepupils into threecategories: crotchets,quaversandminims.Whentheircategoryismentioned,theyhavetojump.

32 3 Listen. Do the vocal warm-up exercises.

•Getpupilstodothewarm-upexerciseswithyou.

•Remindthemthat it is importantto lookafterandwarmupyourvoicebecauseitisdelicate.

41 4 Sing the song.

•Read the words before singing getting them topractise sayingdo, re, mi, fa, sol, la, si, do veryquickly.


•Askpupilstocalloutmusicnotesandthenmusicsymbolsbeforetheydotheexercise.

•Writeupafewexamplesonastaveontheboard,butnotallofthem!

•Pupilscancheckeachother'sworkinpairs.

149807_LP3_Music_U1.indd 30 07/05/18 18:03

UN

IT 1


T

IME

TO

SIN

G

SingTime to sing

MUSICAL PIRATES

A song is a piece of music with words that we sing. Each song is divided into verses and a chorus.

Each verse has different lyrics.

The chorus repeats between verses.

Listen to the song Musical pirates. Move with the music.13

Listen. Mark the beat.23

Sing the song.44

Listen. Do the vocal warm-up exercises. 3

We’re the music pirates and we sail on a boat That moves up and down like musical notes. We like to sing a song, join in, come on! We like to play along on instruments. Do, re, mi, fa! Sol, la, si, do! Are you ready? Sing along! We are here to party playing musical sounds!

• chorus: pat your legs

• verse: pat your chest (two beats); snap your fingers (two beats)

We have lots of quavers always running around. The crotchets are walking, banging aloud. And here come the minims that combine the sound. And when we mix it up, the rhythm explodes! The notes on the scale move like waves on the sea. Going up and going down as they play. Can you see? Creating melodies, singing with glee. Come on all together! Move with the beat!

chorus (× 2)

vers

e

cho

rus

5



SOLUTIONS

1 Praiseparticipationandenthusiasm.

2 Monitor for correct coordination andsynchronisationofmovements.

3 Praisecorrectvocalproduction.

4 Praiseparticipationandenthusiasm.

5 Monitorforcorrectwritingofmusicnotesandnotesymbolsonthestave.

EXTRA ACTIVITIES

Play the accompaniment

•Split theclass into twogroups.Askgroup1 tosingonlyinthechorusandgroup2tosingintheverseofthesongMusical pirates (CD 1 Track 04).

•Give pupils some unpitched percussioninstruments to improvise and play anaccompanimentalongwiththesong.

Verses and chorus

•Get your pupils to think of a song they knowwhichisdividedintoversesandchorus.Chooseacoupleofpupilstosingthesonginclassandtoidentifytheversesandthechorus.

•Pickasimplesongwhichisdividedintoversesandchorus(ifpossible,chooseasongthatisfamiliartopupils). Play it a few times and ask them toidentify the chorus. Some good examples areLondon bridge is falling down,atraditionalEnglishnurseryrhyme,Yellow submarine byTheBeatlesorHappybyPharrellWilliams.

Create a song

•Dividetheclassingroupsofthreeorfourpupils.Theymust createa songwithone verseandachorus.Then,theymustsingtheirsongsinfrontof the class. Finally, get them to vote on theirfavouriteandtotellyouwhy.

TEACHER TIPS

•Start introducingclassquestionsyoucanusethroughoutthecourse:Quiet, please! Hands up! Look at me, please! Let's practise the actions! Let's listen again!

•Get pupils to pay attention by raising yourhand.Everybodyelsehastocopyandbesilentwhenthishappens.

•Whenyouwanteveryone toparticipate inasong, raise your arms and saywith a risingintonation:Everybody together!

•Take notes during activities to do errorcorrectioninthefeedbacksession.Tellpupilstheycanlearnfrommistakes.

WRAP IT UP

Singthesongone last time(CD 1 Track 04),butthistimedividetheclassintotwogroups.Group 1represents thewavesand shouldmove slowlyupand down to accompany the song. Group 2performs the actions learnt previously and sings.Pupilscanswappositionsforafinalplaying.

FAST FINISHERS

OnapieceofA4paper,askfastfinisherstodrawamusicalsea.Theymustincludeallthemusicnotesandsymbolsmentionedinthesong,whichcanberepresentedbyfish,boats,surfers,etc.

149807_LP3_Music_U1.indd 31 07/05/18 18:03

32

MATERIALS•Flashcards:duplemetre,notesandrests(crotchet,quaver,minim)

D

ISC

OV

ER

DISCOVERPlay

6

Discover

LENGTH OF SOUNDS

Note symbols tell us the length of sounds.

We measure music in beats. We write beats in bars. If there are two beats in a bar, it is called duple metre.

The first beat in each bar is stronger than the rest. It is called the downbeat.

2 Copy in your notebook. Write bars with two beats using note and rest symbols.

3 Copy and complete this rhythm in your notebook.

œ œ2Q œ œ œ œ ˙ œ Œ

2Q

˙2Q œ œ œ Ó œ Œ

1 Clap this rhythm.

time signature

downbeat

bar line

bar double bar line at the end of the piece


REMEMBER

Each note symbol indicates a length.For each note symbol, there is an equivalent rest symbol of the same length.

note rest length

crotchet1 beat

quaver

˙œjœœ œ

ÓŒ‰‰ ‰

½ a beat

two quavers1 beat

minim2 beats

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

•Draw bar lines every two beats.

•Mark the downbeats.


FACT SHEET

Place: ..... Type of noise: .....

Source: ..... Length: .....

Time of the day: .....

7

Discover

NOISE POLLUTION

Record sounds that cause noise pollution. Make a fact sheet for each sound. 3

Sounds can be pleasant or unpleasant, natural or artificial, and long or short.

Unpleasant sounds are called noise. Excessive noise is called noise pollution.

Listen and number the sounds in your notebook. Write the type of sound (pleasant or unpleasant; natural or artificial).

1

Listen to these groups of four sounds. In your notebook, draw the length of the sounds using long or short lines. Look at the example.

Sound group 1

2

c eb da


GETTING STARTED

Writesomenotesymbolsonastaveontheboardinduple time. Ask: Can you name these note symbols?Crotchets, quavers, minims.How many beats are there in the bar? Two.How many quavers are there in a beat?Two.

STEP BY STEP PAGE 6


•Explainthedownbeatbytappingasimplerhythmindupletimeonthedeskexaggeratingthefirstbeatof each bar. Showpupils the flashcard forduple metre.

1 Clap this rhythm.

•Pupilsclaptherhythm.Makesuretheyemphasisethedownbeat.


•Beforethisactivity,referpupilstotheREMEMBERbox.Youcan copy itonto theboardandask forvolunteers to comeupandwrite in the symbols.Use the flashcards to review note and restsymbols. Getpupilstorepeatafteryou:crotchet,quaver,minim.

•Pupilsdotheactivity.Encouragethemtoshowtheireffortstoapartner.

SOLUTIONS

1 Monitorforcorrectproduction.

2 Monitorforwritingaccuracy.

3 Pupils'ownideas

WRAP IT UP

DividepupilsintosmallgroupsandgetthemtoperformtoeachothertherhythmstheycompletedinActivity2.Remindpupilsthattheymustlistentoeachotherandpraiseeachperformance:Well done! That was great!

FAST FINISHERS

Askfastfinisherstowritetheirownrhythminfourbarsindupletime.

3 Copy and complete this rhythm in your notebook. Draw bar lines every two beats. Mark the downbeats.

•Getpupilstochecktheirworkwithapartner.Theymustmakesuretherearetwobeatsineachbarandthatthebarlinesareinthecorrectplace.

•Encouragepupilstotaptheirrhythmstothemselvestoreinforcetherelationshipbetweenthesymbolsandproduction.

149807_LP3_Music_U1.indd 32 07/05/18 18:03

UN

IT 1


MATERIALS•Mobilephoneorotherrecordingdevice



D

ISC

OV

ER

Play

6

Discover

LENGTH OF SOUNDS

Note symbols tell us the length of sounds.

We measure music in beats. We write beats in bars. If there are two beats in a bar, it is called duple metre.

The first beat in each bar is stronger than the rest. It is called the downbeat.


3 Copy and complete this rhythm in your notebook.


2Q

˙2Q œ œ œ Ó œ Œ

1 Clap this rhythm.

time signature

downbeat

bar line

bar double bar line at the end of the piece


REMEMBER

Each note symbol indicates a length.For each note symbol, there is an equivalent rest symbol of the same length.

note rest length

crotchet1 beat

quaver

˙œjœœ œ

ÓŒ‰‰ ‰

½ a beat

two quavers1 beat

minim2 beats

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

˙œjœœ œ

ÓŒ‰‰ ‰

•Draw bar lines every two beats.

•Mark the downbeats.


FACT SHEET

Place: ..... Type of noise: .....

Source: ..... Length: .....

Time of the day: .....

7

Discover

NOISE POLLUTION

Record sounds that cause noise pollution. Make a fact sheet for each sound. 3

Sounds can be pleasant or unpleasant, natural or artificial, and long or short.

Unpleasant sounds are called noise. Excessive noise is called noise pollution.

Listen and number the sounds in your notebook. Write the type of sound (pleasant or unpleasant; natural or artificial).

1

Listen to these groups of four sounds. In your notebook, draw the length of the sounds using long or short lines. Look at the example.

Sound group 1

2

c eb da


GETTING STARTED

Askpupilstoclosetheireyesandpayattentiontothe sounds theyhear.Elicit the sounds,e.g.cars, children in another classroom, etc.Ask: Is that a pleasant or an unpleasant sound? Is that natural or artificial? Long or short?

STEP BY STEP PAGE 7


62 1 Listen and number the sounds in your notebook. Write the type of sound (pleasant or unpleasant; natural or artificial).

•Askpupilstolookatthepicturesandimaginethesoundsbeforetheylisten.

•Pupilsnumberthesoundsa-e andcategorisethem.

•Model correct pronunciation: artificial /A:tI'fIS@l/,natural/'næÔS@r@l/andpollution/p@'lu:Sn/.

72 2 Listen to these groups of four sounds. In your notebook, draw the length of the sounds using long or short lines. Look at the example.

•Demonstratewhatpupilshavetodobyhumminganddrawingtheexampleontheboard.

•Reinforce the idea that these drawings can berepresentedbynotesymbolstoo.

SOLUTIONS

1 1.c,unpleasant,natural;2.e,pleasant,natural;3.d, pleasant, artificial; 4.b, pleasant, natural;5.a,unpleasant,artificial

2 Soundgroup1:long,short,short,long Soundgroup2:short,short,long,long Soundgroup3:short,long,short,short Soundgroup4:long,short,long,short

3 Pupils'ownideas

WRAP IT UP

Brainstormalistofwaystoreducenoisepollutioninschool:walk quietly, don't run, don't shout, etc.

FAST FINISHERS

OnapieceofA4paper,askfastfinisherstodesignaposterofnaturalsoundswiththepurposetorelaxthepersonlookingatit.

3 Record sounds that cause noise pollution. Make a fact sheet for each sound.

• Thiscanbedoneasanindividualprojectforhomework.Pupilscanusemobilephonesorotherrecordingdevicestorecordsounds.

149807_LP3_Music_U1.indd 33 07/05/18 18:03

34

MATERIALS•Recorders

•Flashcards:recorder,notesandpositions(si/B,la/A)



P

LA

Y

PLAY

8

Play

THE RECORDER: NOTES SI AND LA

The recorder is a woodwind instrument. We play it by covering the holes with our fingertips.

•Putyourleft hand on the top. It covers the first three holes and the hole on the back.

•Putyourright hand on the bottom. It covers the four lower holes and supports the instrument.

To play the note si / B, we cover the first and the back hole.

To play the note la / A, we cover the first and second holes and the back hole.

& ˙ ˙

œ œ2Q ˙ œ œ œ œ ˙

œ œsi si

2Q ˙si

œ œ œ œsi si si si

˙si

1 Position your fingers to play the note si / B. Rest the recorder on your chin. Play this rhythm by:

•saying tu.

•making the sound of the letter t.

2 Place the recorder between your lips. Play the rhythm by making the sound of the letter t.

œ œla la

2Q ˙la

œ œ œ œla la la la

˙la

3 Position your fingers to play the note la / A. Play the rhythm.

4 What other woodwind instruments do you know?

si / B la / A si / B la / A


9

Sing

RAPSing

Listen to the song Play the recorder. The chorus is played with a recorder and the verses are raps.

15

Play the chorus of the song with a recorder. Sing the verses.26

In rap music, we speak the lyrics, we don’t sing them.

RapmusicstartedinWestAfricaover100yearsago.Peopletoldstoriesusingarhythm. It became popular in African-American districts in New York in the 1970s. Today it is one of the most popular genres of music in the world.

instrumental chorus

Come on everybody move your fingers! It’s time to play the recorder. It’s a woodwind instrument. That you blow to make a sound.

instrumental chorus

Putyourlefthandonthetop. And your right hand on the bottom. Use your fingers to cover the holes. And make a noise that sounds so awesome!

instrumental chorus

& ..˙2Q ˙ œ œ œ œ œ œ

vers

e 1 ve

rse

2


GETTING STARTED

Holduparecorderandask:What is the name of this instrument? A recorder. What type of instrument is it?Woodwind.

STEP BY STEP PAGE 8

•Readaloudtheintroductorytext(CD 2 Track 08).Usetheflashcardstopresenttheconcepts.

1 Position your fingers to play the note si / B. Rest the recorder on your chin. Play this rhythm.

•Demonstrate the two sounds explaining that tuproducesalongersoundthant.


•Getpupils to taptherhythmbeforeplaying itontherecorder.


•Repeat theprocedure inActivity2.Ask for somevolunteerstoplayinalivelyorsadway.


•Brainstorma listofwoodwind instrumentspupilslearntinpreviouslevels.

SOLUTIONS

1 Monitorforcorrectfingeringofsi/B.

2 Monitorforcorrectarticulation.

3 Monitorforcorrectfingeringandarticulationofla/A.

4 Suggestedanswers:flute,clarinet,oboe,bassoon

WRAP IT UP

Puteightpupilsinacircle–eachhasarecorder.Thefirstplaysarhythmwithsi/Band la/A,thesecondhas to echo it. Then, the second produces a newrhythmandthethirdhastoechoit,andsoon.Pupilsthat don't echo correctly have to leave the circle.Incorporateanewpupileachtimeoneiseliminated.

FAST FINISHERS

Ask fast finishers tomake theirown flashcardoftheirfavouritewoodwindinstrument.

DIGITAL TIP

DisplaythedigitalposterThe recorder I ontheinteractivewhiteboard.Use it to teach pupilsthepartsoftherecorderandrecordertechnique.

149807_LP3_Music_U1.indd 34 07/05/18 18:03

UN

IT 1


MATERIALS•Recordingsofrapmusic

•Recorders

OPTIONAL MATERIALS•Recordingdevice

S

ING

SING

8

Play

THE RECORDER: NOTES SI AND LA

The recorder is a woodwind instrument. We play it by covering the holes with our fingertips.

•Putyourleft hand on the top. It covers the first three holes and the hole on the back.

•Putyourright hand on the bottom. It covers the four lower holes and supports the instrument.

To play the note si / B, we cover the first and the back hole.

To play the note la / A, we cover the first and second holes and the back hole.

& ˙ ˙

œ œ2Q ˙ œ œ œ œ ˙

œ œsi si

2Q ˙si

œ œ œ œsi si si si

˙si

1 Position your fingers to play the note si / B. Rest the recorder on your chin. Play this rhythm by:

•saying tu.

•making the sound of the letter t.


œ œla la

2Q ˙la

œ œ œ œla la la la

˙la



si / B la / A si / B la / A


9

Sing

RAPSing

Listen to the song Play the recorder. The chorus is played with a recorder and the verses are raps.

15

Play the chorus of the song with a recorder. Sing the verses.26

In rap music, we speak the lyrics, we don’t sing them.

RapmusicstartedinWestAfricaover100yearsago.Peopletoldstoriesusingarhythm. It became popular in African-American districts in New York in the 1970s. Today it is one of the most popular genres of music in the world.

instrumental chorus

Come on everybody move your fingers! It’s time to play the recorder. It’s a woodwind instrument. That you blow to make a sound.

instrumental chorus

Putyourlefthandonthetop. And your right hand on the bottom. Use your fingers to cover the holes. And make a noise that sounds so awesome!

instrumental chorus

& ..˙2Q ˙ œ œ œ œ œ œ

vers

e 1 ve

rse

2


GETTING STARTED

•Beforetheactivities,ask:Do you like rap music?YoucouldplaysomeDrakeorAzealiaBankstogivethemanidea.

•Ask:What does rap sound like? Does it have a melody? No, it is spoken to musical accompaniment.

STEP BY STEP PAGE 9


51 1 Listen to the song Play the recorder. The chorus is played with a recorder and the verses are raps.

•Letpupils listen to the song the first timeand tellthemtoaccompanyitwithanymovementstheylike.

•Ask:What is the difference between the chorus and the verses?The chorus is repeated, the verses have new words.

•Pupilspractiserappingtheverses.

61 2 Play the chorus of the song with a recorder. Sing the verses.

•Getpupilstopractiseslowlyuntiltheymastertherhythmandfingeringofthesequence.

•Youcoulddividetheclassintotwogroups:onetoplaythechorusontherecorderandtheothergrouptorap.Swaponcetheyhavemasteredtheirsection.

EXTRA ACTIVITY

Do you like to sing?

Encouragepupilstobeawareoftheirownvoicesandtheirattitudestosinging.Askthem:Do you like to rap or sing a melody? Do you like to sing alone or with other people?Practisethequestionswithoneortwomembersoftheclass,thengetthemtoaskeachotherinpairs.

WRAP IT UP

Tellpupilsthattheyaregoingtoperformthesongonelasttime,butthistimeyouwillrecordit,sotheymustdotheirverybest.

SOLUTIONS

1 Monitorforcorrectvocalisationofthewords.

2 Monitorforcorrectperformanceofthechorusandverses.Praiseenthusiasmandparticipation.

Materials to prepare for the Create lesson:• Card• Plastic or cellophane• Glue stick

• Sticky tape• Scissors• Felt tips

KEEP IN MIND

149807_LP3_Music_U1.indd 35 07/05/18 18:03

36

MATERIALS•Card

•Plasticorcellophane

•Gluestick

•Stickytape

•Scissors

•Felttips

OPTIONAL MATERIALS•Colouredcrayons

C

RE

AT

E

CREATE

Kazoosareinstrumentsthatdistortthevoice.Peopleoftenplaythemduringcarnival in Cádiz. We are going to make a kazoo.

MATERIALS

•card

•a piece of plastic or cellophane

•glue stick

•sticky tape

•scissors

•felt tips

1 Play the kazoo by saying tu. Explore new sounds and play with your voice.

Accompany the song Musical pirates with your kazoo.

3 Work in pairs. Play a famous song on your kazoo. Can your partner guess what it is?

4 Make a fact sheet for your kazoo. Include:• the material it is made of.

• how you made it.

• the instrument family it belongs to.

23

10

A KAZOOCreate

Cut a 10 x 18 cm piece of card.

1

Cut out the rectangle and unfold the card. Glue the cellophane over the hole.

3

Fold the card in half. Draw a 2 x 1 cm rectangle as shown in the picture.

2

Decorate the card. Roll it up and join the ends with sticky tape. Write your name on your kazoo.

4


11

1 Which bars last two beats? Write the letters in your notebook. 4 When you played the song Play the recorder, what did you find difficult? Write a few sentences in your notebook.

5 Compare your kazoo with your partner's kazoo. How are they the same? How are they different?

6 Tell your partner about three different sounds you can hear at home.

3 Copy in your notebook.

TALK ABOUT MUSIC

• Draw bar lines to make bars with two beats.

• Draw the time signature.

œ Œ ˙ Ó ˙ œ œ œ Œ œ œ

Listen and number the rhythms in your notebook.2

a. ˙ œ œb. œ œ œc. œ œ Œ œd. ˙

e. œ œ œ œf. œ Œg. Œh. œ œ

a.

b.

c.

d.

You can talk about types of sounds and how they make you feel.

USEFUL LANGUAGE

I found it easy / difficult to ...

• cover the first ...

•play the rhythm / notes.

•blow.

•make the tu ...

USEFUL LANGUAGE

• They are both made of ...

•Mine is bigger / smaller / louder than ...

•Mine is coloured ...

•Yours has a ... pattern.


GETTING STARTED

Askpupilstoimagineacarnivalscene:What can you see? People in costumes, marching. What can you hear?Bands,different musical instruments.

STEP BY STEP PAGE 10

•Tellpupilsthattheyaregoingtomakeakazoo.Ask:What does a kazoo sound like?Readaloudtheintroductorytext(CD 2 Track 10).

•Getpupilstomimetheimperativestheywilluseintheinstructions:cut,fold,unfold,etc.

•Then, talk through each of the stepswith pupilsmakingtheirinstrumentsatthesametimeasyou.


•Encouragepupilstoexperimentandmakedifferentsounds.

31 2 Accompany the song Musical pirates with your kazoo.

•Getpupilstoaccompanyonthefirstplayingwiththesoundtu.Onasecond,tellthemtoimprovisewithsoundstheydiscoveredinActivity1.


•Encouragepupilstoexperimentandplaydifferentsongs.

SOLUTIONS

1 Praiseanorderlyapproachtothetask.

2 Praiseenthusiasmandparticipation.

3 Praiseenthusiasmandparticipation.

4 Monitorforcorrectuseofthepasttense.

WRAP IT UP

Getpupilstopersonalisetheirfactsheetswiththeirsignaturesandanillustration.Displaythemontheclassroomwall.

FAST FINISHERS

Getfastfinisherstohelpotherpupils.

4 Make a fact sheet for your kazoo. Include: the material it is made of; how you made it; the instrument family it belongs to.

•Drawatemplateontheboardwiththeheadings:Instrument,Material,Instrument Family.

•Teach:It's made of card / wood / metal.

•Focusonthepasttenseverbs(cut,folded,glued,etc.).Theyareallregularpast-edverbsexceptforcut.

•Writeupanexample:We folded the card in half.

149807_LP3_Music_U1.indd 36 07/05/18 18:03

UN

IT 1


MATERIALS•Flashcards:duplemetre,notesandrests(crotchet,quaver,minim),recorder,notesandpositions(si /B,la/A)

T

AL

K A

BO

UT

MU

SIC

TALK ABOUT MUSIC

Kazoosareinstrumentsthatdistortthevoice.Peopleoftenplaythemduringcarnival in Cádiz. We are going to make a kazoo.

MATERIALS

•card

•a piece of plastic or cellophane

•glue stick

•sticky tape

•scissors

•felt tips


Accompany the song Musical pirates with your kazoo.


4 Make a fact sheet for your kazoo. Include:• the material it is made of.

• how you made it.

• the instrument family it belongs to.

23

10

A KAZOOCreate

Cut a 10 x 18 cm piece of card.

1

Cut out the rectangle and unfold the card. Glue the cellophane over the hole.

3

Fold the card in half. Draw a 2 x 1 cm rectangle as shown in the picture.

2

Decorate the card. Roll it up and join the ends with sticky tape. Write your name on your kazoo.

4


11

1 Which bars last two beats? Write the letters in your notebook. 4 When you played the song Play the recorder, what did you find difficult? Write a few sentences in your notebook.



3 Copy in your notebook.

TALK ABOUT MUSIC

• Draw bar lines to make bars with two beats.

• Draw the time signature.

œ Œ ˙ Ó ˙ œ œ œ Œ œ œ

Listen and number the rhythms in your notebook.2

a. ˙ œ œb. œ œ œc. œ œ Œ œd. ˙

e. œ œ œ œf. œ Œg. Œh. œ œ

a.

b.

c.

d.

You can talk about types of sounds and how they make you feel.

USEFUL LANGUAGE

I found it easy / difficult to ...

• cover the first ...

•play the rhythm / notes.

•blow.

•make the tu ...

USEFUL LANGUAGE

• They are both made of ...

•Mine is bigger / smaller / louder than ...

•Mine is coloured ...

•Yours has a ... pattern.


SOLUTIONS

1 b,d,e,f,h

2 1.c;2.b;3.d;4.a

3 Checkcorrectapplicationofinstructions.

4 Checkcorrectuseofwordsandwordorder.

5 Monitorforuseofcomparatives.

6 Monitorforfluency.

GETTING STARTED

Help pupils remember what they have learnt bygetting them to look at each page of the unit:What did we learn / sing / create here?Use theunitflashcardstoreviewkeyconcepts.

STEP BY STEP PAGE 11

1 Which bars last two beats? Write the letters in your notebook.

•Remindpupilsofdupletime.

112 2 Listen and number the rhythms in your notebook.

•Getpupilstotaptherhythmstothemselvesbeforetheylisten.

3 Copy in your notebook. Draw bar lines to make bars with two beats. Draw the time signature.

•Makesurepupilsunderstandtheinstructions.

4 When you played the song Play the recorder, what did you find difficult? Write a few sentences in your notebook.

•TalkthroughtheUSEFUL LANGUAGEboxandaskpupilsforanexamplesentenceabouttherappartofthesong.

Send the Unit 2 Parent Letter home.

KEEP IN MIND


•Remindpupilshowtomakecomparatives.


•Encouragepupilstomakenotesbeforetheyspeakandtolookbackatpage7ofthePupil'sBook.

149807_LP3_Music_U1.indd 37 07/05/18 18:03

time for music - macmillan educationsabre dance • make a brief presentation of the work, saying...

Documents