year 3 unit 1 learning booklet for music

7/27/2019 Year 3 Unit 1 Learning Booklet for music

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RYDAL PENRHOS PREPARATORY SCHOOL

LEARNING BOOKLET MUSIC DEPARTMENT

YEAR 3

UNIT 1

WATER MUSIC

Name: ______________________________________________

form: ___________


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These are some of the types of notesthat you will use throughout your studies

in music. Each note has a value. The value

is the number of beats it is worth. When

you play music, you learn to hear and feelthe beats; they are sometimes called the

pulse or the counts.


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3This term, we are looking at descriptive music, that

is music that describes

something. In this case, the music that we are going

to listen to, play and compose will be describing wa-

ter.Below are some pictures with water in them. Can

you write some words to describe what you can see?


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4Lets listen to some music!!

Here are two pieces of music, both have some-

thing to do with water.

Have a listen to each one. Think and then turn to

a partner and share what you have heard. Write

down your thoughts on the next page. There are

some musical words below to help you to use

musical language when you discuss what you hear.

Tempo -Is the music fast, slow or somewhere between?

Pitch -Are you hearing high or low sounds or both?

Timbre -This is a French word. It is about sound quality.

What sounds are you hearing?

Texture -Are you hearing lots of sounds together ( a thick

texture) or not many sounds together ( a thin texture)

Dynamics -Time for some Italian words!! Is the music

loud = forte, soft = piano, medium loud = mezzo forte, me-dium soft = mezzo piano or a mixture of these.


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5LISTENING PAGE!!

Write your thoughts below

The name of the pieceis ....................................................

The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =

forte, soft =piano, me-dium loud

= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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7LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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8LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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9LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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10LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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11LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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12LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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14LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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15LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


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16

You are going to learn to play a piece of

music called A Rainy Day. The piece de-

scribes water in different ways. You the

learning experiences you have this term

you will have some choices over some of

the learning directions.

Firstly, you can choose which instrument

you would like to play the accompaniment

with. The accompaniment is the sound or

sounds that is played along with the main

tune or melody. There are lots of

instruments to choose from in theaccompaniment parts of this piece. They

are written on the next few pages. Each

page also has information about the notes

and the instrument that you are playing!There are also some challenges!

As you choose your accompaniment part,

try to imagine how that part is describing

something to do with water!


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17

This recorder part uses four notes. G,A,B

and C. The pictures below show you how to

play some recorder notes. The arrows

above tell you about the types of notes you

are playing and what their value is, remem-

ber, that means how many beats you count

when you play the note!

Minim count 2beats

Semibreve count 4 beats

Which of these recorder notes do you need to learn to play? What do the dots mean?

This part represents

.


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18You will see a lot of these.

They are called bar lines. They group thenotes in the music to make it easier to count

and see where you are playing!

Each bar has a maximum number of

beats before it is full. In this piece,

each bar has room for four beats! The

numbers written above the notes show

you where the beats in the bar are.

is is

led atted min-

It is

rth 3

ats.hen you

y this,unt three!

These two notes joined together are called quavers. They are worth

half a beat each. How do you count half a beat? By calling it and.

You teacher will show you!

This part represents ..


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19

The arrow points to one of the notes on the glockenspiel. See if you

can figure out the pitch direction of the other notes.

This is one of three glockenspiel parts. Maybe join up with two other

glockenspiel players and learn to play the part exactly the same time!

Crotchets = 1 beat.

Count 1

This part represents .


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Crotchets = 1 beat.

Count 1

This part represents ...

The arrow points to one of the notes on the glockenspiel.

See if you can figure out the pitch direction of the other

notes.

This is one of three glockenspiel parts. Maybe join up with

two other glockenspiel players and learn to play the partexactly the same time!


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Crotchets = 1 beat.

Count 1

This is a trebleclef. You willee a lot of

hese. When

his changes,

he notes on

he five lines

change as well!


The arrow points to one of the notes on the glockenspiel. See if you

can figure out the pitch direction of the other notes.

This is one of three glockenspiel parts. Maybe join up with two oth-

er glockenspiel players and learn to play the part exactly the sametime!


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22

The xylophone is a bit like a glockenspiel only the notes on a xylophone

are made of wood. The notes on a glockenspiel are made from another

material. What do you think it is?

One arrow points to one note. Can you figure out where the others are

played?

This is called a crotchet rest.

When you see this you rest for 1 beat.

This is called a minim rest.When you see this, you restfor 2 beats

This

meansthat you

rest for a

full bar.

If theresa number

writtenabove it

then you

rest for

that many

bars. In

this case,8 bars.



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23This part uses three open guitar strings. E, B and G. What are Open strings? What

do the arrows in the picture mean?

Open G

Open B

Open E

This part represents

.


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24

A FRET


Mmm...What do the num-

bers and arrows mean?

See if you can figure it out?


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25

Hi hat

Ride cymbal



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Snare

drum

Tom tom



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This part uses open notes A D and G. The notes are also

semibreves. When you play one of these, remember to count 4

beats before playing the next semibreve.



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This part uses open notes D,G and C. The notes are also

semibreves. Notice the Alto clef. Compare this music with the

violin music. That uses a treble clef. What difference do the clefs

make?

lto Clef



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This part uses open notes D

G and C. The notes are also

semibreves. Mmm...now we

have another clef, the bassclef. How does that make

things different?

Bass

clef



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Now that youve learned to play an accompaniment part, ask your teacher

for a recording device to record your performance. Listen to it, maybe

with a partner if you like. Then decide which level you have achieved

with this task. Put a tick in the box next to the level you feel you haveachieved. Assess your performance

Level 2I can play bits of the piece whilst keeping to a steady pulse.

Level 3I can play most of the piece whilst keeping to a steady pulse.

Level 4I can play my piece by ear and from notation with others, whilst

keeping to a steady pulse and showing an awareness of other

players.

Level 5I can play my piece by ear and from notation with others from

memory whilst keeping to a steady pulse. I can lead my ensemble

And even take a solo part.


memory whilst keeping to a steady pulse. I can lead my ensembleAnd even take a solo part. I can also add my own dynamics, tem-

po changes and timbre changes to my performance.


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31

Now that youve learnt to play an

accompaniment part, we are going to learn

to play the main melody. This is going to be

play on the keyboard, right hand only. Ifyou are able to do this fairly easily, why not

try to play the piano part; this uses the right

and left hands!

LEFT HAND AREA RIGHT HAND AREA

PIANO KEYBOARD


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The arrows show you the pitch area for

the piece. See if you can work out thepitch direction by using the notation

and the original recording for reference.


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Now that youve learned to play the keyboard part, ask your teacher for a

recording device to record your performance. Listen to it, maybe with a

partner if you like. Then decide which level you have achieved with this

task. Put a tick in the box next to the level you feel you have achieved.Assess your performance





players.








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This part adds some left hand notes to the right hand. Why not give it a try? The arrow shows you the note area.


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Now that youve learned to play the piano part, ask your teacher for a re-

cording device to record your performance. Listen to it, maybe with a

partner if you like. Then decide which level you have achieved with this

task. Put a tick in the box next to the level you feel you have achieved.Assess your performance





players.








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36

Now its time to compose. On the next page you will see

three staves. Each staves consists of five lines. Youve seen

them a lot whilst youve been learning to play your accom-paniment and keyboard parts.The Composer line is designed for you to write your notes

on.

The Rhythm helper line gives you a rhythm pattern to addyour notes to.

The Notemap line gives you the choice of notes to use ineach bar.

Your teacher will demonstrate how this works.

Your piece will be written in two sections. The tune of

your first section should be different to the second section.

We call two section pieces of music Binary Formpieces.This will be your first binary form piece!

Once you have finished writing your piece, learn to play it,

then record and assess it. You can assess it using a

listening page.


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Composer line

Rhythm helper

otemap line


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Weve come to the end of your first topic.

On the next page there are music levels.In each level box there are statements. If

you think that a statement applies to you

then mark it with a felt tip or highlighter

pen.

There is also a page about key skills.

Highlight which of these skills you think

you have used and developed during your

music study this term

Finally there is a page about the topic it-

self. This is designed for you to fill in and

write your views about the topic and your

learning through it.


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Level 1 I know about and can explore sounds.

I use my voice in different ways such as speaking, singing and chanting.

I think about others when performing.

I repeat short rhythmic and melodic patterns.

I can create and choose sounds.

I respond to different moods in music and recognise changes in sounds.

I can identify simple repeated patterns and follow musical instructions.

Level 2 I can recognise and explore how sounds can be organised.

I sing with a sense of the shape of the melody,

I can perform simple patterns and accompaniments keeping to a steadypulse.

I can choose carefully and order sounds within simple structures such as

beginning, middle, end, and in response to given starting points. I can represent sounds with symbols

I can understand how the musical elements can be used to create differ-ent moods and effects.

I can improve my own work.

Level 3 I can recognise and explore the ways sounds can be combined andused expressively.

I can sing in tune with expression

I can perform rhythmically simple parts that use a small range of notes.

I can improvise repeated patterns.

I can join several layers of sound and understand the effect.

I understand how different musical elements are combined and used ex-pressively.

I can make improvements to my own work, and comment on the effect.


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Level 4I can identify and explore the relationship between sounds and how music reflects dif-

ferent meanings.

I can maintain my own part and be aware of how the different parts fit together toachieve an overall effect in performances.

I can improvise melodic and rhythmic phrases as part of a group performance andcompose by developing ideas within musical structures.

I can describe, compare and evaluate different kinds of music using musical words.I can suggest improvements to my own and others' work and comment on how it has

been achieved.

Level 5I can identify and explore musical devices.I know how music reflects time and place.I can perform important parts from memory and from notations and am aware of my

own contribution such as leading others, taking a solo part and/or providing rhythmic sup-port.

I can improvise melodic and rhythmic material within given structures.

I can use a variety of notations.I can compose music for different occasions using musical devices such as melody,

rhythms, chords and structures.I can analyse and compare musical features.I can evaluate how place, occasion and purpose affects the way music is created, per-

formed and heard.

Level 6I can identify and explore the different processes and contexts of some musical genres

and styles.I can select and make expressive use of tempo, dynamics, phrasing and timbre.I can make adjustments to fit my own part within a group performance.I can improvise and compose in different genres and styles, using harmonic and non-

harmonic devices, sustaining and developing musical ideas and achieving different intend-ed effects.

I can use relevant notations to create material.

I can analyse, compare and evaluate how music reflects the contexts in which it is cre-ated, performed and heard.I can make improvements to my own and others' work in relation to the style.


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Developing thinkingIn music,

I can plan, develop and think about what Ive done (reect) both over me and

during live music-making.

I can choose suitable resources for performing and composing.

I can create musical ideas,

I can develop musical ideas.

I can decide how eecve musical ideas are

Developing communicaon I can communicate through performing

I can communicate through composing

I connue to develop my speaking skills when Im listening and appraising my

music and other peoples music

Developing ICT I have developed and used (applied) my ICT skills by using a form of

music

technology to explore, create, develop and realise musical ideas.

Developing number I used some of my number skills during this topic including counng,

esmang and measuring.


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Water MusicUnit 1 Creating Water Music

My Water Music learningName -__________________________________________________________Form_____________

Think carefully about your learning during your work of Water Music and answer the questions below.

My favourite part of the unit was

________________________________________________________________________________

This was because

The part that I found difficult was

-

The part I didnt enjoy very much was

Overall I think I deserve a level ________ because -____________________________________________-

-


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Im learning to sing

It is a song in a .. style.

It is is sung in unison/harmony.

Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to

achieve)

1. With clear diction2. With dynamic variety

3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing

6. Maintaining a part as a group member in simple part or harmony

singing7. Demonstrating fluency in singing a broad repertoire

8. Demonstrating attention to detail and responsiveness to others

where appropriate


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Im learning to sing



Singing checklist



achieve)






where appropriate


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Im learning to sing



Singing checklist



achieve)






where appropriate


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Im learning to sing



Singing checklist



achieve)






where appropriate


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Im learning to sing



Singing checklist



achieve)






where appropriate


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Im learning to sing



Singing checklist



achieve)






where appropriate


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Im learning to sing



Singing checklist



achieve)






where appropriate


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Im learning to sing



Singing checklist



achieve)






where appropriate

year 3 unit 1 learning booklet for music

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