Richmond. Music PRIMARY

Transcription

1 Richmond Music PRIMARY

2 Contents term 1 Lesson STRAND 1: Listening Topics STRAND 2: Musical performance STRAND 3: Moving and dancing Music Key competences 1 Silence at Last! 6 Sound, noise and silence Noise pollution Properties of sound Performing soundscapes with vocal ostinatos Story: Silence at Last! 2 In the City, Too Much Sound 8 Dynamic indicators Time signatures The tuning fork Experimenting with a tuning fork In the City, Too Much Sound 3 Serenade Andalouse 10 Chordophones Active listening with graphic scores Listening to pieces of classical music Composer P. Sarasate body percussion Serenade Andalouse, P. Sarasate 4 It s Not the Same 12 The note Re or D on the recorder and mallet percussion First-time and second-time signs Performing on the recorder and mallet percussion Singing with the names for the notes It s Not the Same 5Tarantella 14 Tempo indicators The metronome Review of musical form Movement and dance Creating and performing vocally different musical forms Tarantella, traditional dance 6 Jolie Blon 16 Instruments around the world: balafon, sitar, bouzouki, erhu and accordion Making a washboard rhythmic ostinatos Jolie Blon, traditional song 7 Così Fan Tutte 18 Opera Types of voices Listening to pieces of classical music Accompanying an excerpt from an opera with vocal ostinatos Excerpts from L Orfeo by C. Monteverdi, Così Fan Tutte by W. A. Mozart and La Traviata by G. Verdi 8 A New Rhythm 20 Semiquaver and semiquaver rest Rhythmic group: a quaver and two semiquavers Performing on the recorder and mallet percussion body percussion Singing with the names for the notes A New Rhythm term 1 review Rudolph, the Red-Nosed Reindeer 22 Review of the contents and musical practice of term 1 Rudolph, the Red-Nosed Reindeer, traditional Christmas song Backing track for improvisation 2

3 term 2 Lesson STRAND 1: Listening Topics STRAND 2: Musical performance STRAND 3: Moving and dancing Music Key competences 9 Sound Signals 24 Sound as a means of communication Rhythmic dictation Creating a rhythm from Morse code Creating and performing a rondo from a given chorus Story: Sound Signals Chant: Rondo 10 Spread Peace Today 26 Review of note-lengthening signs Rhythmic group: dotted quaver and semiquaver body percussion Performing rhythms with objects that make a sound Spread Peace Today 11Summertime 28 Aerophones Active listening with graphic scores Composer G. Gershwin Analysing different versions of a piece of music Summertime, G. Gershwin 12 The Blues 30 The note Do or C on the recorder and mallet percussion Diatonic and pentatonic scales Instruments: accordion Review of call and response Writing a review about a piece of music Performing on the recorder and mallet percussion The Blues 13 Esku Dantza 32 Traditional dances Review of accents in duple, triple and quadruple metres Movement and dance Creating and performing melodies from a given rhythm Esku Dantza, traditional dance Chant: Accents 14 Music in the Street 34 Traditional musical ensembles Rondas Performing on the recorder body percussion Writing lyrics for a given melody Excerpts from traditional musical ensembles Ronda, traditional song 15 Vois sur Ton Chemin 36 Film music Writing a review about a soundtrack Performing on the recorder Excerpts from film music Vois sur Ton Chemin, B. Coulais & C. Barratier 16Moon River 38 The note Re or D on the stave, the recorder and mallet percussion Unconventional ways of representing music Performing on the recorder and mallet percussion Moon River, H. Mancini term 2 review I Am a Fine Musician 40 Review of the contents and musical practice of term 2 I Am a Fine Musician, traditional song 3

4 term 3 Lesson STRAND 1: Listening Topics STRAND 2: Musical performance STRAND 3: Moving and dancing Music Key competences 17 Sounds That Made History 42 History of the recording of sound Devices that record and replay sound Making sounds from a story Story: Sounds That Made History 18Goodnight 44 Ways of singing: a cappella, with accompaniment, in unison, in canon, echo, and call and response The anacrusis Writing a review about a piece of music Accompanying pieces of music on mallet percussion Goodnight, traditional song Violin Sonata No. 1, J. S. Bach 19 The Sound of Percussion 46 Idiophones and membranophones Instruments: temple block, gong and drum kit Active listening with graphic scores Creating and performing a rhythmic accompaniment with objects that make a sound The Sound of Percussion 20 Da Capo 48 Repeat signs: Da Capo and Da Capo al Fine Rhythmic dictation Review of the anacrusis Performing on school and mallet percussion Da Capo 21 Ritual Fire Dance 50 Programme music Listening to pieces of classical music Composer M. de Falla Creating and performing a complex choreography for a dance Singing with the names for the notes Ritual Fire Dance, M. de Falla 22 Nicolai, the Cossack 52 Review of vocal ensembles vocal ostinatos Experiencing the properties of sound with our own voice Nicolai, the Cossack Chant: Poem 23 The Orchestra 54 The orchestra: history, types and parts The conductor Listening to pieces of classical music Conducting the beat of the music Excerpts from orchestral music 24 You Can Be a Composer 56 term 3 review So Near, So Far 58 Review of musical forms Composing a melody for the recorder from several given excerpts Accompanying pieces of music on school and mallet percussion Review of the contents and musical practice of term 3 So Near, So Far 4

5 instrument practice Scores Topics Music The Notes You Know 60 Review of the notes Mi or E, Fa or F, Sol or G, La or A, Si or B and Do or C on the stave and the recorder Performing a melody with the notes Mi or E to Do or C Accompanying pieces of music on school percussion Repeat! 61 The note Re or D on the stave and the recorder Performing a melody with the notes Re or D to Do or C Accompanying pieces of music on school percussion Song in Binary Form 62 Performing a melody with the notes Re or D to Do or C The Note Do or C 63 The note Do or C on the stave and the recorder Performing a melody with the notes Do or C to Do or C Oh, When the Saints 64 Performing a melody with the notes Do or C to Sol or G Lullaby 65 Performing a melody with the notes Do or C to Do or C Eine Kleine Nachtmusik 66 Performing a melody with the notes Do or C to Do or C Symphony No The note Re or D on the stave and the recorder Performing a melody with the notes Re or D to Re or D Accompanying pieces of music on school percussion The Flintstones 68 Performing a melody with the notes Do or C to Re or D Accompanying pieces of music on mallet percussion Medieval Romance 69 Performing a melody with the notes Re or D to Re or D The Notes You Know Repeat! Song in Binary Form (Eres Alta y Delgada), traditional song The Note Do or C (Debajo un Botón), traditional song Oh, When the Saints, traditional song Lullaby, J. Brahms Eine Kleine Nachtmusik, W. A. Mozart Symphony No. 9, L. van Beethoven The Flintstones, H. Curtin Medieval Romance, traditional song The notes you know on the recorder 70 RECORDER TAB 5

6 TERM 1 Silence at Last! The noises of the city were too loud for Mike and John, so they decided to go to another place. It s too noisy! They went to their grandparents village. But it wasn t quieter! The next day, Mike took John to the lake. But it was also too noisy, even for the fish! What? So John tried to find a place without noise. Silence at last! We hear many different sounds every day. Pleasant sounds are called sounds, but unpleasant sounds are called noises. Silence is when there aren t any sounds or noises. Too much sound and noise in our surroundings can bother us and can be bad for our health. We call this: noise pollution. What is your favourite sound? What noises bother you? Listen to the story and identify the sounds. Then answer the questions. Can you remember a time when you experienced noise pollution? 6 Activity 1: Story: Silence at Last! CD 1, track 2 (*). Contents: Sound, noise and silence. Noise pollution. (*) All track numbers refer to the Class Audio.

7 TERM 1 lesson 2 Time signatures Time signatures show how many beats there are in each bar: a duple metre has two beats in each bar, a triple metre has three beats in each bar, and a quadruple metre has four beats in each bar. Each beat is equal to a crotchet, which we can write like this: or with the number 4. 2 = 3 4 = = two four time three four time number of beats in each bar four four time notation that shows that each beat is equal to a crotchet A tuning fork is a metal object that helps us to tune in orchestras and voices in choirs. When we hit it against a surface, it emits the note La or A. Do this experiment and answer the questions. Hit the top part of a tuning fork against a table. While it s vibrating, put its bottom on the table and listen. What note does it sound? Listen and say the time signature and dynamic indicator of each song. Use each symbol once. cresc. Hit the top part of the tuning fork against a table again, but this time put its bottom on a different surface, for example, your elbow or your knee. What happens? Does it make the same sound? Can you feel the vibrations? In the City, Too Much Sound A New Rhythm Ronda Rudolph, the Red-Nosed Reindeer Make the tuning fork vibrate again, but this time put its top part in a glass of water. What do the sound waves look like? Activity 2: Review of time signatures and dynamic indicators CD 1, track 6. Tuning fork CD 1, track 7. 9

8 Serenade Andalouse 1 Listen and follow the melody and the accompaniment in the graphic score. 1.8 x3 melody accompaniment A graphic score is a way to represent music with visual symbols. 10 Activity 1: Serenade Andalouse by P. Sarasate CD 1, track 8. Contents: Chordophones.