Richmond. Music PRIMARY

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Loreen Lynch
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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 Pitch and Duration 6 Pitched and unpitched percussion instruments Melody and rhythm Instruments: finger cymbals Performing on mallet percussion instruments Story: Pitch and Duration Melody and Rhythm 2 Na Bahía Ten 8 Crescendo and diminuendo. Hairpins Review of tempo and percussion instruments with objects that make a sound Na Bahía Ten, 3 Properties of Sound 10 Properties of sound: pitch, duration, dynamics and timbre Review of melody and rhythmic base Rhythmic dictation Creating and performing body percussion accompaniments Properties of Sound 4 Bach s Rondo 12 The rondo form Active listening with graphic scores Composer J. S. Bach Creating and performing binary, ternary and rondo forms from given rhythms Rondo from Orchestral Suite No. 2, J. S. Bach 5 The Note Do Is Here 14 The note Do or C on the recorder and mallet percussion instruments Taking care of instruments Melodic dictation Performing on the recorder Creating and performing a rondo form Improvising rhythmic accompaniments The Note Do Is Here 6 Bugler s Holiday 16 Duple, triple and quadruple metre bars Review of downbeat and accents Performing a dance in ternary form Representing physically the metre of a piece of music Bugler s Holiday, L. Anderson 7 Back in Time 18 Music from prehistoric times and the Middle Ages Instruments: drum and lute Representing physically the metre of a piece of music Excerpts of music from the Middle Ages Back in Time 8 New World Symphony 20 The note Fa or F on the stave, the recorder and mallet percussion instruments Composer A. Dvořák Performing on the recorder Singing with the names for the notes Largo from New World Symphony, A. Dvořák term 1 review Jingle Bells 22 Review of the contents and musical practice of term 1 Jingle Bells, traditional Christmas song 2

3 term 2 Lesson STRAND 1: Listening Topics STRAND 2: Musical performance STRAND 3: Moving and dancing Music Key competences 9 Music s Breath Semibreve and Samba Ravel s Bolero The Mouse and the Cat 30 The Prince s Dance 32 Chei, Chei, Kule Beethoven s Septet Dotted Dresses 38 Wind instruments: woodwind and brass Instruments: organ The semibreve and the semibreve rest Review of note values and rests Review of instrument families Ostinatos Active listening with graphic scores Composer M. Ravel Instruments: snare drum The note Mi or E on the recorder and mallet percussion instruments Unconventional ways of representing the properties of sound Traditional dances from around the world The tie Instruments: shekere Music in the Baroque period and Classicism Composer L. van Beethoven Melodic dictation Review of the tie Dotted notes and dotted rests 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 recorder on the recorder with body percussion Singing with the names for the notes with body percussion ostinatos Performing on the recorder and mallet percussion instruments with body percussion ostinatos Performing a dance in binary form Representing physically the metre of a piece of music with body percussion Making a shekere on a handmade instrument Performing on the recorder and mallet percussion instruments Creating melodic accompaniments Story: Music s Breath Brass or Woodwind Semibreve and Samba Bolero, M. Ravel The Mouse and the Cat, Largo from New World Symphony, A. Dvořák The Prince s Dance, traditional dance Chei, Chei, Kule, Excerpts of music from the Baroque and Classical periods Minuet from Septet Op. 20, L. van Beethoven Dotted Dresses term 2 review Concerto for Guitar 40 Review of the contents and musical practice of term 2 Allegro from Concerto for Guitar in D Major, A. Vivaldi 3

4 term 3 Lesson STRAND 1: Listening Topics STRAND 2: Musical performance STRAND 3: Moving and dancing Music Key competences 17 Mrs. String Sing Your Way Home 44 19Csárdás Over the Rainbow 48 Dance of the Rats Bigui Kaiman Chopin s Nocturne Oriental Rondo 56 term 3 review Badaba, Dumba 58 String instruments: plucked, bowed and struck Vocal ensembles Review of instrument families The character of music Active listening with graphic scores Review of properties of sound Review of ensembles The notes Re or D and Do or C on the stave The leger line Review of ascending and descending scales Melodic dictation Traditional dances Review of unison and canon The musical phrase Echo, and call and response Music from the Romantic era and the 20th century Composer F. Chopin Review of works and composers The pentatonic scale Review of history of music Singing with the names for the notes Singing with the names for the notes Performing a dance in binary form Creating a dance routine Performing on mallet percussion instruments with body percussion Performing on the recorder and mallet percussion instruments Improvising melodies in the pentatonic scale from a given rhythm Creating a melody from several given excerpts Story: Mrs. String Rub, Pluck and Strike Sing Your Way Home, traditional song Csárdás, V. Monti Over the Rainbow from The Wizard of Oz, H. Arlen & E. Y. Harburg Dance of the Rats, traditional dance Bigui Kaiman, Canon of the Animals Excerpts of music from the Romantic era and the 20th century Nocturne No. 2, F. Chopin Oriental Rondo Review of the contents and musical practice of term 3 Badaba, Dumba 4

5 instrument practice Scores Topics Music The Notes You Know 60 The notes Sol or G, La or A and Si or B on the stave and the recorder Performing a melody with the notes Sol or G, La or A and Si or B Rondo 61 The rondo form Performing a melody with the notes Sol or G, La or A and Si or B The Note Do or C 62 The note Do or C on the stave and the recorder Reading graphic scores Performing a melody with the notes Sol or G, La or A, Si or B and Do or C A Semibreve in a Bar 63 The semibreve Performing a melody with the notes Sol or G, La or A, Si or B and Do or C on school and mallet percussion instruments The Note Fa or F 64 The note Fa or F on the stave and the recorder Performing a melody with the notes Fa or F, Sol or G, La or A and Do or C on school and mallet percussion instruments Ostinatos 65 Ternary form Performing a melody with the notes Fa or F, Sol or G, La or A and Do or C on mallet percussion instruments with ostinatos The Note Mi or E 66 The note Mi or E on the stave and the recorder Performing a melody with the notes Mi or E, Fa or F, Sol or G, La or A, Si or B and Do or C Dotted Notes 67 Dotted notes Performing a melody with the notes Mi or E, Fa or F, Sol or G, La or A, Si or B and Do or C My Lullaby 68 Performing a melody with the notes Mi or E, Fa or F, Sol or G, La or A, Si or B and Do or C on school and mallet percussion instruments Popular Song 69 Performing a melody with the notes Mi or E, Fa or F, Sol or G, La or A, Si or B and Do or C on school and mallet percussion instruments The notes you know on the recorder 70 RECORDER TAB The Notes You Know Rondo The Note Do or C A Semibreve in a Bar The Note Fa or F Ostinatos The Note Mi or E Dotted Notes My Lullaby Popular Song ( Dónde están las llaves?), The glockenspiel 71 GLOCKENSPIEL MODEL 5

6 TERM 1 Pitch and Duration Glockenspiel, Xylophone and Metallophone say that they re more important than us! Exactly! We can play melodies! Pitch and Duration are worried. Today is the final rehearsal and the percussion instruments are angry with each other. They don t want to play together! Yes, but we can make very strong sounds! It s impossible to rehearse like this... You re all very important. Mallet percussion instruments can play melodies because they have musical notes. But the others can play minims, crotchets, quavers or very quick rhythms! And that s music: melody and rhythm together Listen to the story and learn about percussion instruments. 6 Activity 1: Story: Pitch and Duration CD 1, track 2 (*). Sounds from the story CD 1, track 3. Contents: Percussion instruments. (*) All track numbers refer to the Class Audio.

7 term 1 lesson Listen and play along with objects that make a sound Listen and say the right order. Are they pitched or unpitched percussion instruments? A B Listen to the pieces of music and say the right tempo indicators. adagio andante allegro accelerando ritardando Activity 2: Na Bahía Ten CD 1, track 6. Activity 3: Review of tempo CD 1, track 8. Activity 4: Percussion instruments CD 1, track 9. 9

Properties of Sound 1 1.10 Listen and sing along. 1.11 What can a sound be? Pitch, dynamics, duration and timbre are the four properties of sound. They help us to describe sounds.

Dynamics show How we play sounds: Loud or quiet, loud or quiet, How we play sounds. Short or long, Short or long, That s duration, Short or long. Sounds have different durations.

8 Properties of Sound Listen and sing along What can a sound be? Pitch, dynamics, duration and timbre are the four properties of sound. They help us to describe sounds. Sounds can be high or low. That is pitch. There are loud and quiet sounds. This depends on dynamics. When notes go up or down, They change pitch: Do, Re, Mi, Fa, Sol, La, Si, Do. Dynamics show How we play sounds: Loud or quiet, loud or quiet, How we play sounds. Short or long, Short or long, That s duration, Short or long. Sounds have different durations. Some are long, some are short. We can distinguish between instruments and voices by their timbre. 10 Timbre, timbre, Timbre, timbre. 10 Activity 1: Properties of Sound CD 1, track 10. Backing track CD 1, track 11. Contents: Properties of sound.

Richmond. Music PRIMARY

Richmond. Music PRIMARY Richmond PRIMARY Contents term Lesson STRAND : Listening Topics STRAND 2: al performance STRAND 3: Moving and dancing Key competences* The Team 6 Review of the notes, the crotchet and the crotchet rest,