ichmond Music TEACHE S BOOK Term PIMAY
Contents Introduction... 4 Syllabus for term... 2 Schemes of work for term... 3 Teaching suggestions for lesson... 8 Teaching suggestions for lesson 2... 20 Teaching suggestions for lesson 3... 22 Teaching suggestions for lesson 4... 24 Teaching suggestions for lesson 5... 26 Teaching suggestions for lesson 6... 28 Teaching suggestions for lesson 7... 30 Teaching suggestions for lesson 8... 32 Teaching suggestions for term review... 34 Scores... 37 einforcement worksheets... 43 Tests... 53 Answer keys... 59 elaxing and breathing... 65 Staves... 68
term esson Music in Our ives Strand : istening The functions of music eview of the beat eview of language and theory of music Topics Strand 2: Musical performance Strand 3: Moving and dancing Making sounds from a story Vocal and body performance Syllabus Music Story: Music in Our ives 2 notes and ests Quaver rest Active listening with graphic scores istening to pieces of classical music Vocal performance Accompanying pieces of music with body percussion Creating and performing rhythmic accompaniments Notes and ests Waltz, C. M. von Weber 3 German Dance Dynamics: forte, mezzoforte and piano istening to pieces of classical music Active listening with graphic scores Accompanying pieces of music on school percussion instruments German Dance No., W. A. Mozart 4 No Fingers Instruments: recorder, flute and panpipe How to play the recorder Instrumental performance No Fingers 5 The Cross Dance Tempo: adagio, andante, allegro, accelerando and ritardando eview of dynamic indicators Performing dances with changes in tempo Performing ascending and descending scales with different dynamics The Cross Dance, traditional dance 6 The ittle Pear Tree Accent eview of duple and triple metres, bar lines, time signatures and tempo indicators Traditional songs Vocal performance Accompanying pieces of music with objects that make a sound eciting chants and tongue twisters that follow musical patterns The ittle Pear Tree, traditional song Chant: Duple and Triple Metres 7 Instrument Families The origin of instruments Instrument families: wind, strings and percussion Instruments: viola, oboe and guiro Performing on mallet and school percussion instruments The timbre of instruments 8 The Note Si or B The note Si or B on the stave, the recorder and mallet percussion instruments epeat signs: final bar line, and begin-repeat and end-repeat signs Vocal performance Performing on the recorder and mallet percussion instruments The Note Si or B Chant: epeat Signs term review Santa Claus Is Coming to Town eview of the contents and musical practice of term Santa Claus Is Coming to Town, traditional Christmas song 2
TEM Music in Our ives It s Sarah s birthday today. She s wearing her favourite dress! She s going to school with her mum and she s studying maths in the car. After her maths test it s time for break! Now Sarah s playing in the playground..2.3 isten to the story. Then sing and dance along. In the afternoon, Sarah has a birthday party. She loves dancing! 6 Activity : Story: Music in Our ives CD, track 2 (*). Sounds from the story CD, track 3. Contents: The functions of music. eview of the beat. (*) All track numbers refer to the Class Audio. Contents Music in our daily lives The functions of music The beat Parts of a score learnt last year: the treble clef, the stave, notes Sol or G, a or A and Mi or E Key language learn, play, dance, celebrate, relax beat, rhythm, treble clef, stave, note Sol or G, note a or A, note Mi or E playground, cake, lullaby Teaching suggestions Say: ook at pages 6 and 7. ead out the title of the lesson or ask a student to do so. Ask: Do you think music is an important part of our lives? Say: You re going to listen to a story. ook at the pictures. Play the story. Pause the track after each picture. Ask comprehension questions like: What is Sarah wearing?, What is Sarah studying?, Who comes in with the cake?, Who is singing a lullaby? Teach the students the three songs in the story. Write on the board: 5 = 5, 5 2 = 0. Sing the song. Point to each number and symbol as you sing. Ask the students to repeat after you. Write the lyrics of Old MacDonald. (See score on page 38.) Sing each line and ask the students to repeat after you. epeat the procedure for Happy Birthday. (See score on page 38.) Play the story again. Say: Sing the songs in pictures, 2 and 4. Say: Dance to pictures 3 and 5. To explain the game in picture 2, say: Sit down in a circle. Move your hands like this. Show the students how: right palm up over the hand of the partner on the right, left palm up under the hand of the partner on the left. Sing Old MacDonald. Say: Follow the beat of the song. Clap the hand of your partner on the left to the beat. On the last e, i, e, i, oh, try to catch the hand of your partner on the left. If you catch your partner s hand, he or she has to leave the circle. If necessary, show the students how by joining the circle. Say: The last person in the circle is the winner. Play the game. 8
term lesson 2 EVIEW The parts of a note: 4.6 isten and follow the duration of the notes in the melody. stem note head stem flag note head 2.4 3.4 isten and play along with body percussion. A B Write a new body percussion rhythm in your Activity Book. Then listen and play along. EVIEW Sounds can be high or low. That property of sound is the pitch. We show it with musical notes. There are two different ways to name the notes: Do, e, Mi, Fa, Sol, a, Si. C, D, E, F, G, A, B. Activities 2 & 3: Notes and ests CD, track 4. Activity 4: Waltz by C. M. von Weber CD, track 6. 9 3 Ask the students to come to the board and say: Write a crotchet. Show its parts. What is its value?; Write a crotchet rest. What is its value?; Write a quaver. Show its parts. What is its value?; Write a quaver rest. What is its value? Then read out the first part of the instruction. Make sure the students write the note values and rests correctly. Then play the track and ask them to play along with the body percussion rhythms they have created. 4 ead out the instruction. Draw the first two lines of the graphic score on the board and play the first two phrases of the music. Take into account that the recording includes a ten-second introduction. (See score on page 39.) Say: See how my hand moves along with the music? Do the same in your book. Then play the whole track and follow the same procedure with the rest of the graphic score. ead out the text in the bottom review box, and say: We can name the notes Do, e, Mi, Fa, Sol, a, Si or C, D, E, F, G, A, B. Draw a Mi quaver on the board, then a a crotchet and a pair of beamed Sol quavers. Ask: What is the pitch of each note? What is the value of each note? Then say: When we look at a note, we can see its duration and its pitch. Materials Student s Book, pages 8 & 9 Class Audio CD, tracks 4, 5 & 6 Scores of Notes and ests and Waltz, Teacher s Book, pages 38 & 39 Activity Book, page 5, activities, 2, 3, 4 & 5 einforcement worksheet, Teacher s Book, page 45, activities, 2, 3, 4 & 5 ibromedia extras ecordings of all the texts in the Student s Book Karaoke of Notes and ests Interactive activities 2
German Dance.7 isten and follow the beat of the music. Pay attention to the changes in dynamics. A Form ABA B END epeat everything until END. 0 Activity : German Dance No. by W. A. Mozart CD, track 7. Contents: Dynamics: forte, mezzoforte and piano. Active listening with graphic scores. Contents Graphic scores Dynamics:, and School percussion instruments as a resource to accompany pieces of music eview of note values and rests Key language dynamics loud, quiet, moderately loud graphic score 22 Teaching suggestions Say: ook at page 0. ead out the instruction or ask a student to do so. Ask: What is the beat? Can you sing a song and clap to the beat? emind the students: The beat is the rhythm of the music. Show this with a song they know (e.g. Old MacDonald), and clap to the beat. Then ask: What are dynamics? (Most students will not know.) Ask a student: ead out the definition of dynamics and the text in the table on page. Correct pronunciation if necessary, and demonstrate each of the different dynamic indicators with instruments in the classroom. Say: You re going to listen to a piece of music. ook at the graphic score. Point to the picture that goes with each bar. Then play German Dance No.. Say: ook at the repeat words. Check the students know what repeat means. Clap when going from one picture to another so the students can follow the graphic score correctly. On the second listening, say: Now listen to the changes in dynamics. Do you see that the different colours in the picture show the different dynamics in the music? Then ask: What instruments can you hear? What is the structure of the piece of music? 2 ead out the instruction. Tell the students to repeat it. Play the track. Pause after each excerpt. Ask: What does the music sound like: forte, mezzoforte or piano? What instruments can you hear? Teach the melody to the students (see score on page 39) and say: We re going to perform this melody and sing it with the names for the notes. epeat after me.