Richmond Music TEACHER S BOOK Term PRIMARY
Contents Introduction... 4 Syllabus for term... 2 Schemes of work for term... Teaching suggestions for lesson... 8 Teaching suggestions for lesson 2... 20 Teaching suggestions for lesson... 22 Teaching suggestions for lesson 4... 24 Teaching suggestions for lesson 5... 26 Teaching suggestions for lesson 6... 28 Teaching suggestions for lesson 7... 0 Teaching suggestions for lesson 8... 2 Teaching suggestions for term review... 4 Scores... 7 Reinforcement worksheets... 45 Tests... 55 Answer keys... 6 Relaxing and breathing... 69 Staves... 72
term Lesson Venues for Music STRAND : Listening Venues for the performance of music throughout history Properties of sound Topics STRAND 2: Musical performance STRAND : Moving and dancing Experimenting with the properties of sound Syllabus Music Story: Venues for Music 2 Fermata Sign The fermata sign Review of note values and rests Review of sound-lengthening signs Vocal performance Performing rhythms with body percussion with body percussion ostinatos Fermata Sign Plink, Plank, Plunk! Parts of a piece of music: introduction, bridge and coda Review of musical forms Performing a dance with a complex form Creating and performing steps for a dance Singing with the names for the notes Plink, Plank, Plunk!, L. Anderson 4 Please Repeat Review of notes from Do or C to Re or D on the recorder, repeat signs and musical scales Musical improvisation Performing on the recorder and mallet percussion instruments Improvising over a given backing track Please Repeat 5 Electrophones Active listening with graphic scores Electrophones Instruments: electric guitar and synthesiser Experimenting with electrophones Feuillet Inédit No. 4, O. Messiaen 6 The Zulu Warrior Music around the world: Africa and America Instruments: djembe, zurna, banjo and quena Review of electrophones Vocal performance with objects that make a sound Creating and performing vocal ostinatos to accompany a piece of music Excerpts of music from Africa and America The Zulu Warrior, traditional song 7 En Todo Tempo Faz Ben Music in the Middle Ages Listening to pieces of classical music Instruments: tabor and three-holed pipe Writing a review of a concert Performing on the recorder on school percussion instruments Creating and performing lyrics for a given melody Excerpts of music from the Middle Ages En Todo Tempo Faz Ben, Cantiga No., Alfonso X the Wise 8 Eine Kleine Nachtmusik Accidentals: the sharp Intervals: tones and semitones The note Fa# or F# on the stave, the recorder and mallet percussion instruments Listening to pieces of classical music Performing on the recorder on mallet and school percussion instruments Eine Kleine Nachtmusik, W. A. Mozart term review Oh, Christmas Tree Review of the contents and musical practice of term Oh, Christmas Tree, traditional Christmas song 2
TERM Venues for Music The Middle Ages There have always been venues for music. The Romans built amphitheatres outdoors, with the seats in a semicircle in front of the stage. The acoustics were so good that we still use them nowadays. During the Middle Ages, monks sang Gregorian chant in cathedrals, a type of religious music performed a cappella in Latin. In village squares and cities, jongleurs set up small portable stages where they performed their productions. The Roman Empire The Present Age The Modern Era During the Modern Era, the royalty and nobility loved to organise concerts and dances in the chambers of their palaces. They also began to stage operas in theatres with a big stage and a separate orchestra pit. Nowadays, we still use venues from the past, but we don t only listen to music in concert halls. Contemporary music uses electronic equipment to amplify sound, so that it can be played on big stages to thousands of people. 6.2 Listen and read about venues for music throughout history. Activity : Story: Venues for Music CD, track 2 (*). Contents: Venues for the performance of music throughout history. Properties of sound. (*) All track numbers refer to the Class Audio. Contents Venues for the performance of music throughout history Properties of sound Units of sound measurement Physics of sound: vibration and sound waves Key language venue, amphitheatre, outdoors, seat, semicircle, stage, acoustics, monk, jongleur, set up, portable, production, royalty, nobility, chamber, pit, concert hall, contemporary, equipment, amplify emit, wave, transmit, medium, perceive, measure, timbre, dynamics, volume, decibels, duration, metronome, second, pitch, tone, frequency, hertz 8 Teaching suggestions Say: Look at the pictures on page 6. What place can you see in the first picture?; And in the second/third/ fourth/fifth picture?; When did these scenes take place?; Have you been to a concert in any of these venues?; What type of music did you listen to? Then play the track and say: Listen and read the story. Pause the track after each excerpt and ask comprehension questions such as: Picture (the Roman Empire): What is an amphitheatre?; When did Romans build them?; What were the acoustics like? Pictures 2 and (the Middle Ages): What did monks sing during the Middle Ages?; What is the meaning of a cappella? (if the students do not know the answer, demonstrate it vocally); Where did jongleurs sing and play? Pictures 4 and 5 (the Modern Era): Where did the royalty and nobility organise concerts and dances?; When did this happen?; Where did operas take place?; Where was the orchestra? Pictures 6 and 7 (the Present Age): Where do we listen to music nowadays?; What type of instruments does contemporary music use? Say: Guess where I m performing, if I m a member of a rock band/a monk/a jongleur/an opera singer/ a member of a symphony orchestra. Finally, ask: Can you explain the meaning of venue? 2 Say: Look at page 7, and ask a student to read out the first paragraph. Then hit a triangle and let the students
TERM lesson 2 ReVIeW You know two other sound-lengthening signs: The tie joins two or more notes of the same pitch, adding their lengths together. A dotted note or rest lengthens the duration of the note or rest by half its original value. If to this rhythm: We add a tie: (.4 Say the right rhythm to accompany the song and explain why. Then listen and play along. snap snap R L snap snap snap We get: 4 The musicians are in the wrong places. Explain where they should be and why. 2 Play with body percussion. R both R both R R R both Activity : Fermata Sign CD, track 4. 9 2 Say: Look at page 9, and ask individual students to read out the review box. To ensure comprehension, write the following scores on the board: & 4 œœœœœœœœ œœœ œ œ & 4 œ j œ œ œ œ œ j œ Then call a student to the board and ask: Are there any mistakes in the scores? Write them correctly in your Activity Book. Add dots where necessary. Then perform each rhythm in the speech bubbles and say: Repeat after me. Repeat the procedure until the students can perform the new rhythmic group correctly. Finally, say: Look at the first score in activity 2. What does the letter R/L mean? Perform two bars at a time patting your legs and say: Repeat after me. When the students are ready, repeat the procedure four bars at a time. To end, perform the second and third rhythms four bars at a time with the suggested body percussions. Ask a student to read out the instruction and say: What is the metre of the first/second/third rhythm? Pay attention to the body percussions and repeat after me, and play the rhythms. Finally, ask: Which is the right rhythm to accompany the song?; Why? Play the track and accompany the song with the first rhythm. 4 Ask a student to read out the instruction and say: Put up your hands to answer. Materials Student s Book, pages 8 & 9 Class Audio CD, tracks 4 & 5 Score of Fermata Sign, Teacher s Book, page 8 Activity Book, page 5, activities, 2, & 4 Reinforcement worksheet, Teacher s Book, page 47, activities, 2, & 4 LibroMedia extras Recordings of all the texts in the Student s Book Karaoke of Fermata Sign Interactive activities 2
Plink, Plank, Plunk! Listen and learn the dance. Then make up the missing steps and dance it with your classmates..6 introduction AA B A B A CC bridge A B AA coda introduction A B Make up the steps! Take three steps to the side and snap your fingers. Repeat in the other direction. With your partner, turn eight steps in each direction. Greet your partner with body percussion. C bridge coda Take five steps, make a statue and take another five steps back to your partner. Repeat. Make up the steps! Make up the steps! 0 Activity : Plink, Plank, Plunk! by L. Anderson CD, track 6. Contents: Parts of a piece of music: introduction, bridge and coda. Contents The performance of a complex choreography Parts of a piece of music: introduction, bridge and coda Review of musical forms Review of units of sound measurement Key language introduction, bridge, coda missing, step, snap, greet, partner, statue organisation, determine, chorus, verse, attract, section, join, style, tempo, character, tail Teaching suggestions Say: Look at page 0. Listen and follow the structure, and tell the students when each part starts. Then ask: What is the metre? (quadruple metre); How many bars does each part have (intro: 2; part A: 8; part B: 8; part C: 6; bridge: 2; coda: 6). Play the track and show the steps for the dance. Then with the students facing each other in two rows, practise the steps while you hum the melody. Part A Bars 4: Both rows take three steps to the same side and snap fingers. Repeat in the other direction. Do it again. Bars 5 8: Taking a partner by the elbow, turn eight steps clockwise. Repeat in the other direction. Part B Bars 2: Clap right hands with a partner. Do it again with the back of the hand and snap fingers. Repeat with the other hand. Bars 4: One row puts both hands in front of them with palms up. The other row claps the hands of the first row. The first row puts the left hand on the right hand and the other row does the same. Repeat. Part C Bars 4: Take five steps in any direction and make a statue for two beats. Bars 5 8: Take five steps back to the starting position and make a statue for two beats. Repeat. 22