Year B AUTUMN Year 1 and 2 Taking Off

Year 2MUSIC year B

Autumn TermQCA unit 5

Taking Off(Exploring Pitch)

Lesson 1 equipment

• Large xylophone or glock• Piano• Class glocks?

Starter

• Find a space.• Listen to high and low notes on the piano• Wiggle fingers at the bottom of the sea or high

in the sky (medium too)• Low-high – stand up• High-low – sit down• The notes may get closer together

Year 2MUSIC

Taking Off(Exploring Pitch)

LESSON 1

LEARNING INTENTIONS

• To learn what is meant by PITCH• To respond to changes in pitch• To learn how to control the pitch of our voices• To relate sounds to symbols

I jump out of bed

• Listen –

• Listen carefully to the MELODY – Are the jumps the same each time?

• Make a small, medium and high jump

I jump out of bed 2

• Listen and join in –

• What do you notice about the length of the verses?

• What happens to the melody when each new action is added? – Does it go up, down or stay the same?

Looby Loo

• Listen –

Looby Loo

• Join in the singing and make the hand movements in the second verse

First the tune jumps up

Then it turns a- round

Then it goes jogging and jumping

Then it steps all the way down

Learning Outcomes

• Today we have….• Learned about PITCH• followed pitch movement with our hands• made high, low and middle sounds• Moved our bodies up or down following

changes in pitch• Used some symbols to represent sound

Year 2MUSIC year B

Autumn TermQCA unit 5

Taking Off(Exploring Pitch)

1a

Lesson 1a equipment

• Large xylophone or glock• Piano• Class glocks?

Starter

• Find a space.• Listen to high and low notes on the piano• Wiggle fingers at the bottom of the sea or high

in the sky (medium too)• Low-high – stand up• High-low – sit down• The notes may get closer together

Year 2MUSIC

Taking Off(Exploring Pitch)

1a

LESSON 1a

LEARNING INTENTIONS

• To learn what is meant by PITCH• To respond to changes in pitch• To learn how to control the pitch of our voices• To relate sounds to symbols

Looby Loo

• Last week we sang Looby Loo

• We moved our hands up and down with the tune

• Join in…..

• Now we’re going to play the tune on the glockenspiels

First the tune jumps up

Then it turns a- round

Then it goes jogging and jumping

Then it steps all the way down

Looby Loo

•C CE CG•C CE CD•CCCEECGG•GAGFEDC

Six little ducks

• Listen –

• Join in with “Quack, quack, quack!”

• Do the three quacks stay the same, or move up, or move down?

• Do they move by jump or by step ?

Six little ducks

• We’ll sing it again –

• Move your hands down with the quacks.

• If glocks are out – play AGF

Learning Outcomes

• Today we have….• Learned about PITCH• followed pitch movement with our hands• made high, low and middle sounds• Moved our bodies up or down following

changes in pitch• Used some symbols to represent sound

Year 2MUSIC year B

Autumn TermQCA unit 5

Taking Off(Exploring Pitch)

2

Lesson 2 equipment

• Class glocks• Piano

Starter

• Find a space.• Listen to high and low notes on the piano• Wiggle fingers at the bottom of the sea or high

in the sky (medium too)• Low-high – stand up• High-low – sit down• The notes may get closer together

Year 2MUSIC

Taking Off(Exploring Pitch)

2

LESSON 2

LEARNING INTENTIONS

• To control the PITCH of our voices• To respond to changes in pitch• To relate sounds to symbols• How simple tunes are made of different

pitches or notes

Six little ducks

• Sing the song – move hands down with the quacks

Six little ducks that I once knewFat ones, skinny ones they were tooBut the one little duck with the feathers on his backHe ruled the others with his quack, quack, quackquack, quack, quackHe ruled the others with his quack, quack, quack

Six little ducks

• We’ll sing it again and play -

Six little ducks that I once knewFat ones, skinny ones they were tooBut the one little duck with the feathers on his backHe ruled the others with his quack, quack, quackquack, quack, quackHe ruled the others with his quack, quack, quack

Six little ducks• We’ll sing it again and this time show the quacks by

moving our bodies down -

Six little ducks that I once knewFat ones, skinny ones they were tooBut the one little duck with the feathers on his backHe ruled the others with his quack, quack, quackquack, quack, quackHe ruled the others with his quack, quack, quack

Jazzyquacks

• Listen carefully -

Jazzyquacks• Here are 3 boxes• Which picture matches the first

ducks we heard?• Which picture matches the

highest sounds we heard?• Listen again and put your hand

up when you hear the big duck dancing

• Which two boxes are heard playing together?

• When do we hear all the ducks together?

Looby Loo

• Sing Looby Loo

First the tune jumps up

Then it turns a- round

Then it goes jogging and jumping

Then it steps all the way down

Looby Loo

1. First the tune jumps up2. Then it turns around3. Then it goes jogging and jumping4. Then it steps all the way down

I’ll play a line, which line have I played?

Play Looby Loo

C C E C GFirst the tune jumps upC C E C DThen it turns aroundC C C E E C G GThen it goes jogging and jumping G A G F E D CThen it steps all the way down

Learning Outcomes

• Today we have….• Learned about PITCH• moved our bodies up or down following

changes in pitch• used some symbols to represent sound• sung melodies using different pitches • recognised different patterns of pitches

Year 2MUSIC year B

Autumn TermQCA unit 5

Taking Off(Exploring Pitch)

3

Lesson 3 equipment

• Piano• Xylophone

Starter

• Find a space.• Listen to high and low notes on the piano• Wiggle fingers at the bottom of the sea or high

in the sky (medium too)• Low-high – stand up• High-low – sit down• The notes may get closer together

Year 2MUSIC

Taking Off(Exploring Pitch)

3

LESSON 3

LEARNING INTENTIONS

• To control the PITCH of our voices• To respond to changes in pitch• To relate sounds to symbols• How simple tunes are made of different

pitches or notes

Fossil Feet

• Listen –

• What happens to the pitch of the notes in each new verse?

Fossil Feet

• Listen again and join in the actions –

• Verse 1 – tap knees• Verse 2 – tap hips• Verse 3 – tap chest• Verse 4 – tap head• Ending – stamp feet and wave arms

Fossil Feet• Sing the song –

1. Listen to the chorus of the Brontosaurus and the Stegosaurus down by the swamp

2. Along comes a dinosaur making such a loud roar, thumping with his feet going stomp stomp stomp

3. Pterodactyl flapping, long beak clacking, big teeth snapping down from the tree

4. Here’s a woolly mammoth, tusks all curly, joins the hurly burly, oh dear me!

5. What a noise, it s the boys of the prehistoric animal brigade x2

Fossil Feet

• Listen –

• (Demonstrate on xylophone)• What happens to the pitch in the first line?

How would we move our hands?

• What happens in line 2 and 3?• How about line 4?

Fossil Feet

1

2

3

4 •link to full score

Fossils

• Listen to this –

• There are 2 sections• Which instrument plays the first section?• Which instrument plays the second section?

• How is the 2nd section different from the first?

Fossils

• The music is from CARNIVAL OF THE ANIMALS by Camille Saint-Saens

• We’re going to listen to the whole piece and count how many times the whole melody is played.

Fossils

1. Xylophone – Piano2. Xylophone – Piano (orchestra interlude)3. Xylophone – Piano4. Xylophone – Piano (orchestra interlude)5. Full orchestra

• Saint-Saens was a French composer who lived 1835-1921

• The whole piece Carnival of the Animals has 14 movements, each one for a different animal

Learning Outcomes

• Today we have….• Learned more about PITCH• moved our bodies up or down following

changes in pitch• Controlled the PITCH of our voices• used some symbols to represent sound• recognised simple patterns of pitches

Year 2MUSIC year B

Autumn TermQCA unit 5

Taking Off(Exploring Pitch)

4

Lesson 4 equipment

• Chime bars! F G A Bb

• Class glocks

Starter

• Find a space.• Listen to high and low notes on the piano• Wiggle fingers at the bottom of the sea or high

in the sky (medium too)• Low-high – stand up• High-low – sit down• The notes may get closer together

Year 2MUSIC

Taking Off(Exploring Pitch)

4

LESSON 4

Recap –

• What have we been learning about in music this term?

• How did we represent sounds with symbols – pictures to show the pitches going higher or lower?

• Last week we sang The Prehistoric Animal Brigade and listened to Fossils from the Carnival of the Animals.

LESSON 4

LEARNING INTENTIONS

• to relate sounds to symbols• that tuned percussion instruments can

produce different pitches• how simple tunes are made of different

pitches

Fossil Feet• Listen again and join in the actions –

• Verse 1 – tap knees• Verse 2 – tap hips• Verse 3 – tap chest• Verse 4 – tap head• Ending – stamp feet and wave arms

• What did we decide happened to the pitch of each new verse?

Fossil Feet• Sing the song –

1. Listen to the chorus of the Brontosaurus and the Stegosaurus down by the swamp

2. Along comes a dinosaur making such a loud roar, thumping with his feet going stomp stomp stomp

3. Pterodactyl flapping, long beak clacking, big teeth snapping down from the tree

4. Here’s a woolly mammoth, tusks all curly, joins the hurly burly, oh dear me!

5. What a noise, it s the boys of the prehistoric animal brigade x2

Fossil Feet

• 4 chime bars• Listen to the sounds they make• We need to put them in order starting from

lowest to highest

• Now we’ll sing the song again and add the chime bars playing a drone accompaniment.

• Last verse all play

Fossil Feet

• Sing the song –

Listen to the cho - rus F F F F of the Bronto sau - rusF F F Fand the Stego - sau - rus F F F F down by the swampF F F F

Fossil Feet

Along comes a dino- saur G G G G making such a loud roarG G G Gthumping with his feet going G G G Gstomp stomp stompG G G G

Fossil Feet

Ptero- dactyl flap- pingA A A Along beak clack- ingA A A Abig teeth snap- ping A A A Adown from the treeA A A A

Fossil Feet

Here’s a woolly mam- mothBb Bb Bb Bb tusks all cur- lyBb Bb Bb Bbjoins the hurly bur- lyBb Bb Bb Bboh dear me!Bb Bb Bb Bb

Fossil Feet

What a noise * * * *it’s the boys * * * *of the prehis- toric ani- mal

* * * * Bri- gade

* * * *

Fossil Feet

What a noise * * * *it’s the boys * * * *of the prehis- toric ani- mal

* * * * Bri- gade

* * * *

Fossils in the rock

Listen –

Where have you heard that tune before?

Next we’ll learn the song…….

Move your hands up and down with the tune.

Fossils in the rockPterodactyl teeth

made an ammonite

Millions of years

made an ammoniteMillions of years

1

2

Fossils in the rockListen again –

How is this version different?

How many notes is the instrument playing at once?

Can anyone sing the notes?

Using the glockenspiels – try to find those notes.

Now we’ll perform it again with groups playing the drone

Fossils in the rockPterodactyl teeth

made an ammonite

Millions of years

made an ammoniteMillions of years

Drone accompaniment G and C

1

2

Learning Outcomes

• Today we have….• Learned more about PITCH• Controlled the PITCH of our voices• sung a song from notation• Learned about a drone accompaniment• performed different pitches on tuned percussion

instruments• recognised simple patterns repeated at different

pitches

Year 2MUSIC year B

Autumn TermQCA unit 5

Taking Off(Exploring Pitch)

5

Lesson 5 equipment

• Chime bars! F G A Bb

• Untuned percussion trolleys to choose from

Starter

• Find a space.• Listen to high and low notes on the piano• Wiggle fingers at the bottom of the sea or high

in the sky (medium too)• Low-high – stand up• High-low – sit down• The notes may get closer together

Year 2MUSIC

Taking Off(Exploring Pitch)

5

LESSON 5

Recap –

• What have we been learning about in music this term?

• Last week we sang Fossils in the rock.• What happened to the pattern of notes each

time?• We played a drone accompaniment – what

was that?

LESSON 5

LEARNING INTENTIONS

• About different pitches on tuned percussion instruments

• how simple tunes are made of different pitches

• how pitch can be used to describe something

Fossils in the rockPterodactyl teeth

made an ammonite

Millions of years

made an ammoniteMillions of years

1

2

Fossils in the rock

Now we need to choose an untuned percussion instrument for each line of music –

• Fossils in the rock - high• Pterodactyl teeth - middle• Millions of years made an ammonite – low

• Now we’ll perform the song with the untuned instruments.

• We’ll add the drone accompaniment on C and G

Fossils in the rockPterodactyl teeth

made an ammonite

Millions of years

made an ammoniteMillions of years

Drone accompaniment G and C

1

2

Dinosaur Brigade March

• Can you remember the dinosaurs in the dinosaur song?

• Choose one of the dinosaurs you would like to be

• We’ll march around being the dinosaurs

Fossil Feet• Sing the song –

1. Listen to the chorus of the Brontosaurus and the Stegosaurus down by the swamp

2. Along comes a dinosaur making such a loud roar, thumping with his feet going stomp stomp stomp

3. Pterodactyl flapping, long beak clacking, big teeth snapping down from the tree

4. Here’s a woolly mammoth, tusks all curly, joins the hurly burly, oh dear me!

5. What a noise, it s the boys of the prehistoric animal brigade x2

Dinosaur Brigade March

• We need to choose some low sounding instruments to make marching music for the dinosaurs

• We’ll march and join in with the instruments

Fossil Feet• Sing the song –

1. Listen to the chorus of the Brontosaurus and the Stegosaurus down by the swamp

2. Along comes a dinosaur making such a loud roar, thumping with his feet going stomp stomp stomp

3. Pterodactyl flapping, long beak clacking, big teeth snapping down from the tree

4. Here’s a woolly mammoth, tusks all curly, joins the hurly burly, oh dear me!

5. What a noise, it s the boys of the prehistoric animal brigade x2

Fossils

• We’ll play a listening game– If I play “Fossils in the rock” – make a high rocks with your

hands (fists)– If I play “Pterodactyl teeth” – tap your teeth

– If I play “Millions of years” – wiggle your fingers low

• How can you tell which one I am playing?• If I clap the tunes, can you tell which one I am playing

?

Learning Outcomes

• Today we have….• Learned more about PITCH• Performed different pitches on percussion

instruments• recognised simple patterns repeated at

different pitches