How Can Music Help us to Communicate? · “O Mio Babbino Caro” is a famous aria by Giacomo Puccini from the opera Gianni Schicchi (JAHN-nee SKEE-kee). In the song, a young woman

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unit 6 Preparation

How Can Music Help us to Communicate?Warm-up and Activities for SG67 and 68

From Brighton Beach to St. George (SG67)

Tell students that the Conductor will now take us from Brighton Beach to St. George, Staten Island, to meet our next featured singer, Lynne. Have students turn to SG67 and help them:

• Find Vlada in Brighton Beach, Brooklyn.

• Find Lynne in St. George, Staten Island.

• Have students complete the maze that takes them from Brighton Beach to St. George, Staten Island.

Meet Lynne! (SG68)

Read Lynne’s postcard on SG68 to your students. (Students will write their own letters to Lynne later in this unit, on SG71).

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The Weill Music Instituteat Carnegie Hall



Carnegie Hall

BROOKLYN

STATEN ISLAND

QUEENS

MANHATTAN

NEW JERSEY

Brighton Beach

St. George

SG67

From Brighton Beach to St. George

Now it’s time to meet our next singer, Lynne. Find Vlada in Brighton Beach. Then find Lynne in St. George. Get your pencil ready and see how quickly you can reach our next singer!

Lynne

Vlada

Start

Finish

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SG68

Meet Lynne!

Dear Musical Explorers,Greetings from St. George! Music is an important part of my family’s life: We sing, play instruments, and listen to music together all the time! Music helps us to stay connected as a family. I enjoy all kinds of music—anything from classical to Broadway and jazz. What are some of your friends’ favorite kinds of music? Write to me and let me know!

Enjoy the concert!Your friend,Lynne

Musical Explorersc/o Carnegie Hall881 Seventh AvenueNew York, NY 10019

St. George

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Lesson 1




How Can Songs Help us to Communicate?AIM: To explore bedtime routines and the role music may play in these rituals.MATERIALS: Musical Explorers Student Guide and CDs 1 and 2; CD player; pencils, markers, and crayons; chart paper; Musical Word WallSTANDARDS: US 1, 6, 8; NYC 1, 2, 3SUMMARY: In this lesson, students will explore bedtime rituals and connect these experiences to “Les Berceaux” (pronounced Lay Bear- SOH), a song by Gabriel Fauré (For-AY). Students will learn to sing the opening of this song.VOCABULARY: lullaby, mood, lyrics, cradle, rocking, baby, nighttime

Warm-up and Activities for SG69–71Warm up students’ singing voices with the Yawning Kittens, Bouncy Ball, or Sirens exercises, CD 1, Tracks 2–5, and the “Musical Explorers Song,” CD 1, Track 1. Sing a favorite song from last semester’s curriculum with students (see the list on SG58). Practice singing “Birthdays Come Only Once a Year,” CD 2, Track 25. “Les Berceaux” (“The Cradles”), by Gabriel Fauré, is a French chanson that sounds like a lullaby. This song communicates tenderness and could be used to soothe a baby. In French, les berceaux are also cradle songs, or lullabies.

What Are Some Things We do Each Night Before We Sleep? (SG69)

Exploring Lullabies (SG70)

My Letter to Lynne (SG71)

EXPLORING LULLABIES

Explore bedtime routines with your class. Ask students:• “Who might need help going to sleep at night?”• “How can you help a baby fall asleep?”• “What are some of your nighttime routines?”• “What are some of the lullabies you know?”

Have students circle the pictures on SG69 that remind them of bedtime.Sing some familiar lullabies with the class, such as “Rock-a-bye Baby,” Brahms’s Lullaby, and “Hush Little Baby,” CD 2, Tracks 29–31.Students can pretend to rock a baby to sleep as they sing. Ask students:

• “What are the moods of these lullabies?”

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Lesson 1

Have students name some of their favorite bedtime stories and lullabies on SG70.Have students tell Lynne about their favorite lullabies on SG71.

LISTENING FOR MELODY AND MOOD

Listen to “Les Berceaux” with your students, CD 2, Track 32. Add movements to the song, such as pretending to rock a baby to sleep, as students listen. Ask students:

• “What mood does the music create?” • “How do you want to move your body when you hear this music?”

Add any new words to the Musical Word Wall.

Read the English summary of the lyrics below to the students. Ask students:• “What pictures do you imagine?”• “What do you feel when you hear the words to this song?”

Les Berceaux The Cradles

FRENCH LYRICS ENGLISH SUMMARY*

Le long du quai, les grands vaisseaux, Que la houle incline en silence, Ne prennent pas garde aux berceaux, Que la main de femmes balance.

Mais viendra le jour des adieux, Car il faut que les femmes pleurent, Et que les hommes curieux, Tentent les horizons qui leurrent!

Et ce jour - là les grands vaisseaux, Fuyant le port qui diminue, Sentent leur masse retenue Par l’âme des lointains berceaux.

Explore Again!

• To help your students connect the concepts of sound and mood to the next activities, review SG24 (Unit 2, Lesson 3).

• Add any new mood words to the Musical Word Wall.

* Note: The English version is not a literal translation of the French lyrics.

There are big boats at the dock.

They pay no attention to the cradles the mothers are rocking.

But soon, the mothers will have to wave goodbye as the sailors leave.

When the ships sail away, they feel the cradles pulling them back to the shore.

unit 6

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Lesson 1




LISTENING TO AND SINGING THE MELODY

Teach students to sing the melody to “Les Berceaux” on the syllable “la” using call and response (see below). Practice each track until students are comfortable singing this melody. Encourage them to continue their movements (such as rocking) as they sing the melody.

• Phrase 1, Part A (call and response) on “La,” CD 2, Track 33.

• Phrase 1, Part B (call and response) on “La,” CD 2, Track 34.

• Phrase 1, Parts A and B (call and response) on “La,” CD 2, Track 35.

• Phrase 2, Part A (call and response) on “La,” CD 2, Track 36.

• Phrase 2, Part B (call and response) on “La,” CD 2, Track 37.

• Phrase 2, Parts A and B (call and response) on “La,” CD 2, Track 38.

• Phrases 1 and 2 on “La,” CD 2, Track 39.

If your students come up with more than one movement, create visual symbols to match their movements for each mini-phrase or phrase. Then, create a mini-listening map of the symbols on chart paper as you practice singing “Les Berceaux.”

LISTENING AND LEARNING THE LYRICS Now teach your students the lyrics in French using the practice tracks on the CD.

• Phrase 1, Part A (call and response) (spoken), CD 2, Track 40:

Luh long doo kay, lay grohn vay-soh

• Phrase 1, Part B (call and response) (spoken), CD 2, Track 41:

Kuh la ool ehn-kleen on see-lawn-suh

• Phrase 1, Parts A and B (call and response) (spoken), CD 2, Track 42:

Luh lohn doo kay, lay grohn vay-soh Kuh la ool ehn-kleen on see-lawn-suh

• Phrase 2, Part A (call and response) (spoken), CD 2, Track 43:

Nuh pren-nen paw guard oh bear-soh

• Phrase 2, Part B (call and response) (spoken), CD 2, Track 44:

Kuh la meh day fem-muh ba-lawn-suh

unit 6

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Lesson 1

• Phrase 2, Parts A and B (call and response) (spoken), CD 2, Track 45:

Nuh pren-nen paw guard oh bear-soh Kuh la meh day fem-muh ba-lawn-suh

• Phrases 1 and 2 (spoken), CD 2, Track 46:

Luh lohn doo kay, lay grohn vay-soh Kuh la ool ehn-kleen on see-lawn-suh

Nuh pren-nen paw guard oh bear-soh Kuh la meh day fem-muh ba-lawn-suh

BRINGING TOGETHER LYRICS AND MUSIC

Repeat the call-and-response phrases as above, this time with the music, CD 2, Tracks 47–53. (Track 53 includes all of the phrases.)

Practice singing this song regularly with students. They will be singing it with Lynne during the concert!

Note: If singing the song in French is too challenging for students, you can sing the melody using other syllables (such as “la” or “doo”).

ADDITIONAL LISTENING

You can also listen to these additional lullabies:

• Lullaby: A Collection (Music for Little People, 1994. B000002M78)

• Dreamland: World Lullabies and Soothing Songs (Putumayo World Music, 2003; B00008XESC)

& bbb 812.œœJœ .œ œ

Jœ

Luh lohn doo kay, lay

.œ œjœ .˙

grohn vay soh.

œjœ œ

jœ.œ œjœ

Kuh la ool ehn kleen on see

.˙ .œ œ

‰ œ

lawn suh. Nuh- - - -

& bbb .œ

œJœ .˙

pren nen paw guard

.œ œjœ .˙

oh bear soh,

œjœ œ

jœ.œ œ

jœ

kuh la meh day fem muh ba.˙ .˙

lawn suh.- - - - -

&

&

&

Les Berceaux - Phrase 1 and 2 with words

SG69

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What Are Some Things We do Each Night Before We Sleep?

LOOKiNG Circle the photos that remind you of bedtime.

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SG70

Exploring LullabiesLullabies are songs we can sing before we go and sleep.

What are some of your favorite bedtime stories and lullabies?

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SG71

My Letter to Lynne CREATiNGWrite a letter or draw a picture for Lynne that tells her about your favorite song or lullaby. You can also ask Lynne about the songs her family sings.

Dear Lynne,

Sincerely,

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unit 6 Lesson 2

How Can Music Be used to Ask for Something?

AIM: To introduce students to “O Mio Babbino Caro” (Oh MEE-oh Bab-BEE-noh CAR-oh) by Giacomo Puccini (JA-co-moh Poo-CHEE-nee).

MATERIALS: Musical Explorers Student Guide and CDs 1 and 2; CD player; pencils, markers, and crayons; chart paper; sticky pipe cleaners; Musical Word Wall

STANDARDS: US 1, 4, 6; NYC 1, 2, 3

SUMMARY: Students will explore the idea of pleading with their parents for something, and they will connect this experience to “O Mio Babbino Caro.” Students will also review the concept of musical contour and apply this concept to their listening.

VOCABULARY: opera, aria, pleading, convincing, musical shapes

Warm-up and Activities for SG72 Warm up students’ singing voices by singing the “Musical Explorers Song” as a class, CD 1, Track 1.

Practice singing “Birthdays Come Only Once a Year,” CD 2, Track 25, or “Les Berceaux,” CD 2, Track 53.

“O Mio Babbino Caro” is a famous aria by Giacomo Puccini from the opera Gianni Schicchi (JAHN-nee SKEE-kee). In the song, a young woman tries to talk her father into letting her marry the man she loves.

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unit 6 Lesson 2

LISTENING FOR MOOD AND FEELING

O Mio Babbino Caro ITALIAN LYRICS O mio babbino caro, mi piace è bello, bello

Vo’andare in Porta Rossa, a comperar l’anello!Sì, sì, ci voglio andare! e se l’amassi indarno, andrei sul Ponte Vecchio, ma per buttarmi in Arno!Mi struggo e mi tormento! O Dio, vorrei morir!Babbo, pietà, pietà! Babbo, pietà, pietà!

O My Dear Daddy

ENGLISH SUMMARY*O my dear daddy, he pleases me, and is so handsome, handsomeWe will go to Porta Rossa to buy the ring! Yes, yes, we’ll go there!And if love does not work out, I will feel like I could never be happy again.

I am aching, I am struggling! Oh, I feel so hopeless!Daddy, have pity, have pity! Daddy, have pity, have pity!

*Note: The English version is not a literal translation of the Italian lyrics.

Facilitate a conversation with students about something they have wanted to do in the past, but were not allowed to do, and tried to convince their parents to let them do. Ask students:

• “How did you try to convince your parents to let you do this?”• “Did your parents change their minds?”• “How did you feel when you were trying to convince your parents?”

With students, listen to “O Mio Babbino Caro,” CD 2, Track 54. Tell students that the singer is trying to talk her father into letting her do something. Ask students:

• “What do you imagine the singer is asking to do?”

• “Is there anything about the music that makes it sound like she is pleading with her father?”

• “Does anything in the music remind you of how you sounded when you tried to convince your parents of something?”

• “What do you think her father’s answer will be? Why?”

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unit 6 Lesson 2

LOOKING AT AND REVIEwING MUSICAL SHAPES

Explore Again!

• If your students need help remembering the difference between volume and pitch, review SG38 (Unit 3, Lesson 3).

• To prepare for the musical shapes activity below, review SG13 and 14 (Unit 1, Lesson 4).

LISTENING TO THE MUSICAL SHAPE OF “O MIO BABBINO CARO”

With students, listen a second time to “O Mio Babbino Caro,” CD 2, Track 54. Ask your students to listen for how Lynne’s voice rises and falls as she sings the song.

Listen again, and ask students to trace the shape of the melody with their arms.

More Musical Shapes (SG72)

Create some new musical shapes on the board, using chalk, or using sticky pipe cleaners. Students can draw their new shapes in their books on SG72.

ADDITIONAL LISTENING

You can also listen to these additional opera selections by Puccini:• Puccini and Pasta: A Romantic Italian Feast for Your Ears (Philips, 1996; B0000041FP)• Puccini: Great Opera Arias (Sony, 2002; B00005YQLA)

SG4

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SG72

More Musical ShapesCREATiNGLet’s create more musical shapes. Start at the dot and make your own shape on the staff. Here is one of my musical shapes, or contours. Follow along with your finger and sing “la.” As the shape goes up and down, make your voice change pitch, moving between high and low. Now make your own shapes and hum along!

Pg. 10: Creating Contours[Composer]

Documents

How Can Music Help us to Communicate? · “O Mio Babbino Caro” is a famous aria by Giacomo Puccini from the opera Gianni Schicchi (JAHN-nee SKEE-kee). In the song, a young woman