Music - richmondelt.es · rhythmic base • Rhythmic dictation ... • Reinforcement worksheet, Teacher’s Book, ... accompanying pieces of music •Rhythmic dictation

PRIM

ARY

Richmond

MusicTEACHER’S BOOK

Term 1

3

Contents Introduction ............................................................... 4

Syllabus for term 1 .................................................... 12

Schemes of work for term 1 ...................................... 13

Teaching suggestions for lesson 1 ............................ 18








Teaching suggestions for term 1 review .................... 34

Scores ....................................................................... 37

Reinforcement worksheets ........................................ 45

Tests .......................................................................... 55

Answer keys .............................................................. 61

Relaxing and breathing ............................................. 69

12

term

1Lesson

TopicsMusic

STRAND 1: Listening STRAND 2: Musical performanceSTRAND 3: Moving and dancing

1 Pitch and Duration

• Pitchedandunpitchedpercussioninstruments

• Melodyandrhythm• Instruments:fingercymbals

• Performingonmalletpercussioninstruments

• Accompanyingpiecesofmusiconschoolpercussioninstruments

• Story:Pitch and Duration

• Melody and Rhythm

2 Na Bahía Ten• Crescendo and

diminuendo.Hairpins• Traditionalsongs• Reviewoftempoandpercussioninstruments

• Vocalperformance• Accompanyingpiecesofmusicwith

objectsthatmakeasound

• Na Bahía Ten,traditionalsong

3 Properties of Sound

• Propertiesofsound:pitch,duration,dynamicsandtimbre

• Reviewofmelodyandrhythmicbase

• Rhythmicdictation

• Vocalperformance• Creatingandperformingbody

percussionaccompaniments

• Properties of Sound

4 Bach’s Rondo

• Therondoform• Activelisteningwithgraphicscores

• Listeningtopiecesofclassicalmusic

• ComposerJ.S.Bach

• Accompanyingpiecesofmusiconschoolpercussioninstruments

• Creatingandperformingbinary,ternaryandrondoformsfromgivenrhythms

• Rondo from Orchestral Suite No. 2,J.S.Bach

5 The Note Do Is Here

• ThenoteDo’orC’ontherecorderandmalletpercussioninstruments

• Takingcareofinstruments

• Melodicdictation

• Performingontherecorder• Creatingandperformingarondo

form• Improvisingrhythmic

accompaniments

• The Note Do Is Here

6 Bugler’s Holiday

• Duple,tripleandquadruplemetrebars


• Reviewofdownbeatandaccents

• Performingadanceinternaryform• Representingphysicallythemetre

ofapieceofmusic• Accompanyingpiecesofmusic

onschoolpercussioninstruments

• Bugler’s Holiday,L.Anderson

7 Back in Time

• MusicfromprehistorictimesandtheMiddleAges

• Instruments:drumandlute

• Vocalperformance• Representingphysicallythemetre

ofapieceofmusic

• ExcerptsofmusicfromtheMiddleAges

• Back in Time

8 New World Symphony

• ThenoteFaorFonthestave,therecorderandmalletpercussioninstruments


• ComposerA.Dvorák

• Performingontherecorder• Singingwiththenamesforthenotes

• Largo from New World Symphony,A.Dvorák

term 1 review Jingle Bells

• Reviewofthecontentsandmusicalpracticeofterm1 • Jingle Bells,traditionalChristmassong

Syllabus

12

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.

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!

Listen to the story and learn about percussion instruments.

1

1.3

1.2

Pitch and Duration1TERMGlockenspiel, Xylophone and Metallophone say that they’re

more important than us!

It’s impossible to rehearse like this...

Exactly! We can play melodies!

Yes, but we can make very strong sounds!

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.

ES0000000023926 659296 Music 4 Term 1_19133.indd 6 12/05/2015 15:54:09

Teaching suggestions1 Say: Look at the pictures on pages

6 and 7. What instruments can you see? (woodblock, guiro, hand drum, finger cymbals, xylophone, glockenspiel and metallophone). The students probably won’t know finger cymbals in English. Read out the text about this instrument on page 7 and play the track. Ask comprehension questions such as: What are finger cymbals made of?; How do we play them? Then show some finger cymbals to the class and play them.Read out the title of the lesson and ask: What is pitch? The students probably won’t be able to give a full definition. Say: Sounds can be high (play a high sound on a melodic instrument) or low (play a low sound). That is pitch. Repeat the procedure with duration, playing a long and a short sound.

Then say: Listen to the story and read, and play the track.

Ask individual students to read out each of the sentences in the story, paying attention to intonation and pronunciation. Ask comprehension questions such as: Who is worried?; Why?; What happens to the percussion instruments?; Which instruments in the story can play melodies?; And which ones can play only rhythms?; Are all of them important to music?

Finally, prepare the students for acting out the story. Show the scores of the sounds from the story to the class (see scores on page 38) and assign the roles:

• Two students read out the part of the narrator.

• Two students read out the parts of the xylophone and the hand drum.

Contents• Pitched and unpitched percussion

instruments

• Instrument: finger cymbals

• Instrumental songs in an ensemble

• Review of melody and rhythm

Key language• pitch, duration, worried, rehearsal,

angry, strong, rehearse, note, minim, crotchet, quaver, discuss, fight, understand

• finger cymbals, hit

• pitched, unpitched, melody, rhythm

18

lesson 2

9Activity 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.

term 1

Listen and say the right order. Are they pitched or unpitched percussion instruments?

4

1.9

Listen and play along with objects that make a sound.

2

1.6

Listen to the pieces of music and say the right tempo indicators.

3

1.8

adagio andante allegro

accelerando ritardando

BA


2 Say: Look at page 9. Ask a student to read out the instruction, paying attention to intonation and pronunciation. Then ask: What objects in the pictures are the children using as instruments? (comb, glass and newspaper); What other objects can we use to play music?

Perform the first rhythm, but do not take into account the diminuendo (comb, part A) and say: Repeat after me. Then ask: Is anything missing? Once the students realise that they have not performed the diminuendo, ask: What dynamics should we play? Then perform the rhythm again with the diminuendo. Repeat the procedure with the rest of the rhythms.

Divide the class into three groups and say: Listen to the song three times. The first time the group with combs plays,

the second time, the group with glasses and the third time, the group with newspapers. Finally, ask: Is it right?; Did you play the dynamics?

3 Ask a student to read out the instruction, paying attention to intonation and pronunciation. Then say: Follow the beat of the music. What is the right tempo of each piece of music?

4 Ask: What instruments can you see in the pictures?; Which family do they belong to?

Then ask a student to read out the instruction and play the track. Pause it after each instrument and ask: Which instrument is it?; Is it a pitched or an unpitched percussion instrument?

Materials• Student’s Book, pages 8 & 9

• Class Audio CD 1, tracks 6, 7, 8 & 9

• Score of Na Bahía Ten, Teacher’s Book, page 39

• Activity Book, page 5, activities 1, 2, 3 & 4

• Reinforcement worksheet, Teacher’s Book, page 47, activities 1, 2 & 3

LibroMedia extras• Recordings of all the texts

in the Student’s Book

• Karaoke of Na Bahía Ten

• Interactive activities

21

ES0000000023926 659296 Music 4 Term 1_19133.indd 11

Properties of Sound

10 Activity 1: Properties of Sound CD 1, track 10. Backing track CD 1, track 11. • Contents: Properties of sound.

Listen and sing along.1

1.11

1.10

Pitch, dynamics, duration and timbre are the four properties of sound. They help us to describe sounds.What can

a sound be?

Sounds can be high or low. That is

pitch.There are loud and quiet

sounds. This depends on dynamics.

Sounds have different durations. Some are long, some are short.

We can distinguish between instruments and voices by

their timbre.

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.

Timbre, timbre,

Timbre, timbre.

10


Teaching suggestions1 Say: Look at page 10. Listen and

follow the lyrics, and play the track.

Perform the part of the song in unison four bars at a time (see score on page 40) and say: Repeat after me. You can make use of a melodic instrument to reinforce correct tuning. Repeat the procedure, singing eight bars at a time.

Then divide the students into four groups and perform the second part of the song. Say: The first group sings the first verse. Then the second group starts four bars later, singing the second verse. The third starts four bars later, singing the third verse, and the fourth starts four bars later, singing the fourth verse. Sing your verses three times. Show the students when to come in.

When the students are ready, play the track and perform over the music.

Finally, ask individual students to read out the texts about the properties of sound, paying attention to intonation and pronunciation. Then ask comprehension questions such as: How do we describe if a sound is high or low?; And if a sound is loud or quiet?; What is duration?; How can we distinguish between instruments and voices?

You can perform the body percussion accompaniments in the score on page 40. Divide the students into four groups and teach each group their parts. Then perform over the track.

2 Say: Look at page 11. Ask a student to read out the instruction, paying attention to intonation and pronunciation. Then say: Use any body percussion to perform your creation.

Allow the students a few minutes to create and practise their own rhythm

Contents• Properties of sound

• Body percussion as a way of accompanying pieces of music

• Rhythmic dictation

• Review of melody and rhythmic base, and cresc. and dim.

Key language• property, help, describe

• high, low, pitch, loud, quiet, dynamics, duration, long, short, timbre

• change

• combine, body percussion

• melody, rhythmic base

• ensemble

22

Documents

Music - richmondelt.es · rhythmic base • Rhythmic dictation ... • Reinforcement worksheet, Teacher’s Book, ... accompanying pieces of music •Rhythmic dictation