Lesson video

Hello, and welcome to another music lesson with me, Miss Miner, and we will be exploring metre even further.

In fact, we will be exploring changes in metre.

So let's go.

what will we cover in this lesson? We're going to start off with a warm up, all about listening and concentration.

We're then going to move to music in two, three, and four time.

Following that we're going to explore the purpose of bar lines.

And finally, there is a real challenge for you to perform "Left Luggage." In this lesson, you will need your body and if you have it a ball or something that you can throw up in the air and catch easily.

If you need to pause the video to go and get that, do that now.

It would also be great if you can ensure you found a quiet place where you won't be distracted during the lesson, make sure to turn off any notifications on any apps or conversations that you have running so we can have your full concentration for the lesson, when you're ready, press play, and we'll carry on.

So this warmup is going to be really testing your listening.

It includes a traditional song that you might well know that goes like this, ♪ My Bonnie lies over the ocean ♪ ♪ My Bonnie lies over the sea ♪ ♪ My Bonnie lies over the ocean ♪ ♪ So bring back my Bonnie to me ♪ You may have recognised that verse, and in fact, in the game, it also goes into the chorus.

But your job this time is every time you hear a word or a lyric that begins with the word B, you are going to either sit down or stand up.

I'll show you just a short section.

So it goes like this.

♪ My Bonnie lies over the ocean ♪ ♪ My Bonnie lies over the sea ♪ ♪ My Bonnie lies over the ocean ♪ ♪ So bring back my Bonnie to me ♪ Have you understood the rules? Super, let's try the whole thing.

If the song, join in with the singing, if you don't, listen the first couple of times, and shortly you'll be able to pick it up and therefore join in.

♪ Off we go.

♪ ♪ My Bonnie lies over the ocean ♪ ♪ My Bonnie lies over the sea ♪ ♪ My Bonnie lies over the ocean ♪ ♪ So bring back my Bonnie to me ♪ Let's keep going.

♪ Bring back, bring back, ♪ ♪ Oh bring back my Bonnie to me to me, to me ♪ ♪ Bring back, bring back ♪ ♪ Oh bring back my Bonnie to me ♪ How did you get on? Much more standing up and sitting down than perhaps you first expected? Let's try to slow the tempo to see if we can get all of those movements in.

♪ Off we go.

♪ ♪ My Bonnie lies over the ocean ♪ ♪ My Bonnie lies over the sea ♪ ♪ My Bonnie lies over the ocean ♪ ♪ So bring back my Bonnie to me ♪ ♪ Bring back, bring back ♪ ♪ Oh bring back my Bonnie to me, to me ♪ ♪ Bring back, bring back ♪ ♪ Oh bring back my Bonnie to me ♪ How did you get on? This time, I'm just going to watch you do it and my tempo, my speed is going to be faster.

♪ Here we go.

♪ ♪ My Bonnie lies over the ocean ♪ ♪ My Bonnie lies over the sea ♪ ♪ My Bonnie lies over the ocean ♪ ♪ So bring back my Bonnie to me ♪ ♪ Bring back, bring back ♪ ♪ Oh bring back my Bonnie to me, to me ♪ ♪ Bring back bring back ♪ ♪ Oh bring back my Bonnie to me ♪ How did you get on? Pause the video to practise this song with the actions.

When you're ready, press play and we'll carry on.

So now we are going to explore moving to the metre.

And I'm hoping that you may have a ball with you.

If you don't, please don't worry, you could use something like a beanbag, or in fact, anything that you'll be able to throw in the air safely and catch and move between hands.

If you can't find anything like that either, feel free to do this, as if you're imagining that you've got a ball, or you can always do it with body percussion instead, which I'll show you along the way.

The first metre we're going to look at is four in a bar.

And the way we're going to show four in a bar is like this, one, two, three, four.

One, two, three, four.

Try and join in with me.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

Super, if you don't have anything to pass, you can do this one, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

We're now going to try that to music.

Let's see how we get on.

One, two, three, four.

One, two, three, four.

One, two, here we go.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, keep going.

Find another way to show for, one.

Or another way.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two.

Back to our first way.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

Ready and stop.

Now we're going to try another four in a bar metre, except this one is much, much faster, the tempo is increased.

As a result, you're going to have to see how you can manage that ball or those movements in order to fit the tempo.

You may recognise this song.

Let's see how we get on.

♪ Because I'm happy ♪ One, two, three, four, one, two, three, four.

One, two, three, four, one, two, three, four.

One, two, three, four, one, two, three, four.

One, two, three, four, one, two, three, four.

One, two, three, four, one, two, three, four.

One, two, three, four, one, two, three, four.

One, two, three, four, one, two, three, four.

One, two, three, four, one, two, three, four.

Now we're going to move from four time into three time.

So therefore, we need to change the pattern of our ball throwing.

So we're going to do this.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

Let's see how good you are at throwing and catching with just one hand.

Let's try it together.

Off we go.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

We're now going to try that with some music.

Two three.

One, two, three.

One, two, three.

Off we go.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two.

So you are now going to have an opportunity to listen to another song verse in three time, except the tempo may be a little bit different, and I'm hoping you will be able to respond to that accordingly.

So listen carefully.

Listen to the beats, listen to the pulse and respond.

Three.

Two, three.

One, two, three.

One, two, three.

Find another way of showing three.

Find another way.

Back to the original way.

One, two, three.

well done.

And finally, we're going to listen to a piece that is in to time.

So for this we obviously only need two beats per bar.

So we're going to show it like this.

One, two, one, two.

One, two, one, two.

Just try that.

Off we go, one, two, one, two.

One, two, one, two.

Let's try it slowly.

Off we go.

One, two, one, two.

One, two, one, two.

Let's try it quickly.

Off we go, one, two, one, two.

One, two, one, two.

What do you notice about the heights that you need to throw the ball in order to stay in time with the tempo? Absolutely.

Let's have a listen to this and get going as soon as we have established our tempo.

One, two.

One, two, one, two.

One, two, one, two.

One, two, one, two.

One, two, one, two.

One, two, one, two.

One, two, one, two.

One, two, one, two.

Well done.

So here comes your vocabulary reminder, we've just been moving a ball to the metre, which is the grouping of pulse into strong and weak beats defined by the time signature.

Pause the video to practise moving the ball in two, three and four time.

When you're ready, press play and we'll carry on.

So what is metre? Is it the heartbeat of the music? Is it the grouping of pulse into strong and weak beats defined by the time signature? Is it the pattern of sounds? Or is it the size of the sheet music in centimetres? Point to the answer you think is correct.

Yes, that's right.

It's the grouping of pulse into strong and weak beats defined by the time signature.

So what is the pulse then? Is that the heartbeat of music, the pattern of the sounds, the volume of the music, or the speed of the music? Point to the answer you think is correct.

Absolutely, it's the heartbeat of the music.

We are now going to challenge ourselves to switch between three time and two time.

I'm going to show you this by using the song, "Dipidu".

It goes like this.

♪ Good day, good day to you ♪ ♪ Good day, oh dipidu ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh didpidu ♪ Was that in three time or two time? Yeah, that's right, that was in three time.

Let's try that together.

I'll sing if the words, sing with me.

Otherwise, concentrate on showing the metre with your ball.

♪ Good day, good day to you ♪ ♪ Good day, oh dipidu ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh dipidu ♪ The second section of the song goes like this, ♪ Dip, dip, dipidu ♪ ♪ Dipidu oh dipidu ♪ ♪ Dip dip dip dip dipidu ♪ ♪ Dipidu oh dipidu ♪ Was that in two time or three time? Yes, that's right.

That was in two time.

Let's try that section.

Again if the song, join it, if you don't, concentrate on the ball for now.

♪ Off we go ♪ ♪ Dip dip dip dip dipidu ♪ ♪ Dipidu oh dipidu ♪ ♪ Dip dip dip dip dipidu ♪ ♪ Dipidu oh dipidu ♪ Super, let's try the whole song.

And if you do know the words now and you know the melody, please do join into.

♪ Good day, good day to you ♪ ♪ Good day, oh dipidu ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh dipidu ♪ ♪ Dip, dip, dipidu ♪ ♪ Dipidu oh dipidu ♪ ♪ Dip dip dip dip dipidu ♪ ♪ Dipidu oh dipidu ♪ So we are now going to play a game of switch between three time, one two, three, one, two, three and two time, one, two, one, two, one, two, one, two.

When I say switch you need to move from one to the other.

We're going to start off in three time.

Ready, steady go.

One, two, three.

One, two, three.

Switch.

One, two.

One, two.

One, two.

One, two.

Switch.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

Switch, one, two.

One, two, one, two.

One, two, one, two.

One, switch.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

Switch, one, two.

One, two, one, two, one.

Switch, one, two, three.

One, two, three.

One, two, three.

One, two, three.

One, two, three One, two, switch.

One, two, one, two.

One, two, one, switch.

One, two, three.

One, two, three.

One, two, three.

One, two, three.

Switch, one, two, one, two.

One, two, one, two.

Well done.

Pause the video to practise switching between two and three time with your ball.

When you've done that, press play and we'll carry on.

So let's do a rhythm recap.

This is our one beat note value called a crotchet.

Or in this case, a Ta.

These together as a Ta make Ti - Ti, half and half together making a whole beat.

Finally, we have our minim known as Ta-aa which stretches over two whole beats.

We're now going to discover the purpose of bar lines.

We can see at the beginning of this piece of music, there are two numbers on top of each other that might look to you and a little bit like a fraction but say three, four.

This means that there are three beats in each bar.

The top number tells us how many beats there are.

And the bottom number, the four, tells us what type of beats they are.

So that's three crotchet beats, or three whole beats in each bar.

So where would our bar lines go then? At the moment, these notes or note values aren't grouped at all.

Have a think about where the beats would lie, making sure that our two halves go together to make a whole and tell me where you think the bar lines would go.

The first one would go there, because we've got two halves followed by two halves followed by two halves, and all together that makes three beats.

So our first bar line must go there.

When must our next bar line go? Yes, that's right.

We've got two halves to make whole and then two more crotchets or whole beats.

Let's look at the next few notes.

Where would our next bar line go? Yes, that's correct.

We've got three individual crotchets each worth one, so all together, they make three, and so a final bar line must go there.

I've used a double bar line to show that this is the end of a piece.

Now, this piece of music has been put here.

Yes, it's much smaller, but it's exactly the same rhythm as before.

Let's clap it out.

Off we go, Ti Ti Ti Ti Ti Ti Ti Ti Ta-aa, Ta-aa, Ta-aa, Ta-aa, Ta-aa Ti ti Ta-aa.

Now In the last activity, I asked you to put them into groups of three, and therefore add our bar lines in as if it was in three, four or three crotchet beats in a bar.

What if I asked you to put the bar lines in as if it was in four, four? So that's four crotchet beats or four whole beats in each bar.

Where would the bar lines go now? I would like you to pause the video and work out where those bar lines would go.

Next, have a look at where those bar lines should have gone.

First one would now be there because we've got four lots of two halves all together, making four whole beats.

We then have four crotchets each worth one beat.

So all together making four and finally a double bar line to show it's the end of the piece, must go there, because we've got one beat, followed by two halves so that would make two altogether, followed by a minim which is worth two beats on its own.

Two and two, making four.

I bet you never imagined that so much maths would be in your music lesson.

Pause the video and work out where the bar lines would go in this piece of music.

The time signature is two, four.

Therefore, it means there is two crotchet beats in each bar.

When you've worked out where those bar lines would go, press play, you'll see the answer and we'll carry on.

Here we go.

Did you get it right? Super well done.

Let's press play and carry on.

So what is rhythm? Is it the pattern of sounds or the heartbeat of the music? Point the answer you think is correct.

Well done, it's the pattern of sounds.

And what is the purpose of a bar line? Is it to show how loud or quiet the musician should perform? Is it to show where the musician should breathe? Is it to show the groupings of notes in relation to the metre? Or is it to show the end of the piece of music? That's right, it's to show the groupings of notes in relation to the metre.

We may use a double bar line to show the end of the piece of music, but certainly not all bar lines show the end of a piece of music.

There are many bar lines in just one piece of music.

And for the challenge today, I'm going to leave you with Karen from NYCOS, who is going to take you through this game of Left Luggage.

Now this is tricky, so you might want to spend the week practising it.

It also includes a change of time between four time and three time, enjoy.

Hi everyone, today we're going to do a rhyme called I left my luggage.

Now, the words to the same are quite complicated.

And so we'll go through them a few times, I'm going to show you some actions to go along with them too.

I left my luggage on the left hand side of the shelf on the left in the Left luggage office nearby.

It was right on the edge right on the edge, right on the edge, just left right there on the left hand side of the shelf on the left in the left luggage office nearby.

So the words to this rhyme are quite complicated and we'll all go through those again slowly.

The tapping pattern that goes alongside is actually very simple.

All we do is we take a very simple beat along with the words, starting with our left knee on the very first word left.

This only changes halfway through the song when we begin to imitate the words and our tapping pattern, which matches up with saying the word, right.

I'll show you that very slowly.

I left my luggage on the left hand side of the shelf on the left in the Left luggage office nearby.

There the words.

It was right on the edge, right on the edge, right on the edge, just left right there on the left hand side of the shelf on the left in the Left luggage office nearby.

So we can try that a little bit faster now that we know it.

I left my luggage on the left hand side of the shelf on the left in the Left luggage office nearby.

It was right on the edge, right on the edge, right on the edge, just left right there on the left hand side of the shelf on the left in the Left luggage office nearby.

And once you've done the tapping pattern and you want to go a little bit more fun with this rhyme, you can actually do it and your feet instead of on your knees, like this.

I left my luggage on the left hand side of the shelf on the left in the Left luggage office nearby.

It was right on the edge, right on the edge, right on the edge, just left right there on the left hand side of the shelf on the left in the Left luggage office nearby.

And if you want to, you can put both the feet and the hands together.

I left my luggage on the left hand side of the shelf on the left in the left luggage office nearby.

It was right on the edge, right on the edge, right on the edge, just left right there on the left hand side of the shelf on the left in the Left luggage office nearby.

So that brings us to the end of the lesson.

A really big well done on all the fantastic learning you've achieved in this lesson.

I've got two final things I'd like you to do now.

Firstly, think back and identify one key thing you've learned today.

It's totally up to you what it is.

Secondly, if you'd like to, please take a picture of your work and ask your parent or carer to share it with your teacher so that they can see all the fantastic things you've learned.

If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and #LearnwithOak.

Now, don't forget to complete the end of lesson quiz.

Well, all that's left for me to say is thank you, take care and enjoy the rest of your learning for today, bye.