Lesson video

Hello, musicians.

My name is Mrs. Steele, and I'll be guiding you through your music learning today.

In today's lesson, we are going to be singing, chanting, and playing games, and we're going to have a brilliant time.

Before we begin, please take a moment to gather together the listening examples that you'll need for this lesson as they don't feature in this video.

There's a teacher guidance slide at the beginning of the slide deck to help you with this.

Are you ready?

Let's get going.

It's important to warm up our voices and body before every music lesson.

Join in with these warmups where you are.

Here comes the video.

(upbeat music) (upbeat music continues) (upbeat music continues) <v ->Lets warm up our faces.

Copy me.

</v> Big face.

(gentle piano music) Little face.

(gentle piano music) Big face.

(gentle piano music) Little face (gentle piano music) Big face.

(gentle piano music) Little face.

(gentle piano music) Join in with me on this breathing exercise.

We are going to breathe in for four.

Hold for four.

Breathe out for four, and hold for four like a square.

Ready?

(clock ticking) Let's warm up our voices with different modes of transport.

Join in with me, motorbike.

(imitates motorbike) Steam train.

(imitates steam train) Woo woo.

Sirens on emergency vehicles.

(imitates sirens) Submarine.

(imitates submarine) The bell on a bike.

Bling ring bling.

Ring bling.

Well done.

<v Instructor>The swam over the sea.

</v> <v Children>The swam over the sea.

</v> <v Instructor>Swim.

Swan.

Swim.

</v> <v Children>Swim.

Swan.

Swim.

</v> <v Instructor>Swan swam back again.

</v> <v Children>Swan swam back again.

</v> <v Instructor>Well swum swan.

</v> <v Children>Well swum swan.

</v> <v ->These chants and songs will help us to warm up further</v> as they help us to move our body and use our voices in lots of different ways.

Let's start with slowly, slowly.

Here comes the video for you to join in.

<v ->Ready, steady.

Off we go.

</v> Slowly, slowly, very slowly, creeps the garden snail.

Slowly, slowly, very slowly, up the garden rail.

Quickly.

Quickly, very quickly runs the little mouse.

Quickly.

Quickly, very quickly all about the house.

<v ->And now it's time for one of my favorites.

</v> It will make sure that you're alive, alert, awake, and enthusiastic.

Here's the video.

<v ->Join in with me on this warmup.

</v> The tempo gets faster, so follow carefully.

I'm alive, alert, awake, enthusiastic.

I'm alive, alert, awake, enthusiastic.

I'm alive.

Alert.

Awake.

I'm awake, alert, alive.

I'm alive, alert, awake, enthusiastic.

I'm alive, alert, awake, enthusiastic.

I'm alive, alert, awake, enthusiastic.

I'm alive.

Alert.

Awake.

I'm awake, alert, alive.

I'm alive, alert, awake, enthusiastic.

I'm alive, alert, awake, enthusiastic.

I'm alive, alert, awake, enthusiastic.

I'm alive.

Alert.

Awake.

I'm awake, alert, alive.

I'm alive, alert, awake, enthusiastic.

I'm alive, alert, awake, enthusiastic.

I'm alive, alert, awake, enthusiastic.

I'm alive.

Alert.

Awake.

I'm awake, alert, alive.

I'm alive, alert, awake, enthusiastic.

<v ->And finally, it's the chant.

Rubber chicken.

</v> Here it comes.

(upbeat piano music) <v ->Ready chickens.

</v> One, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, one, two.

One, two, one, two, one, one, one, rubber chicken.

<v Instructor>Ready chickens.

</v> <v Children>One, two, three, four, five, six, seven, eight.

</v> One, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, one, two.

One, two, one, two.

One, one, one, rubber chicken.

(imitating chickens) <v ->Let's see if you're ready to sing.

</v> Does your body feel relaxed and ready?

Is your voice warm?

And are you focused?

You are ready to go.

By the end of today's lesson, you will be able to change the tempo of a song or musical game and explain how this makes it feel different.

Here are the key words that will be important in our lesson today.

Beat, the playing or showing of the steady pulse, like the ticking of a clock.

Tempo, how fast or slow the music is played.

And pulse, the regular steady heartbeat of the music.

Let's begin by changing the tempo of our songs and chants.

It's time to sing My journey Song, choose actions and move on the beat as you sing.

Here's the music.

(upbeat music) ♪ I'm driving in my car, engine purring, it isn't far ♪ ♪ Oh yeah, driving in my car ♪ ♪ Oh yeah, driving in my car ♪ ♪ Driving, flying, sailing by, on the sea in the sky ♪ ♪ Oh yeah, journey won't be long ♪ ♪ Driving, flying, sailing by, on the sea in the sky ♪ ♪ Oh yeah, journey won't be long ♪ ♪ I'm riding down the rails.

♪ ♪ Steam train chugging it never fails ♪ ♪ Oh yeah, riding on a train ♪ ♪ Oh yeah, riding on a train ♪ ♪ Driving, flying, sailing by, on the sea in the sky ♪ ♪ Oh yeah, journey won't be long ♪ ♪ Driving, flying, sailing by, on the sea in the sky ♪ ♪ Oh yeah, it's my journey song ♪ ♪ I'm sailing on a boat ♪ ♪ Bobbing, bouncing as I float ♪ ♪ Oh yeah, sailing on a boat ♪ ♪ Oh yeah, sailing on a boat ♪ ♪ Driving, flying, sailing by, on the sea in the sky ♪ ♪ Oh yeah, journey won't be long ♪ ♪ Driving, flying, sailing by, on the sea in the sky ♪ ♪ Oh yeah, it's my journey song ♪ ♪ I'm flying in a plane ♪ ♪ Soaring over the clouds again ♪ ♪ Oh yeah, flying in a plane ♪ ♪ Oh yeah, flying in a plane ♪ ♪ Driving, flying, sailing by, on the sea in the sky ♪ ♪ Oh yeah, journey won't be long ♪ ♪ Driving, flying, sailing by, on the sea in the sky ♪ ♪ Oh yeah, it's my journey song ♪ <v ->Now it's time for Freedom Train</v> With your train actions in time to the steady pulse.

Here's the music for you to join in.

(upbeat music) ♪ This old freedom train ♪ ♪ Is such long time comin' ♪ ♪ Ain't nobody can't afford it ♪ ♪ So you'd better get aboard it ♪ ♪ Gimme that freedom ♪ ♪ Gimme that freedom ♪ ♪ Gimme that freedom, freedom, freedom ♪ ♪ Chk-a-chk, chk-a-chk, chk-a-chk, chk-a-chk, chk-a-chk ♪ <v ->We know that we can choose the tempo of our songs,</v> chants and singing games.

We can choose a slow tempo.

We can choose a steady tempo and we can choose a fast tempo.

It's time for a check-in.

Can you remember what tempo is?

Do you think it's A, how high or low the music is played?

Do you think is B, how quiet or loud the music is played?

Or is it C, how fast or slow the music is played?

Pause now to decide.

Could you remember what tempo is?

It's C.

Tempo is how fast or slow the music is played.

Well done if you remember that.

It's time to perform the chant.

Lemon lime with body percussion.

Here's a video to show you how it goes.

(metronome ticking) <v ->Ready, steady.

Off we go.

Lemon, lime, keep in time.

</v> <v Children>Lemon lime in time.

</v> <v ->Make it meet.

Feel the beat.

</v> <v Children>Make it meet.

Feel the beat.

</v> <v ->Not too fast, not too slow.

</v> <v Children>Not too fast, not too slow.

</v> <v ->Ready, steady.

Go, go, go.

</v> <v Children>Ready, steady.

Go, go, go.

</v> <v ->Lemon, lime, keep in time.

</v> <v Children>Lemon, lime, keep in time.

</v> <v ->Make it meet.

Feel the beat.

</v> <v Children>Make it meet.

Feel the beat.

</v> <v ->Not too fast, not too slow.

</v> <v Children>Not too fast, not too slow.

</v> <v ->Ready, steady.

Go, go, go.

</v> <v Children>Ready, steady.

Go, go, go.

</v> <v ->Lemon, lime, keep in time.

</v> <v Children>Lemon, lime, keep in time.

</v> <v ->Make it meet.

Feel the beat.

</v> <v Children>Make it meet.

Feel the beat.

</v> <v ->Not too fast, not too slow.

</v> <v Children>Not too fast, not too slow.

</v> <v ->Ready, steady.

Go, go, go.

</v> <v Children>Ready, steady.

Go, go, go.

</v> <v ->It's your tent to perform lemon lime now where you are.

</v> Perform it with a steady tempo, a fast temp, and a slow tempo.

Can you create your own body percussion to play on the beat?

Pause now to give that a try using the audio tracks to help you if you'd like them.

It's time to play and sing the call and response game now.

Called Fox, fox.

Here's a video to remind you how it goes.

<v Instructor>Ready?

Steady.

Off we go.

</v> ♪ Fox, Fox, sniff out the fox ♪ ♪ Smell something tasty, I sniffed out the fox.

♪ <v ->Are you my chickens?

</v> ♪ Yes, we your chickens ♪ <v ->Are you my chickens?

</v> ♪ Yes, we your chickens ♪ <v ->Are you my chickens?

</v> ♪ No we're not ♪ <v Instructor>Ready?

Steady.

Off we go.

</v> ♪ Fox, Fox, sniff out the fox ♪ ♪ Smell something tasty, I sniffed out the fox.

♪ <v ->Are you my chickens?

</v> ♪ Yes, we your chickens ♪ <v ->Are you my chickens?

</v> ♪ Yes, we your chickens ♪ <v ->Are you my chickens?

</v> ♪ No we're not ♪ <v Instructor>Ready?

Steady.

Off we go.

</v> ♪ Fox, Fox, sniff out the fox ♪ ♪ Smell something tasty, I sniffed out the fox.

♪ <v ->Are you my chickens?

</v> ♪ Yes, we your chickens ♪ <v ->Are you my chickens?

</v> ♪ Yes, we your chickens ♪ <v ->Are you my chickens?

</v> ♪ No we're not ♪ <v ->It's your turn now Foxe and chickens perform Fox, fox.

</v> With a steady tempo, a fast tempo and a slow tempo.

Pause now to give that a try using the audio tracks to help you if you need them.

Let's check in with our learning about tempo.

Which of these three games has the slowest tempo?

Here comes game A.

♪ Ready, steady off we go, say, say, say ♪ (singer vocalizing) And listen carefully to game B.

♪ Ready, steady off we go, say, say, say ♪ (singer vocalizing) <v ->And finally, here is game C.

</v> ♪ Ready, steady off we go, say, say, say ♪ (singer vocalizing) Which one of those three do you think has the slowest tempo?

Which one did you think it was?

It was Game B.

Well done if you notice that.

Great listening.

Game A has a fast tempo.

Game B has a slow tempo.

That was the slowest one and Game C has a steady tempo.

Excellent work.

Chant and move to the steady pulse in engine engine number nine.

I wonder where you'd like to go on the train today.

Let's start by going to York.

Here we go.

Woo, woo, woo.

Pause now to chant engine engine number nine, using the vocal support if you'd like it.

Can you perform engine engine number nine, one more time.

This time show the steady tempo by moving your body on the beat.

Pause now to give that a try where you are.

Your next musical challenge is to imagine different journeys on different trains as you chant engine engine number nine, change the tempo to match your journey.

Perhaps you'll travel on a slow mountain train or a rollercoaster or travel fast underground.

Pause now to perform engine engine number nine, with your different journeys on different trains.

Let's see how these pupils got on with that challenge.

Watch the video and think about how these pupils show that they're able to feel the pulse.

Move on the beat and follow the tempo.

Here they come.

<v ->Let's go on a train journey.

Where should we go today?

</v> <v ->Bristol.

</v> <v ->Bristol, what kind of train should we go to Bristol on?

</v> <v ->Underground Train.

</v> An underground train.

Ready, steady.

Off we go.

♪ Engine, engine number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it Sparkle.

See it Shine ♪ ♪ Engine, engine number nine ♪ <v Children>Toot, toot, toot, toot.

</v> <v ->Here we are in Bristol.

What can we see out the window?

</v> <v ->A cow.

</v> <v ->A cow.

</v> Where should we go next on our train journey?

<v ->Scotland.

</v> <v ->Scotland.

What kind of train should we go to?

</v> <v ->An express train.

</v> <v ->An express train.

</v> Ready?

Steady.

Off we go.

♪ Engine, engine number nine, going down the Scotland line.

♪ ♪ See it Sparkle.

See it Shine.

♪ ♪ Engine, engine number nine ♪ <v Children>Toot, toot, toot, toot.

</v> <v ->Here we are in Scotland.

</v> What can we see out the window?

I can see a castle.

Where should we go next?

<v ->Lochness.

</v> <v ->Lochness.

</v> What kind of train should we go to Lochness on?

<v ->Steam.

</v> <v ->A steam train.

</v> Ready?

Steady.

Off we go.

♪ Engine, engine number nine, ♪ ♪ Going down the Lochness line ♪ ♪ See it Sparkle.

See it Shine.

♪ ♪ Engine, engine number nine ♪ <v Children>Toot, toot, toot, toot.

</v> <v ->Here we are in Lochness.

What can we see?

</v> <v ->A Lochness monster.

</v> <v ->What did you notice?

</v> Aisha spotted that the pupils all chanted together at the same time.

And Lucas noticed that their movements were on the beat and showed the steady pulse.

Alex says that the pupils were in time, that showed that they understood the tempo.

Well done if you spotted those things too.

It's time now to describe the effect of tempo changes.

The tempo of the music helps to create the mood or feeling and how we respond to it.

How does music with a slow tempo make you feel?

Aisha is wondering how does music with a fast tempo make you feel?

If you'd like to, you could pause now to talk about that where you are.

Music with a fast tempo might make you feel happy, energetic, or excited.

Have a listen to this listening example.

It's called Musique a Grande Vitesse by Michael Nyman.

It has a fast tempo.

How does this music make you feel?

Pause now to find this listening example.

Music with a steady tempo might make you feel strong, focused, or calm.

This piece of listening is called Montagues and Caplulets by Prokofiev, and it has a steady tempo.

I wonder how this music makes you feel.

Pause now to listen to this listening example.

I wonder if music with a slow tempo makes you feel thoughtful, rested, or quiet.

This listening example has a slow tempo.

It's by Florence Price.

How does this music make you feel?

Pause now to find and listen to this listening example.

Let's play and sing the call and response game.

Hickety tickety bumblebee.

Here's a video to remind you how it works.

<v ->Ready?

Steady.

Off we go.

</v> ♪ Hickety tickety bumblebee.

♪ ♪ Can you sing for me my name?

♪ ♪ My name is Izzy ♪ ♪ Her name is Izzy ♪ <v ->Your turn.

</v> <v ->Ready?

Steady.

Off we go.

</v> ♪ Hickety tickety bumblebee ♪ ♪ Can you sing for me my name ♪ ♪ My name is Alex ♪ ♪ His name is Alex ♪ <v ->Ready?

Steady.

Off we go.

</v> ♪ Hickety tickety bumblebee ♪ ♪ Can you sing for me my name ♪ ♪ My name is Lucas ♪ ♪ His name is Lucas ♪ <v ->Good news.

</v> It's your turn to play Hickety tickety bumblebee Where you are now.

Play it with a steady tempo, a fast tempo, and a slow tempo.

Pause here to do that where you are using the audio tracks if you'd like them to help you.

When we change the tempo of a piece of music, we might be affecting how the music feels and how we respond to it.

Changing the tempo changes the mood and the success of our singing game.

Did you notice that in Hickety tickety bumblebee?

How did the steady tempo feel?

What about the fast tempo?

Was it successful?

And how did the slow tempo change the mood of the game?

If you'd like to pause now to talk about that where you are.

It's not just tempo that gives music its mood or feeling.

All of the musical elements can affect the mood of the music.

Aisha says that high sounds can create a different feeling to low sounds, that's pitch.

And the sound an instrument makes can affect how the music feels, that's called tambra.

Music can be loud or quiet, and this will help to create a mood too that's called dynamics.

And music with many layers feels different to music with only one layer, that's texture.

It's time to check in with our learning so far.

True or false?

Tempo is the only one of the musical elements that helps to create a piece of music's mood or feeling.

Do you think that's true or false?

Here comes the answer.

That's false.

Well done.

If you spotted that.

All of the musical elements create music's mood or feeling.

For example, loud music might give you a very different feeling to quiet music.

Here's another one of our singing games, hot potato.

Here's a video to remind you how to play it.

(metronome ticking) <v ->Ready, steady.

Off we go.

</v> ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ <v ->Play and sing Hot potato where you are now.

</v> To a steady tempo, a slow tempo, and a fast tempo.

As you play with each tempo, think about how the tempo used changes the mood, feeling and success of your game.

Pause now to play Hot Potato using the audio tracks to help you if you'd like them.

Here are some questions to answer about playing Hot Potato with each tempo.

Which tempo made it easiest to pass the ball on the beat?

How did the slow tempo make the song and game feel, and did the fast tempo make it tricky to play the game successfully?

Pause now to talk about your answers together.

Here are our Oak friends' answers.

I wonder if you thought the same thing.

Which tempo makes it easiest to pass the ball?

Sam thought she found the steady tempo the easiest.

How did the slow tempo make song and game feel?

John thinks it gave him time to pass, but he did find it harder to feel the beat.

I wonder if you thought the same with the slow tempo.

Did the fast tempo make it tricky to play the game successfully?

Lucas says it did, he panicked and rushed and that made him pass the ball too quickly.

I wonder if that happened to you too?

We've reached the end of our lesson today, so let's think about everything we've been learning.

We can describe the tempo of the music.

For example, the song has a steady tempo.

We know that the same piece of music can be performed at different speeds.

It can be played or sung at a slow, steady or fast tempo.

And we know that the tempo of a piece of music can change the mood of the music and how we respond to it too.

Fantastic musical learning about tempo today everyone.

I can't wait till next time.

See you soon.

Bye.