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Hello, my name's Mr. Pate and I'm looking forward to some great performing with you in today's lesson.

This unit is called "Singing for performance: changing tempo and dynamics in our songs." And in today's lesson, we'll be creating a convincing singing performance.

By the end of this lesson, you'll be able to tell stories and show feelings through your singing.

Some of the keywords we'll be using in today's lesson are performance, which is when we present our work in front of others.

Rehearse, which is when we practice in order to improve and prepare for a performance.

Dynamics, which is how loudly or quietly the music is played or sung.

Tempo, which is how fast or slow the music is played.

And practicing, which is playing or singing something several times to try and get better.

Before we start, it's important to warm up our voices and body for every music lesson.

This makes sure that all our muscles, even those tiny ones in your throat, are ready to move and sing, and it helps to keep our voices strong and healthy.

Join in with these warmups.

Let's warm up our bodies.

We're gonna start by giving our hands a good shake.

So put your hand in the air, we're gonna shake it 16 times, then we're gonna move over to the other one, then we're gonna go down low and on the other side.

Ready? Here we go.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.

Now down low, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, and the other 1, 2, 3, 4, 6, 7, 8, 9, 10.

Now we'll do eight.

1, 2, 3, 4, 5, 6, 7, 8.

1, 2, 3, 4, 5, now four.

1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, 4, 1, 2, 3, two! 1, 2, 1, 2, 1, 2, 1, 2.

1, 1, 1, 1, hey! Let's warm up our faces.

This warmup is called Big Face, Small Face.

When I shout big face, I want you to make the biggest face you can.

That means eyes open wide, open mouth, ah.

Big, big, big.

And when I shout small face, I want you to make the smallest face you can.

Closed eyes, closed mouth, everything really small like that.

Ready? Here we go.

And big face.

And small face.

And big face.

And small face.

Now let's do big happy face.

And now let's do small cross face.

Now let's do some breathing exercises.

We're gonna pretend that we've got a birthday cake in front of us and we're gonna breathe in deeply and then blow out the candles.

For this first one, we're gonna pretend we are four years old, and when we breathe in, we're gonna breathe in for four counts, and then we're gonna blow out four times for each of the four candles.

A bit like this.

In, 2, 3, 4, and (blows out) Let's give it a try.

Ready? And breathe in.

2, 3, 4, and blow.

(blows out) Great.

Now let's pretend that you're a year older, you're five now.

We're gonna breathe in for five and then blow out five candles.

Here we go.

Ready? And in, 2, 3, 4, 5, and (blows out) Now let's start warming up our voices.

We're gonna pretend that we're at a fireworks display.

We're gonna imagine seeing an amazing firework and then we're gonna say, "Ooh!" Ready? Here it comes.

(fireworks boom) Ooh! Now this next one's really impressive.

We're gonna go, "Ah!" Ready? Here it comes.

(fireworks boom) Ah! Great.

Finally, this one's amazing.

I want you to do a "Wow!" Ready? Here we go, here comes the firework.

(fireworks boom) Wow! These next songs will help to warm you up even more, getting you moving your body and using your voice in different ways.

Join in with "Hi Lo Chickalo".

♪ Hi lo chickalo ♪ ♪ Chickalo, chickalo ♪ ♪ Hi lo chickalo ♪ ♪ Chickalo hi, lo ♪ ♪ Hi chicka, hi chicka, hi chicka, hi lo ♪ ♪ Hi chicka, hi chicka, hi lo ♪ <v ->Now sing along with "The Alphabet Song".

</v> (gentle music) ♪ A, B, C, D, E, F, G ♪ ♪ H, I, J, K, L, M, N, O, P ♪ ♪ Q, R, S, T, U, and V ♪ ♪ W, X, Y, Z ♪ ♪ A, B, C, D, E, F, G ♪ ♪ H, I, J, K, L, M, N, O, P ♪ ♪ Q, R, S, T, U, and V ♪ ♪ W, X, Y, Z ♪ ♪ A, B, C, D, E, F, G ♪ ♪ H, I, J, K, L, M, N, O, P ♪ ♪ Q, R, S, T, U, and V ♪ ♪ W, X, Y, Z ♪ <v ->Now join in with "A Keelie Makolay".

</v> (claves clanking) ♪ Ready, steady, off we go ♪ (instructor singing in foreign language) (children singing in foreign language) (instructor singing in foreign language) (children singing in foreign language) (all singing in foreign language) (instructor singing in foreign language) (children singing in foreign language) (instructor singing in foreign language) (children singing in foreign language) (all singing in foreign language) (instructor singing in foreign language) (children singing in foreign language) (instructor singing in foreign language) (children singing in foreign language) (all singing in foreign language) <v ->Are you feeling ready to sing?</v> If so, your body will feel relaxed and ready, your voice will feel warm, and you'll be focused and ready to sing.

In today's lesson, we'll start by practicing for a performance, and then we will be performing to an audience.

In this lesson, we're going to work on our performance skills.

When we perform, we present our singing to an audience.

And to get ready to perform, we first rehearse.

This means we're practicing our songs to improve and get them ready to performance.

We want to know these songs really well so we can give the best performance we can.

We'll start with "Haida" and "The Walking Song".

How could we add character and feeling to our singing? Is it A, by changing the dynamics, loud and quiet? B, by changing the tempo, fast and slow.

C, by using different facial expressions and body movements.

Or D, all of the above.

The answer is D.

We can do all of these things to add feeling and character to our singing.

Let's start with "Haida".

When you sing this, it will get faster and faster, so think about your use of tempo.

Choose a conductor to lead the tempo changes in this song.

You could pause the video and sing it yourselves as a group, or sing along to this recording.

Let's sing "Haida".

♪ Ready, steady, off we go ♪ ♪ Haida, haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ (claves clanking) ♪ Haida, haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ (claves clanking) ♪ Haida, haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ ♪ Haida, hai di-di haida, haida ♪ ♪ Haidi, haida ♪ <v ->How did you do?</v> Did everyone follow the conductor's gesture for the tempo? Remember, rolling your arms quickly means singing quickly, and doing it slowly means slow down.

Did everyone manage to stay in time together? Practice again if you need to keep the singing tidy as you get faster.

Now let's rehearse "The Walking Song".

Think about how you can match the dynamics, that's the volume, and tempo, that's the speed, to the lyrics.

Let's sing "The Walking Song".

(bright music) ♪ Walking, walking round we go ♪ ♪ Loud or quiet, fast or slow ♪ ♪ Walking, walking to the beat ♪ ♪ Sing our song and move your feet ♪ ♪ La la la la la ♪ ♪ We're walking, walking, walking ♪ ♪ La la la la la ♪ ♪ We're walking to the beat ♪ ♪ Stomping, stomping round we go ♪ ♪ Loud or quiet, fast or slow ♪ ♪ Stomping, stomping to the beat ♪ ♪ Sing our song and move your feet ♪ ♪ La la la la la ♪ ♪ We're stomping, stomping, stomping ♪ ♪ La la la la la ♪ ♪ We're stomping to the beat ♪ ♪ Sneaking, sneaking round we go ♪ ♪ Loud or quiet, fast or slow ♪ ♪ Sneaking, sneaking to the beat ♪ ♪ Sing our song and move your feet ♪ ♪ La la la la la ♪ ♪ We're sneaking, sneaking, sneaking ♪ ♪ La la la la la ♪ ♪ We're sneaking to the beat ♪ ♪ Jumping, jumping round we go ♪ ♪ Loud or quiet, fast or slow ♪ ♪ Jumping, jumping to the beat ♪ ♪ Sing our song and move your feet ♪ ♪ La la la la la ♪ ♪ We're jumping, jumping, jumping ♪ ♪ La la la la la ♪ ♪ We're jumping to the beat ♪ ♪ Running, running round we go ♪ ♪ Loud or quiet, fast or slow ♪ ♪ Running, running to the beat ♪ ♪ Sing our song and move your feet ♪ ♪ La la la la la ♪ ♪ We're running, running, running ♪ ♪ La la la la la ♪ ♪ We're running to the beat ♪ <v ->How did you do?</v> Did you remember to sing quieter in the sneaking verse? Did you sing more strongly in the stomping and jumping verses? Did you manage to keep the singing going as you were running in the last verse? If you need to practice again, please do, making sure that the dynamic changes are clear.

Singing songs is a kind of storytelling.

When we're singing for an audience, we are singing a story to them.

We can help the audience to feel the emotions of our story.

Is it a happy story, a scary story, or an exciting story? The way we sing will help to make those emotions clear and to make the story more convincing.

We're going to learn a new song called "Bunny Boogie".

This is a song about a bunny's mood changing over the course of a day.

In the chorus, we encourage Bunny to wiggle her ears, shake her paws, tap her feet, hop and dance.

Can you hear the different musical moods as we listen? Let's listen to "Bunny Boogie".

(Bunny yawns) <v ->Good morning, Bunny.

</v> How are you feeling? <v Bunny>I'm feeling happy.

</v> ♪ I've got a bunny you've got to meet ♪ ♪ She's got floppy ears and bouncy feet ♪ ♪ She wakes up in a happy mood ♪ ♪ For her morning bunny groove ♪ ♪ Listen to that happy tune ♪ ♪ Soon she'll dance around the room ♪ ♪ I know a song to make her move ♪ ♪ So let's all do the bunny groove ♪ ♪ Wiggle those ears, here we go ♪ ♪ Shake your paws fast and shake them slow ♪ ♪ We'll make that bunny start to move ♪ ♪ When we do the bunny groove ♪ ♪ Jump to the left, jump to the right ♪ ♪ Dance like a bunny all through the night ♪ ♪ We'll make that bunny start to move ♪ ♪ When we do the bunny groove ♪ <v Instructor>Good afternoon, Bunny.

</v> How are you feeling? <v Bunny>I'm feeling excited.

</v> ♪ I've got a bunny you've got to meet ♪ ♪ She's got floppy ears and bouncy feet ♪ ♪ Now she's in an excited mood ♪ ♪ For her midday bunny groove ♪ ♪ Listen to that happy tune ♪ ♪ Soon she'll dance around the room ♪ ♪ I know a song to make her move ♪ ♪ So let's all do the bunny groove ♪ ♪ Wiggle those ears, here we go ♪ ♪ Shake your paws fast and shake them slow ♪ ♪ We'll make that bunny start to move ♪ ♪ When we do the bunny groove ♪ ♪ Jump to the left, jump to the right ♪ ♪ Dance like a bunny all through the night ♪ ♪ We'll make that bunny start to move ♪ ♪ When we do the bunny groove ♪ <v Instructor>Good evening, Bunny.

</v> How are you feeling now? <v Bunny>I'm feeling sleepy.

</v> ♪ I've got a bunny you've got to meet ♪ ♪ She's got floppy ears and bouncy feet ♪ ♪ Now she's in a sleepy mood ♪ ♪ For her evening bunny groove ♪ ♪ Listen to that happy tune ♪ ♪ Soon she'll dance around the room ♪ ♪ I know a song to make her move ♪ ♪ So let's all do the bunny groove ♪ ♪ Wiggle those ears, here we go ♪ ♪ Shake your paws fast and shake them slow ♪ ♪ We'll make that bunny start to move ♪ ♪ When we do the bunny groove ♪ ♪ Jump to the left, jump to the right ♪ ♪ Dance like a bunny all through the night ♪ ♪ We'll make that bunny start to move ♪ ♪ When we do the bunny groove ♪ <v ->Now, when we sing "Bunny Boogie" again,</v> try to show the different feelings in the song with your face and your body by changing the way that you sing.

How could you look and sound happy, excited, and tired when you sing? Sofia says, "I could make a sleepy face and sing quieter when Bunny is tired, and I could smile and sing louder when Bunny is excited." That's a great idea, Sofia.

Let's sing "Bunny Boogie" again, changing the way you sing for each verse.

(Bunny yawns) <v ->Good morning, Bunny.

</v> How are you feeling? <v Bunny>I'm feeling happy.

</v> How are you feeling? <v Bunny>I'm feeling excited.

</v> How are you feeling now? <v Bunny>I'm feeling sleepy.

</v> ♪ I've got a bunny you've got to meet ♪ ♪ She's got floppy ears and bouncy feet ♪ ♪ Now she's in a sleepy mood ♪ ♪ For her evening bunny groove ♪ ♪ Listen to that happy tune ♪ ♪ Soon she'll dance around the room ♪ ♪ I know a song to make her move ♪ ♪ So let's all do the bunny groove ♪ ♪ Wiggle those ears, here we go ♪ ♪ Shake your paws fast and shake them slow ♪ ♪ We'll make that bunny start to move ♪ ♪ When we do the bunny groove ♪ ♪ Jump to the left, jump to the right ♪ ♪ Dance like a bunny all through the night ♪ ♪ We'll make that bunny start to move ♪ ♪ When we do the bunny groove ♪ <v ->How did our new song make you feel?</v> Laura says, "It was fun dancing like a bunny.

The lyrics were silly and I made different faces to show different moods." Jun says, "I changed the way I was singing to give the music different feelings, like being tired or being excited." In today's lesson, we've learned that we warm up before singing so that our bodies, minds, and voices are ready to sing.

We've learned that music can make us feel different emotions like happy, sad, sleepy, or excited.

And we've learned that we can show different feelings in our singing with our voice, face, and body.

Great singing in today's lesson, I'll see you again for the next one.

When we sing our song "Ocean Explorers", we tell the story of a group of explorers looking for treasure and new discoveries under the sea.

We build mystery by starting the chorus with quiet dynamics.

We then build excitement by gradually singing louder and louder.

We sing at a slower tempo in the last verse to show that the adventure is coming to an end.

Let's rehearse "Ocean Explorers" using the dynamic and tempo changes as well as our facial expressions to tell the story to the audience.

Let's sing "Ocean Explorers".

(waves whooshing) (bright music) (water bubbling) ♪ Our submarine is diving ♪ ♪ Beneath the deep blue sea ♪ ♪ We search for sparkling treasures ♪ ♪ And new discoveries ♪ ♪ The water swirls, the currents pull ♪ ♪ Something moves beneath the hull ♪ ♪ Hold on tight and don't let go ♪ ♪ Adventure's down below ♪ ♪ Oh we love to be ♪ ♪ Explorers of the sea ♪ ♪ We'll leave the land behind ♪ ♪ But what do you think we'll find ♪ I think we'll find some treasure! ♪ We spy an ancient shipwreck ♪ ♪ Beside the broken mast ♪ ♪ A chest full of treasure ♪ ♪ From pirates of the past ♪ ♪ The water swirls, the currents pull ♪ ♪ Something moves beneath the hull ♪ ♪ Hold on tight and don't let go ♪ ♪ Adventure's down below ♪ ♪ Oh we love to be ♪ ♪ Explorers of the sea ♪ ♪ We'll leave the land behind ♪ ♪ But what do you think we'll find ♪ I think we'll find some animals! ♪ Dolphins leap into the air ♪ ♪ They splash and spin and play ♪ ♪ A school of silver fish is there ♪ ♪ They flash and dart away ♪ ♪ The water swirls, the currents pull ♪ ♪ Something moves beneath the hull ♪ ♪ Hold on tight and don't let go ♪ ♪ Adventure's down below ♪ ♪ Oh we love to be ♪ ♪ Explorers of the sea ♪ ♪ We'll leave the land behind ♪ ♪ But what do you think we'll find ♪ I think it's time to go home.

♪ Now our adventure's over ♪ ♪ But there's still more to see ♪ ♪ We'll sail again tomorrow ♪ ♪ For more discovery ♪ <v ->How did you do?</v> Were you able to convincingly tell the story of the ocean explorers? Aisha says, "I got louder and louder in the chorus, which made it sound exciting." Laura says, "I sung quieter and slower at the end when it was time for the explorers to go home." Alex says, "I tried to look excited in between each verse, and then sadder during the last verse." Those are all great ways to tell the story of the explorers.

Now we're going to look at performing to an audience.

In the song "Knock on the Door", we tell a story by creating all the different characters by changing our voice.

Let's practice this song, creating a story for our audience by really exaggerating our different voices.

I wonder if you can create any new characters for our story.

Let's sing "Knock on the Door".

(bright music) Hello? ♪ Knock knock knock on the door ♪ ♪ Who could it be ♪ ♪ There's a little baby with a song for me ♪ Hi, little baby.

Let's hear your song.

♪ Wah wah wah, wah wah wah ♪ ♪ Wah wah wah wah ♪ ♪ Wah wah wah, wah wah wah ♪ ♪ Wah wah wah wah ♪ That was lovely.

Bye! (door closes) ♪ Knock knock knock on the door ♪ ♪ Who could it be ♪ ♪ There's a cheeky monkey with a song for me ♪ Hi monkey, let's hear your song.

♪ Ooh ooh ooh, aah aah aah ♪ ♪ Ooh ooh ooh aah ♪ ♪ Ooh ooh ooh, aah aah aah ♪ ♪ Ooh ooh ooh aah ♪ Oh, thank you very much.

Bye! (door closes) ♪ Knock knock knock on the door ♪ ♪ Who could it be ♪ ♪ There's a spooky ghost with a song for me ♪ Oh hello, let's hear your song.

♪ Ooh ooh ooh ooh ♪ ♪ Ooh ooh ooh ooh ♪ Oh that was scary.

Thanks, bye! (door closes) ♪ Knock knock knock on the door ♪ ♪ Who could it be ♪ ♪ There's a tiny mouse with a song for me ♪ Hi, little mouse.

Let's hear your song.

♪ Ooh ooh ooh, ooh ooh ooh ♪ ♪ Ooh ooh ooh ooh ♪ ♪ Ooh ooh ooh, ooh ooh ooh ♪ ♪ Ooh ooh ooh ooh ♪ Lovely.

Thanks, bye.

(door closes) ♪ Knock knock knock on the door ♪ ♪ Who could it be ♪ ♪ There's an opera singer with a song for me ♪ Hi, let's hear that song.

♪ La la la, la la la ♪ ♪ La la la la ♪ ♪ La la la, la la la ♪ ♪ La la la la ♪ Oh, that's enough visitors for one day.

(door closes) (music ends) <v ->How did you do?</v> How did your voice change for each character in "Knock on the Door"? Did you create another character? How would you describe their voice? Now that we've rehearsed all of our songs, let's put on a concert and perform our songs to an audience.

We'll know if we've been successful if we can sing with different feelings and characters, if we can tell stories through our songs, and if we can use changing dynamics and tempo to help us tell our singing stories.

How do you feel about performing to an audience? Jacob says, "I feel excited to perform our songs to an audience." Me too, Jacob.

Performing is really exciting.

Sofia says, "I feel a bit nervous.

What if I get something wrong?" Don't worry, Sofia.

It's really normal to feel a bit nervous before performing.

Try not to worry too much about getting things wrong.

Musicians make mistakes all the time.

The important thing is to try and find your place and carry on with your performance even if you make a little mistake.

Communicating the story and singing with character and feeling is the most important thing.

So we're nearly ready to perform.

How do you think your voice and body should feel when you're ready to go? Sofia says, "My body feels relaxed and ready and I'm standing or sitting tall." That's a great position to be in to perform.

Aisha says, "My voice feels warm and my breathing feels controlled." And Alex says, "I feel focused and ready to perform." So finally, think about the songs that we've rehearsed today and choose as many of them as you'd like to perform to an audience.

It's time to show everyone how much you've learned about communicating the story of the lyrics when you're singing.

Have fun.

It's always great watching musicians perform when they're having a good time, so the most important thing is to enjoy yourself when you're performing.

Pause this video now and perform your songs to an audience.

Well done for performing your songs to an audience.

How did it go? Jacob says, "I'm proud of my performance.

I sung the songs with character and feeling, and I had fun." That sounds great, Jacob.

You should be really proud of yourself.

Sam says, "I think the audience enjoyed the performance.

I tried to communicate the story of the songs in my singing." That sounds amazing, Sam.

It's really great to try and communicate the stories of the songs when we're singing to an audience.

Laura says, "I made a couple of mistakes, but I didn't let it put me off.

I think I did really well." It's totally normal to make a few mistakes when you're performing.

It's great to try and carry on and enjoy yourself anyway.

Well done, Laura.

And well done you for your fantastic singing performances.

In this lesson, we've learned that music is a form of storytelling.

We can tell the story by singing with character and feeling.

We can sing with character and feeling by thinking about the use of dynamics and tempo and facial expressions and actions when we're performing.

We rehearse before a performance to make sure that we know the songs well.

And finally, when we perform to an audience, we should try and sing with character and feeling and carry on if we make a mistake.

Well done for your performance work in today's lesson.

It's a really great achievement to perform music to an audience, you should feel really proud of yourself.

Well done for your hard work in this unit and good luck for all the fantastic performances you're going to do in the future.

I'll see you again another time.

I've finished the video