Lesson video

Hello musicians.

It's me again, Mrs. Steele, and I'm back with another music lesson for us today.

Today, we'll be playing within an ABA musical structure.

We're going to have an amazing time together.

Before we begin, please take a moment to find the listening example that you'll need in today's lesson as it doesn'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? Great news.

Let's go.

By the end of today's lesson, you'll be able to use do, mi, so, and la to play within an ABA structure.

These are the key words that will be important in our learning together today.

The first one is structure.

The way music is organised, call and response, a question and answer musical structure, rhythm, the pattern of sounds that we play and sing, melody, a combination of notes to make a memorable tune, and compose, to create music.

We know that it's very important to warm up our bodies and voices at the beginning of every music lesson.

This helps us to stretch our vocal chords and make sure we don't injure our voices when we sing.

Join in with these warmups where you are.

Here comes the video.

(instrument taps) <v ->Reach up to the sky and down to the ground.

</v> To the side.

To the side.

Turn around and clap.

(hands clap) (instrument taps) Reach up to the sky and down to the ground.

To the side.

To the side.

Turn around and clap.

(hands clap) (instrument taps) Reach up to the sky and down to the ground.

To the side.

To the side.

Turn around and clap.

(hands clap) Let's warm up all the muscles of our faces.

Show me your happy face.

Show me your grumpy face.

Show me your big face.

Show me your small face.

Show me your silly face.

Show me your thinking face.

Join in with these breathing exercises.

Copy me.

(hands rub) (Mrs. Steele blows) (hands rub) (Mrs. Steele blows) (hands rub) (Mrs. Steele blows) Ts, ts, ts, ts ♪ Ah ♪ ♪ Ah ♪ ♪ Ah ♪ She sells seashells by the sea shore.

She sells seashells by the sea shore.

These songs and chants will help us to warm up further as they help us to move our bodies and use our voices in lots of different and fun ways.

The first one is "Jelly on a Plate." Here's the video.

<v ->Jelly on a plate.

Jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v Students>Jelly on a plate.

Jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v ->Jelly on a plate.

Jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v Students>Jelly on a plate.

Jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v ->Jelly on a plate.

Jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v Students>Jelly on a plate.

Jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v ->And now join in with "Baby One, Two, Three."</v> Here's the video.

(bright piano music) ♪ Head and shoulders, baby, one, two, three ♪ ♪ Head and shoulders, baby, one, two, three ♪ ♪ Head and shoulders, head and shoulders ♪ ♪ Head and shoulders, baby, one, two, three ♪ ♪ Shoulders, elbows, baby, one, two, three ♪ ♪ Shoulders, elbows, baby, one, two, three ♪ ♪ Shoulders, elbows, shoulders, elbows ♪ ♪ Shoulders, elbows, baby, one, two, three ♪ ♪ Elbows, knees, baby, one, two, three ♪ ♪ Elbows, knees, baby, one, two, three ♪ ♪ Elbows, knees, elbows, knees ♪ ♪ Elbows knees, baby, one, two, three ♪ ♪ Knees and toes, baby, one, two, three ♪ ♪ Knees and toes, baby, one, two, three ♪ ♪ Knees and toes, knees and toes ♪ ♪ Knees and toes, baby, one, two, three ♪ <v ->And finally it's "Do as I'm Doing."</v> Here it comes.

<v ->Ready, steady, off we go.

(hands clap)</v> (hands clap) <v ->Do as I'm doing, follow me.

</v> Do as I'm doing, follow me.

(hand clapping continues) If I do it high or low, (hand clapping continues) if I do it fast or slow.

(hand clapping continues) Do as I'm doing, follow me.

(hand clapping continues) Do as I'm doing, follow me.

(hand clapping continues) Ready, steady, off we go.

(hands tap) Do as I'm doing, follow me.

(hand tapping continues) Do as I'm doing, follow me.

(hand tapping continues) If I do it high or low, (hand tapping continues) if I do it fast or slow.

(hand tapping continues) Do as I'm doing, follow me.

(hand tapping continues) Do as I'm doing, follow me.

(hand tapping continues) Ready, steady, off we go.

Do as I'm doing, follow me.

(feet thud) Do as I'm doing, follow me.

(foot thudding continues) If I do it high or low, (foot thudding continues) if I do it fast or slow.

(foot thudding continues) Do as I'm doing, follow me.

(foot thudding continues) Do as I'm doing, follow me.

(foot thudding continues) Ready, steady, off we go.

(hands clap and tap) (hands clap and tap) Do as I'm doing, follow me.

(hands clap and tap) Do as I'm and follow me.

(hands clap and tap) If I do it high or low, (hands clap and tap) if I do it fast or slow.

(hands clap and tap) Do as I'm doing, follow me.

(hands clap and tap) Do as I'm doing, follow me.

<v ->Are you ready to sing?</v> Do your muscles feel loose? Is your throat relaxed, and are you alert and ready to focus? I thought so.

Amazing news.

Let's go.

Let's begin by exploring musical structure.

Let's learn a new song and game together.

You might recognise it.

It's called "Do you Know the Muffin Man?" Here comes a video to show you how it works.

(instrument taps) ♪ Ready, steady, off you go ♪ ♪ Do you know the muffin man ♪ (hands clap) ♪ The muffin man ♪ (hands clap) ♪ The muffin man ♪ (hands clap) ♪ Do you know the muffin man ♪ (hands clap) ♪ He lives on Drury lane ♪ (hands clap) ♪ Yes, I know the muffin man ♪ (hands clap) ♪ The muffin man ♪ (hands clap) ♪ The muffin man ♪ (hands clap) ♪ Yes, I know the muffin man ♪ (hands clap) ♪ He lives on Drury lane ♪ (hands clap) ♪ Two of us know ♪ (hands clap) ♪ The muffin man ♪ (hands clap) ♪ The muffin man ♪ (hands clap) ♪ The muffin man ♪ (hands clap) ♪ Two of us know ♪ (hands clap) ♪ The muffin man ♪ (hands clap) ♪ He lives on Drury lane ♪ (hands clap) <v ->"Do You Know The Muffin Man?" uses a call</v> and response musical structure.

In this song, some of us sing the question, or the call, and some of us sing the answer, or the response, and then we all sing together.

It's time to join in with singing and playing "Do you Know the Muffin Man?" in two groups, call and response.

Here comes the music.

♪ Ready, steady, off we go ♪ ♪ Do you know the muffin man ♪ ♪ The muffin man, the muffin man ♪ ♪ Do you know the muffin man who lives on Drury Lane ♪ ♪ Yes, I know the muffin man ♪ ♪ The muffin man, the muffin man ♪ ♪ Yes, I know the muffin man who lives on Drury Lane ♪ ♪ Two of us know the muffin man ♪ ♪ The muffin man, the muffin man ♪ ♪ Two of us know the muffin man who lives on Drury Lane ♪ <v ->Let's check in with our learning so far about structure.

</v> Can you complete this sentence? Call and response musical structure is like a musical question and something.

Do you know the answer? Have a think.

Let's finish that sentence.

Call and response musical structure is like a musical question and answer.

Fantastic if you remembered that.

Great understanding.

The music we play, sing, and listen to has a structure.

My turn first.

Structure.

Structure.

Well done.

Laura is reminding us that structure is how music is organised.

Organising music in different ways helps to make it more meaningful and memorable.

It's time to find the listening example, "March Past of the Kitchen Utensils." It's a piece of music by Ralph Vaughan Williams. We can imagine the music is telling a story about some kitchen utensils coming to life.

As you listen, can you hear the kitchen utensils marching around? Tap the beat on your knees when you hear the marching music.

Pause now to find and listen to "March Past of the Kitchen Utensils." What did you notice about the structure of the music? Some of our Oak friends noticed these things.

Jun spotted that some of the music repeated and some of it didn't.

Izzy says she heard the marching music at the beginning and then again at the end.

I wonder if you spotted that.

And Aisha noticed that the middle part sounded different.

The music "March Past of the Kitchen Utensils" is organised into three sections.

First, we hear the kitchen utensils marching.

We can also hear some loud bangs.

Did you hear those? We call this the A section.

Then the music changes.

It doesn't sound like the kitchen utensils are marching anymore.

We can imagine the kitchen utensils are busy cooking and baking.

We call this the B section.

Finally, we hear the kitchen utensils marching again.

The third section is the same as the first section, so we've returned to the A section.

This means that the structure of this piece of music follows a pattern, A, B, and then A again.

To help us to understand, we can think of an ABA structure as a musical sandwich like this one.

The A section is the bread, the B section is the filling, and then back to the A section at the end with our bottom piece of bread.

It's time to check in again with our learning.

True or false? Music with an ABA structure has three sections where the first and third sections are the same.

Do you think that's true or false? Pause the video now to decide.

Here comes the answer.

That's true.

Well done if you remembered that.

The A section comes at the start and the end of the music, like a musical sandwich.

It's time to listen to the music again, but this time we're going to imagine that we are the kitchen utensils.

When you listen to the A section, march around the room, following the steady beat, when you hear the B section, pretend that you're busy cooking in the kitchen.

Then you'll hear the A section again, so march around the room, following the steady beat.

Are you ready, kitchen utensils? Pause now to find and listen to "March Past of the Kitchen Utensils" one more time with your movements.

What do you think the loud bangs in the music represent? Use your imagination to decide what sort of story this music is telling.

You might like to pause now to talk and think about that where you are.

I wonder what story you imagined.

Here are some of our Oak friends' ideas.

I wonder if yours are the same or different.

Izzy thinks that the kitchen utensils were magic.

That's a great idea.

And Andeep thinks the kitchen utensils were marching to the kitchen and then they marched back to their drawers at the end.

Jun imagined, when he heard the loud bangs, that the utensils were crashing into each other.

That's a great idea.

Now, we're going to compose a B section.

We can make our musical performances more interesting by giving them structure.

Aisha says we can combine different musical ideas and organise them in different ways.

We're going to work to create a performance of our song "Apple Tree," using an ABA structure.

The structure of our performance will be like a musical sandwich.

We'll have an A section at the beginning where we play and sing "Apple Tree." Then that A section will repeat at the end.

We'll play and sing "Apple Tree" in the same way again.

In our B section, we're going to compose using our bakery rhythms. Let's remind ourselves about our bakery rhythms by joining in with our rhyme and game, "Bakery Shop." Here comes the video.

<v ->Ready, steady, off we go.

</v> <v All>Down on the corner of the bakery shop,</v> there were five little cupcakes with sprinkles on top.

Along came <v ->Lucas, all alone.

</v> <v All>He bought one cupcake and took it home.

</v> Down on the corner at the bakery shop, there were four little cupcakes with sprinkles on top.

<v ->Along came Alex, all alone.

</v> <v All>He bought one cupcake and took it home.

</v> Down on the corner at the bakery shop, there were three little cupcakes with sprinkles on top.

<v ->Along came Laura, all alone.

</v> <v All>She bought one cupcake and took it home.

</v> Down on the the corner at the bakery shop, there two little cupcakes with sprinkles on top.

<v ->[Student With Long Dark Hair] Along came Sofia, all alone.

</v> <v All>She bought one cupcake and took it home.

</v> Down on the corner at the bakery shop, there was one little cupcake with sprinkles on top.

<v ->Along came Jacob, all alone.

</v> <v All>He bought one cupcake and took it home.

</v> <v ->I wonder what treat you'd like to buy at bakery shop.

</v> Remember, we can clap the call, what treat did you buy? (hands clap) And then choose a response like these ones here, for example, I bought apple pie.

(hands clap) I bought bread rolls.

(hands clap) I bought jam donuts, (hands clap) and I bought lemon drizzle.

(hands clap) All of them sound delicious to me.

I don't think I could choose.

When you find a response you like, you can notate it to remember it.

Jun's done exactly that.

His response was, "I bought lemon drizzle," (hands clap) and he's notated lemon drizzle here using stick notation.

When we compose music, we practise it and we can write it down.

Now, it's time for a challenge to check in with our learning.

Use stick notation to write your bakery rhythm on paper or on a whiteboard.

Write the stick notation clearly and neatly.

That's important when we're writing down music.

Write the rhythm syllables underneath the sticks like this one.

Ta, ta, ta-di, ta-di.

Practise clapping your rhythm, saying the words in your head as you do so.

Pause the video now to complete that musical challenge where you are.

We can combine, put together, our composed bakery rhythms to create a longer sequence.

We're going to use this as the B section for our "Apple Tree" performance.

Listen to this group of our Oak friends perform their composed bakery rhythms. We'll hear one after the other.

Here comes the music.

♪ Ta, ta, ta-di, ta ♪ (instrument taps) ♪ Ta, ta, ta-di, ta-di ♪ (instrument taps) ♪ Ta, ta, ta, ta-di ♪ (instrument taps) ♪ Ta, ta, ta, ta ♪ (instrument taps) <v ->It's time for another check-in with our learning.

</v> In ABA musical structure, the B section is A, repeated, B, different from the A section, or C, played at the start of the piece? Pause the video now to decide your answer.

Here comes the answer.

In ABA musical structure, the B section is different from the A section.

Well done if you've got that right.

Great musical understanding.

Here's another musical challenge for us.

Practise clapping your composed bakery rhythms in a group of four.

Choose the order in which you will clap and line up your notated rhythms, the ones you wrote down, from left to right.

Aim to keep a steady pulse as you clap your rhythms in turn.

You might like to try and play your rhythms on unpitched percussion instruments.

Remember to keep your rhythms safe, as we'll need them for the next lesson.

Pause now to practise clapping your composed bakery rhythms with your group.

Good luck.

Hello again.

How did it go? Did you practise successfully? Sam says they worked together to decide which order they would clap.

That sounds a brilliant idea.

Izzy says, "We listened to each other," so she knew when it was her turn to clap, and in Alex's group they managed to keep a steady pulse as they clapped their rhythms. Fantastic work if you did any of those things.

Well done, everyone.

Finally, we're going to do some playing within an ABA structure.

Have a listen to this song played on pitched percussion.

Do you recognise the song from its melody? Here comes the music.

(slow percussion music) Now join in singing "Apple Tree," keeping a steady beat on your knees.

Here comes the music again for you to join in.

(slow percussion music) We're going to work to perform "Apple Tree" in groups using an ABA structure.

Make a group of four, each with your own percussion instrument.

Sofia, Jun, Izzy, and Andeep are going to work in a group of four together.

For this lesson, we're going to use the following bars on our pitched percussion instruments.

C, do, E or mi, G, so, and A, la.

If you'd like to, you might like to pause now and organise yourselves into groups and sort out your pitched percussion instruments.

I'll see you in a moment.

Are you ready, teams? Here's the first line of our song "Apple Tree" written in stick notation.

♪ So so mi, so so mi ♪ Practise playing the first line of "Apple Tree" on your pitched percussion instrument.

Watch the video so you can see how it works, then press pause to have a go on your instrument.

(slow percussion music) And here's the second line of "Apple Tree." ♪ So so la la so so mi ♪ Watch the video, then press pause to give that a try on your instruments.

(slow percussion music) We know how this works now.

Here's the third line of "Apple Tree." ♪ So so mi mi so so mi ♪ And here's the video.

Press pause afterwards so that you can play the third line.

(slow percussion music) And finally, here's the fourth line of the song.

♪ So so la la so so do ♪ Watch the video, then pause to practise playing the fourth and final line of "Apple Tree" on your pitched percussion instruments.

(slow percussion music) It's time to practise singing and playing the whole of "Apple Tree" now, in your group.

Remember to play with a steady pulse.

It will help to chant, "ready, steady, off we go" before you begin.

Remember to listen to each other as you play, aiming to play and sing at the same tempo and volume.

Pause now to practise playing all of "Apple Tree" with your group.

I think we're ready to take our learning even further with another musical challenge now.

Working in your group of four, perform "Apple Tree" using an ABA structure.

First, play "Apple Tree" together as a group, then take turns clapping your bakery rhythms, one at a time, for the B section, and finally, play "Apple Tree" again as a group.

You'll want to do this at your own pace where you are, so I'll show you all of the notation slides now.

Then you can press pause at the end of those.

If you'd like to, you could always go back and pause at a particular moment if you need it.

So here they come.

There you go.

Now it's time to press pause to play "Apple Tree" in an AB structure.

Have fun.

I'm sure that sounded amazing.

Let's take a moment to evaluate our performance.

Think about these things.

Did you play together, starting and finishing at the same time with a steady pulse throughout? Did you clap your rhythm accurately with a steady pulse? And did your performance follow an ABA structure? You might like to pause now to talk about those things where you are, and share your ideas.

As we come to the end of our lesson today, let's take a moment to think about everything that we've been learning.

We know that music is organised in different ways and we call this structure.

We know that call and response and ABA are examples of musical structure.

We know that musical structure can help make music more interesting and memorable.

And finally, we know that when we perform within an ABA structure, there is a B section which is different to the A section, like our musical sandwich.

Fantastic music making and learning today, everyone.

I have had a brilliant time and I can't wait to see you again soon.

Bye everyone!.