Lesson video

Hello everyone.

My name is Mrs. Steele and I'm so excited that we're going to be learning together today.

Today's music lesson is called developing pulse and moving in time to the music.

So let's get moving and start this lesson.

By the end of today's lesson, you'll be able to move in time to the pulse whilst singing.

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

Pulse.

The regular steady heartbeat of the music.

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 finally, 2-time.

The organization and feel of the beats as strong, weak.

Let's begin by warming up so that we are ready to make music together.

Before every music lesson, it's important to warm up our bodies and our voices so that we are ready to move and ready to sing.

Just like we stretch our muscles before we exercise, we need to gently stretch our vocal cords too before we sing.

Warming up helps make sure we can sing safely and prevents injury to our voice.

First, let's warm up our body.

When we warm up our body, it helps our muscles loosen and relax and warming up gives us lots of energy too.

Join in with these whole body warmups where you are.

Make sure you've got some space around you to move.

Here comes the video.

(upbeat music) (upbeat music) (shuffling sounds) (upbeat music) (shuffling sounds) (upbeat music) (shuffling sounds) (upbeat music) (shuffling sounds) (upbeat music) Now we're going to warm up our faces.

Our face muscles need to be stretched and relaxed to prepare us for singing.

Join in with these face warmups.

Here they come.

<v ->Let's warm up our faces.

</v> Copy me.

Big face.

(lively music) Little face.

(lively music) Big face.

(lively music) Little face.

(upbeat music) Big face.

(lively music) Little face.

(slow serene music) <v ->Now it's time for some important breathing exercises.

</v> Breathing helps us to support our singing, and having enough air helps us to prevent our voice from becoming tired.

So it's important we learn how to control our breathing when we sing.

Join in with these breathing exercises.

Here's the video.

<v ->Now let's do some breathing exercises.

</v> We are 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.

Bit like this.

In.

Two.

Three.

Four and.

(blowing sounds) Let's give it a try.

Ready and breathe in.

Two, three, four and blow.

(blowing sounds) 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 two, three, four, five and.

(blowing sounds) Very good.

One more.

This time, it's a year later and you're six.

Here we go.

Ready and in two, three, four, five, six and.

(blowing sounds) Well done.

<v ->Now we are ready to start to warm up our voices</v> with some vocal exercises.

These stretch our vocal chords, which helps us to prevent injury to our voices.

Here comes the video.

Get ready to join in.

<v ->Now let's start warming up our voices.

</v> We're gonna pretend that we're at a fireworks display.

We are gonna imagine seeing an amazing firework, and then we're gonna say, "Ooh".

Ready? Here it comes.

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

We're gonna go, ah.

Ready? Here it comes.

Ah! Great, finally, this one's amazing.

I want you to do a wow.

Ready? Here we go.

Here comes the firework.

(fireworks exploding sounds) Wow! <v ->Let's take a moment to check</v> that we are warmed up and ready to sing.

We are warmed up and ready to sing when our body feels awake and our muscles feel relaxed.

When our breathing is controlled and our chest feels open, we need to feel alert and focused and our mouth feels loose and our voice feels warm and ready.

It's time for a check-in with our learning so far.

Who do you agree with more and why? Jacob or Jim.

Jacob says, "I start by warming up my body to help my singing posture and to warm my face and neck muscles." And Jun says, "When I warm up, I start by singing my favorite song because I love singing." Press pause to decide who you agree with more and why.

Here comes the answer.

Well done if you agreed with Jacob more this time, although I love singing too Jun and I love singing my favorite songs, it's important that we warm up first.

For example, we should warm up our singing posture, face and neck muscles too.

Well done if you agreed with Jacob this time.

Let's put all of that together and join in with the warmup song 'Knock on the Door'.

This song uses lots of expression and character helping us to warm up the muscles in our face and throat further.

Here comes the music.

Join in.

(upbeat music) ♪ Hello ♪ ♪ Knock, knock, knock on the door ♪ ♪ Who could it be ♪ ♪ There's a little baby with the 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 ♪ ♪ That was lovely ♪ ♪ Bye ♪ ♪ 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 ♪ ♪ Knock, knock, knock on the door ♪ ♪ Who could it be ♪ ♪ There's a spooky ghost with the song for me ♪ ♪ Hello, let's hear your song ♪ ♪ Oo oo oo, oo oo oo, oo oo oo ♪ ♪ Oo oo oo, oo oo oo, oo oo oo ♪ ♪ Oh, that was scary ♪ ♪ Thanks, bye ♪ ♪ Knock, knock, knock on the door ♪ ♪ Who could it be ♪ ♪ There's a tiny mouse with the song for me ♪ ♪ Hi little mouse ♪ ♪ Let's hear your song ♪ ♪ Ee ee ee, ee ee ee, ee ee ee ee ♪ ♪ Ee ee ee, ee ee ee, ee ee ee ee ♪ ♪ Lovely ♪ ♪ Thanks, bye ♪ (door creaking) ♪ 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 ♪ <v ->La la la, la la la, la la la la ♪</v> <v ->La la la, la la la, la la la la ♪</v> ♪ Ah that's enough visitors for one day ♪ (door creaking) <v ->Listen to these pupils,</v> share how they feel when they've warmed up.

Then press pause to check that you are warmed up and ready to sing too.

You can use the list on the screen to help you decide.

Watch the pupils first, then press pause to share your ideas.

<v Instructor>How do you feel when you've warmed up?</v> <v ->I feel focused and ready to sing.

</v> <v ->I feel calm and relaxed.

</v> <v ->I feel warm and energetic.

</v> <v ->Happy and ready to sing.

</v> <v ->My lips are ready to move.

</v> <v ->I can take deep breath and get ready to sing.

</v> <v ->Now let's move on to developing pulse.

</v> Let's start by learning a new song.

You might have already heard this one before.

Listen carefully.

Join in if you know it.

(lively instrumental music) (lively instrumental music) ♪ She'll be coming round the mountain when she comes ♪ ♪ She'll be coming round the mountain when she comes ♪ ♪ She'll be coming round the mountain ♪ ♪ She'll be coming round the mountain ♪ ♪ She'll be coming round the mountain when she comes ♪ ♪ Singing ay ay yipee yipee ay ♪ ♪ Singing ay ay yipee yipee ay ♪ ♪ Singing ay ay yipee ♪ ♪ Ay ay yipee ♪ ♪ Ay ay yipee, yipee ay ♪ (lively instrumental music) You need to make sure you've got your listening ears on for this challenge.

I'm going to play you something now.

Listen very carefully.

What can you hear? Listen.

(heartbeat sounds) (heartbeat sounds) (heartbeat sounds) Great listening.

If you spotted that, that was the sound of a heartbeat, well done if you noticed that.

Great listening.

The regular steady heartbeat of the music is called the pulse.

And when we sing in time together, we feel the steady pulse.

The pulse is the heartbeat of the music.

Let's try feeling the pulse as we chant engine, engine number nine.

Move your arms like train pistons as you feel the pulse.

Press pause to chant engine engine number nine and feel that steady pulse.

Let's think about where you would like to travel today.

Watch this video of this teacher and his pupils sharing their ideas.

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

</v> Where should we go today? <v ->Bristol.

</v> <v ->Bristol.

</v> What kind of train should we go to Bristol on? <v ->Underground train.

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

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

<v ->Engine, engine, number nine,</v> going down the Bristol line.

See it sparkle.

See it shine.

Engine, engine number nine.

Toot, toot, toot, toot.

<v ->Here we are in in Bristol.

</v> What can we see out the window? <v ->A cow.

</v> <v ->A cow.

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

</v> <v ->Scotland.

</v> What kind of train should we go to Scotland ? <v ->An express train.

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

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

<v ->Engine, engine, number nine.

</v> Going down the Scotland line.

See it sparkle.

See it shine.

Engine, engine number nine.

Toot, toot, toot, toot.

<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 ->Loch Ness.

</v> <v ->Loch Ness.

</v> What kind of train should we go to Loch Ness on? <v ->Steam.

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

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

<v ->Engine, engine, number nine.

</v> Going down the Loch Ness line.

See it sparkle.

See it shine.

Engine, engine, number nine.

Toot, toot, toot, toot.

<v ->Here we are in Loch Ness.

</v> What can we see? <v ->A Loch Ness monster.

</v> <v ->Most music has a steady pulse.

</v> The pulse helps us to keep in time when we sing or move together and we feel the pulse in our bodies like a heartbeat.

It helps us stay together when we sing or play.

The beat is how we show or hear the pulse, and we can do that with movements, body percussion or instruments.

We match a physical or musical action to the pulse.

It's time for a check-in with our learning.

How do we show the pulse? Is it a, by singing loudly, b, by changing the words of a song or c, by clapping, tapping, or moving to the beat? Which one of these is the right answer? Press pause to decide together The answer's c.

Well done if you've got that right.

We can show the pulse by clapping, tapping, or moving to the beat.

The chant engine, engine number nine is in 2-time.

This means that there are two beats that we feel as a strong beat followed by a weak beat.

Let's chant engine engine number nine again.

This time do a strong forward piston action and a weak backwards piston action to help you show the pulse, like this Engine engine number nine.

Going down the Bristol line.

See it sparkle.

See it shine.

Engine engine number nine.

Can you feel the two times strong, weak pattern? Press pause to try that challenge now.

We can create patterns on the beat using body percussion too.

Echo these four beat body percussion patterns.

You need a good sense of pulse to echo in time and keep to the beat.

Here's the video.

Join in and echo <v ->And copy my body percussion.

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

(clapping sounds) (stomping sounds) (clapping sounds) (snapping sounds) (stomping sounds) (clapping sounds) (snapping sounds) (clapping sounds) (stomping sounds) (clapping sounds) <v ->Your next challenge is to work with a partner</v> to create a four beat pattern for your partner to echo.

Remember to swap turns.

Make sure that you feel the pulse and keep in time.

Don't let that echo be too late, too fast or too slow.

It's quite tricky.

Press pause to try this challenge with a partner and echo one another.

Here are some examples that you could have created with your partner.

You might like to press pause to talk about how yours compare or perhaps to share some of your partner work with your class or team.

Now let's move on to learning about changing tempo.

Let's learn another new song together.

Lots of trains in this lesson today because this song is called 'Train, Train'.

Let's listen to verse one.

♪ Ready, steady, off we go ♪ ♪ Train, train ♪ ♪ Steady and strong ♪ ♪ Rolling down the track so long ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Steady and strong ♪ This time join in singing, 'Train, Train' and tap the beat on your knees as you sing.

Here's the music again.

Join in and tap.

♪ Ready, steady, off we go ♪ ♪ Train, train ♪ ♪ Steady and strong ♪ ♪ Rolling down the track so long ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Steady and strong ♪ Let's sing verse two now.

Again, sing and tap the beat on your knees.

Do you notice anything? ♪ Ready, steady, off we go ♪ ♪ Train, train ♪ ♪ Goes so fast ♪ ♪ Watch it as it zooms right past ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Go so fast ♪ Did anybody spot what happened to the tempo in verse two of 'Train, Train'? Was the tempo faster than verse one? Was the tempo slower than verse one ? Or did the tempo stay the same? What did you notice happened to the tempo in verse two? Press pause to share your ideas.

Did you spot it? Here comes the answer.

The tempo was faster in verse two than in verse one.

Well done if you noticed that.

Great understanding, Izzy noticed that the tempo of the song got faster.

And Jun is reminding us that the faster the tempo, the faster the pulse.

And you might have noticed that as you were tapping the pulse as a beat on your knees.

Here's verse three.

Tap the beat on your knees as you sing again.

What do you notice about the tempo this time? Here's the music.

♪ Ready, steady, off we go ♪ ♪ Train, train ♪ ♪ Chugging slow ♪ ♪ Rolling through the rain and snow ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Chugging slow ♪ And here's verse four.

Tap the beat on your knees as you sing.

You know how this works now and what do you notice about the tempo? ♪ Ready, steady, off we go ♪ ♪ Train, train ♪ ♪ Stop right there ♪ ♪ Standing still with time to spare ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Stop right there ♪ I've got to check in now to check that you were listening really carefully.

Did you spot what's happened to the tempo in verses three and four? Is it a? The tempo was faster than verse two.

B, the tempo was slower than verse two.

O r c, the tempo stayed the same.

What happened to the tempo in verses three and four? Press pause to decide your answer together.

Here comes the answer.

The tempo was slower than verse two.

Well done if you spotted that.

'Train, Train' is in 2-time with a strong-weak beat pattern.

So it's time for another partner challenge now to explore that.

With a partner, choose two actions or body percussion to perform that show the strong weak 2-time.

So for example, myself and my partner might choose these two actions.

Strong.

Weak.

(clapping sound) Strong.

Weak.

(clapping sound) Strong.

Weak.

(clapping sound) But you could choose any two that you like.

Then perform your beat actions with your partner alongside the song.

Face each other so that you can check your moving in time together.

But watch out for the changing tempo in the different verses.

Here comes the music.

Try that partner challenge where you are.

♪ Ready, steady, off we go ♪ ♪ Train, train ♪ ♪ Steady and strong ♪ ♪ Rolling down the track so long ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Steady and strong ♪ ♪ Train, train ♪ ♪ Goes so fast ♪ ♪ Watch it as it zooms right past ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Go so fast ♪ ♪ Train, train ♪ ♪ Chugging slow ♪ ♪ Rolling through the rain and snow ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Chugging slow ♪ ♪ Train, train ♪ ♪ Stop right there ♪ ♪ Standing still with time to spare ♪ ♪ Toot your whistle, ring your bell ♪ ♪ Train, train ♪ ♪ Stop right there ♪ How did you get on? Izzy and Jun were partners and they really enjoyed this challenge.

Izzy says, "We stomped and then clapped our hands to show the beat." I wonder if you did something similar or perhaps it was different.

JUn says, "We did slow heavy stomps with big arms swings when the tempo was slow." Could you show the pulse in time with your partner and did you stay in time when the tempo changed? We've come to the end of our lesson together today, but before we go, let's take a moment to think about everything we've been learning together.

We know that we can keep a steady pulse when we sing, so that we can stay in time with others.

We can move to the pulse so that we can feel the steady beat of the music in our bodies.

We know that 2-time has a beat pattern of strong, weak, and we know that a fast tempo has a fast pulse and a slow tempo has a slow pulse.

Great musical learning everyone.

I've had so much fun and I'm already excited about seeing you again soon for another music lesson.

Bye-bye everyone.