Lesson video

Hello musicians.

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

Today we're going to be adding simple, instrumental parts to songs and chants, and I can't wait to get started.

So here we go.

By the end of today's lesson, you will be able to use percussion instruments to add musical punctuation to songs and chants.

Let's take a look at the keywords that we'll need for our learning today.

Beat.

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

Rhythm.

The pattern of sounds and silences that we play and sing.

Syllable.

A part of a word.

Stick notation.

A way of writing music down.

And finally, unpitched percussion.

An instrument that makes a sound when you strike, shake, or scrape it, but doesn't have a specific note or pitch.

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

Follow these warmups so that you are ready for singing.

(gentle piano music) <v Instructor>Ready chickens.

</v> <v All>1, 2, 3, 4, 5, 6, 7, 8,</v> 1, 2, 3, 4, 5, 6, 7, 8, 1, 2, 3, 4, 5, 6, 7, 8, 1, 2, 3, 4, 5, 6, 7, 8.

1, 2, 3, 4, 1, 2, 3, 4.

1, 2, 3, 4.

1, 2, 3, 4, 1, 2, 1, 2, 1, 2, 1, 1, 1, 1.

(indistinct) chicken (gentle piano music) <v Instructor>Ready chickens.

</v> <v All>1, 2, 3, 4, 5, 6, 7, 8.

</v> 1, 2, 3, 4, 5, 6, 7, 8.

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

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

1, 2, 3, 4.

1, 2, 3, 4.

1, 2, 3, 4.

1, 2, 3, 4.

1, 2, 1, 2, 1, 2, 1, 2, 1, 1, 1, 1.

(indistinct) chicken.

<v ->Now we are going to warm up our faces by chewing a toffee.

</v> Find yours.

Mine's in my pocket right here.

And it's this big, and when we put it in our mouth, we're going to begin to chew.

Let's all do it together.

It was quite tough.

Mm.

It's getting a bit softer.

Did some really good chewing.

Oh no.

It stuck to my teeth at the back.

I have to use my tongue.

Mm, really big chewing now.

And now we're going to do something horrible and chew with our mouth open.

Don't tell the folks at home.

Mm, delicious.

We'll begin by breathing.

We'll breathe in for four.

Hold for one and out for five.

Watch first.

You'll notice we breathe in through our nose and out through our mouth.

Let's now join in altogether.

Well done.

We're going to do that two more times.

Here we go.

Make sure we're feeling nice and relaxed and.

That's great.

We should be feeling quite relaxed and the air should be flowing quite calmly.

This time we're going to breathe in for four, hold for one, and we're going to breathe out for six.

Imagining we're blowing out through a straw.

Watch first.

Okay, let's all do that together.

Feeling relaxed, shoulders relaxed.

Off we go.

Let's do that two more times And one more.

Well done.

<v ->Join in with my voice and follow my finger.

</v> Ooh.

Ooh.

Ah.

Ah.

Hmm.

Hmm.

<v Andeep>Moses supposes his toeses are roses,</v> but Moses supposes erroneously, for nobody's toeses are poses of roses, as Moses supposes his toeses to be.

<v ->These songs and chants will help us</v> to warm up our voices gently to help us become focused and to help get us ready to learn.

We'll start with H-E-L-L-O.

Here's the video, join in.

<v ->Copy me.

</v> (hands clapping) H-E-L-L-O.

This is how we say hello.

Match your feet to the beat.

Can you feel your heartbeat? (hands clapping) H-E-L-L-O.

This is how we say hello.

Match your feet to the beat.

Can you feel your heart beat? <v ->And now join in with the echoes in Kumala Vista.

</v> Here it comes.

<v ->Kumala, kumala, kumala Vista.

</v> <v ->Kumala, kumala, kumala Vista.

</v> <v ->Oh, no, no, no.

Vista.

</v> <v ->Oh, no, no, no.

Vista</v> (instructor vocalizing) (students vocalizing) (instructor vocalizing) (students vocalizing) <v ->Kumala, kumala, kumala vista.

</v> <v ->- Kumala, kumala, kumala vista.

</v> <v ->Oh, no, no, no, no.

Vista.

</v> <v ->Oh, no, no, no, no vista.

</v> (instructor vocalizing) (students vocalizing) (instructor vocalizing) (students vocalizing) <v ->Kumala, Kumala, Kumala Vista.

</v> <v ->Kumala, Kumala, Kumala Vista.

</v> <v ->Oh, no, no, no, no.

Vista.

</v> <v ->Oh, no, no, no, no.

Vista.

</v> (instructor vocalizing) (students vocalizing) (instructor vocalizing) (students vocalizing) <v ->Kumala, Kumala, Kumala Vista.

</v> <v ->Kumala, Kumala, Kumala Vista.

</v> <v ->Oh no no no no Ka-Vista.

</v> <v ->Oh no no no no Ka-Vista.

</v> (instructor vocalizing) (students vocalizing) (instructor vocalizing) (students vocalizing) <v ->And finally have a go at a sailor went to sea sea sea.

</v> Here comes the video.

<v ->Ready, steady.

Off we go.

</v> ♪ A sailor went to sea, sea, sea ♪ ♪ To see what he could see, see, see ♪ ♪ But all that he could see, see, see ♪ ♪ Was the bottom of the deep blue sea, sea, sea ♪ ♪ A sailor went to chop, chop, chop ♪ ♪ To see what he could chop, chop, chop ♪ ♪ But all that he could chop, chop, chop ♪ ♪ Was the bottom of the deep blue chop, chop, chop ♪ ♪ A sailor went to knee, knee, knee ♪ ♪ To see what she could knee, knee, knee ♪ ♪ But all that she could knee, knee, knee ♪ ♪ Was the bottom of the deep blue knee, knee, knee ♪ ♪ A sailor went to sea, chop, knee ♪ ♪ To see what she could sea, chop, knee ♪ ♪ But all that she could sea, chop, knee ♪ ♪ Was the bottom of the deep blue sea, chop, knee ♪ <v ->Are you ready to sing?</v> Does your throat feel warm? Do your muscles feel relaxed? And are you concentrating and ready to learn? Fantastic.

Let's keep going.

We are going to begin today by understanding rhythm through syllables.

Join in with our chant, alligator.

As you chant, show the beat by using your outstretched arms to make alligator snaps.

Here comes the music for you to join in.

<v Jacob>Ready, steady.

</v> Off we go.

Alligator high, alligator low, alligator fast and then he's slow, alligator up, alligator down, alligator on the farm and also in the town.

<v ->Here we can see how the beat fits</v> with the lyrics of the chant.

Alligator high, alligator low, alligator fast and then he's slow.

And the second half of our chant is like this, alligator up, alligator down, alligator on the farm and also in the town.

Well done everyone.

We've performed the beat of the alligator chant.

Watch this new video of the alligator chant.

Can you notice something different? The teacher is not playing the beat.

Watch and see.

<v ->Ready, steady.

</v> Off we go.

Alligator high, alligator low, alligator fast and then he's slow.

Alligator up, alligator down, alligator on the farm and also in the town.

<v ->Did you notice what the teacher is clapping in the video?</v> The teacher in the video is clapping the words of the chant.

When we clap the pattern of the lyrics, we are clapping the rhythm.

Each word in our chant is made up of syllables.

Some words have more syllables than others.

Can you find which word in our chant has four syllables? Pause now to decide together.

Did you spot that the word alligator has four syllables.

Alligator.

Let's have a go at clapping the rhythm of alligator using syllables.

It's my turn first, then your turn.

(hands clapping) Alligator.

Alligator.

Well done.

We can write the rhythm of alligator using stick notation two.

Looks like this.

The rhythm is made up of four sounds.

We call this rhythm Takadimi.

Takadimi.

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

Have a go at chanting alligator again.

This time, each time you say the word alligator, clap the Takadimi rhythm.

It will sound like this.

Alligator high, alligator low, alligator fast and then he's slow and so on.

Pause the video now to give that musical challenge a try.

It's time to listen to a new song now.

This one is called Pass one Window Tideo.

Listen carefully and tap the beat on your knees as you listen.

Here comes the music.

<v Instructor>Ready, steady.

Off we go.

</v> Pass one window, tideo, Pass two windows, tideo, Pass three windows, tideo, Jingle at the window, tideo.

Tideo, tideo.

Jingle at the window, tideo.

Tideo, tideo.

Jingle at the window, tideo.

<v ->Join in the first part of the song,</v> tapping in time with the beat as you sing.

Can you notice how some of the beats have more syllables than others? Pause now to give that musical challenge a try, it's going to look and sound a bit like this.

<v ->Pass one window, tideo,</v> pass two windows, tideo, pass three windows, tideo, jingle at the window, tideo.

Press pause to give that a try.

And there's an audio button to help you if you need it.

Now let's try clapping the rhythm of the lyrics as we sing Tideo again.

Which line has a rhythm that's different than the others? Have a listen to my go.

Then press pause to try it yourselves.

It sounds like this.

<v ->Pass one window, tideo,</v> pass two windows, tideo, pass three windows, tideo.

Jingle at the window, tideo.

<v ->It's your turn now.

</v> Press pause and give that a try.

Which line has a different rhythm to the others? Welcome back everyone.

Did you spot the line that has a different rhythm? Sofia did.

She says, "When I clap the rhythm of the last line, it feels different than the others." Well done if you spotted that too.

Here's the first part of Tideo notated with stick notation.

In the last line of the song, we have a beat with four sounds in it.

The Takadimi rhythm is made up of four equal sounds in one beat.

Takadimi.

So our rhythm in pass one window tideo, is this, jingle at the window tideo, or Takadimi, ta-di ta-di ta.

Jingle at the window tideo.

Tideo is a song from England.

It became a popular dancing game in the United States in the early 1900s.

Watch this video to see how these pupils perform the dance as you watch.

Can you recognize that the dancers need to have a sense of pulse when moving together on the beat? And there's also some rhythmic body percussion actions on certain words of the song.

Watch the video carefully and see if you can spot them.

(instrument taps) <v Instructor>Ready steady, off we go.

</v> ♪ Pass one window, tideo, ♪ ♪ Pass two windows, tideo, ♪ ♪ Pass three windows, tideo, ♪ ♪ Jingle at the window, tideo, ♪ ♪ Tideo, tideo, ♪ ♪ Jingle at the window, tideo, ♪ ♪ Tideo, tideo, ♪ ♪ Jingle at the window, tideo.

♪ <v ->It's your turn now.

</v> Have a go at this body percussion on the rhythm of the syllables.

Watch the video, then press pause to give it a try.

We start off with tideo or tadita.

Here comes the video, then press pause to give it a try.

<v ->Tideo, tideo.

</v> <v ->Now have a go at this body percussion on the rhythm</v> of these syllables.

This part is, jingle at the window.

Or Takadimi tadi.

Watch the video, then press pause to give it a try.

<v ->Jingle at the window.

</v> Jingle at the window.

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

</v> Takadimi is a rhythm made up of four beats in one line of the chant.

Four sounds in one beat or four beats in one word.

Press pause to think about those three options carefully and decide which one you think is correct.

Here comes the answer.

Takadimi is a rhythm made up of four sounds in one beat.

Well done if you remember that.

Great understanding.

Have a go at performing the body percussion actions for tideo with a partner.

Stand facing your partner and instead of clicking clap your partner's hands like this.

Tideo.

Good luck.

Press pause and give that a try.

Well done everyone.

Now that we've mastered that bit, let's have a go at singing the whole of the song.

Perform the actions with your partner when the lyrics appear.

You are going to want to do this at your own pace where you are.

So press pause here to give it a try.

Using the video and the audio buttons to help you if you need them.

See you in a bit.

Hello again.

How did it go? Did you sing and perform the actions with a steady sense of pulse? Did you perform the body percussion actions accurately? And were you able to sing the song and perform the body percussion actions in time with the words? Well done if you did.

There was a lot going on there.

Excellent musical learning everyone.

We are going to move on to accenting rhythms using instruments now.

Let's sing our song, Sarasponda.

Join in with the actions as you sing.

Here comes the video for you to join in.

<v ->Ready, steady.

Off we go.

</v> Sarasponda, sarasponda, sarasponda ret set set.

Sarasponda, sarasponda, sarasponda ret set set.

(singer chants) (singer chants) (singer chants) <v ->We can use unhitched percussion instruments</v> to add punctuation to songs and chants.

Using instruments to accent short rhythms can make our performance more interesting.

We can try this with our song Sarasponda.

We are going to accent a short rhythm from the song using unpitched percussion.

First have a go at clapping the words ret set set from our song.

It's my turn first, then your turn red.

Ret, set, set.

Ret, set, set.

Fantastic.

Next, play the rhythm using an unhitched percussion instrument such as Claves.

Press pause to give that challenge a try where you are.

Now have a go at singing the song again.

Play the rhythm each time you sing the words Ret, set, set.

Press pause to try that where you are.

And you can use the audio button to help you if you'd like it.

Similarly, we can add punctuation to our alligator chant two by playing the Takadimi rhythm.

Do you remember it? It looks like this.

And it sounds like this.

Takadimi, alligator, Takadimi.

Try tapping the rhythm on your using one hand at a time.

You can't see my knees, but I'll have a go at doing it in the air.

We'll look a bit like this, but on your knees, Takadimi, Takadimi.

Pause now to give that a try.

Next, try playing the rhythm using a drum such as a djembe.

Try playing with alternating hands like this.

Takadimi, takadmi.

Press pause now to give that musical challenge a try with your drums. Now we're going to work in two groups to create a performance of art alligator chant by accenting the Takadimi rhythm.

The first group will play a steady beat using claves, and the second group will use drums to play the Takadimi rhythm on the word alligator.

You're going to want to do this at your own pace where you are and take some time to get your groups organized.

So I'm going to show you the next two slides, which have all the words that you need.

Then you can press pause once you've seen them, and you can always go back a bit if you want to look at them again.

So here comes the first one and here's the next slide you might need.

Okay, well done everyone.

Now it's time to press pause and get ready to try performing your alligator chant in two groups.

Good luck and I'll see you soon.

Welcome back everyone.

What did you think? How was your performance? Jun thought that the group performing the beat helped us all to keep in time.

I wonder if that was true where you are.

And Izzy says that they played the Takadimi rhythm each time they spoke the word alligator.

Well done if your group did that too.

And Sam says that the instruments made the chant sound more exciting.

I wonder if you agree.

We've come to the end of our musical learning together today.

Let's take a moment to think about everything that we can remember.

The rhythm is the pattern of lyrics that we sing or chant.

We know that.

And we can work out the rhythm of a word using syllables.

We know that stick notation can be used to notate rhythms and that Takadimi is a rhythm where there are four equal sounds within one beat.

And we know that unpitched percussion instruments can be used to highlight rhythms in a song or chant just like we did with our performance of alligator today.

Fantastic musical learning again together, everyone.

I can't wait to see you next time.

See you soon.

Bye.