Year B AUTUMN Year 1 and 2 Taking Off
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Year B AUTUMN Year 1 and 2 Taking Off

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Autumn Term 2011 Music Topic for Years 1 and 2. Taking Off is all about PITCH - the music word for high and low sounds.

Autumn Term 2011 Music Topic for Years 1 and 2. Taking Off is all about PITCH - the music word for high and low sounds.

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Year B AUTUMN Year 1 and 2 Taking Off Year B AUTUMN Year 1 and 2 Taking Off Presentation Transcript

  • Year 2 MUSIC year B Autumn Term QCA unit 5 Taking Off (Exploring Pitch)
  • Lesson 1 equipment
    • Large xylophone or glock
    • Piano
    • Class glocks?
  • Starter
    • Find a space.
    • Listen to high and low notes on the piano
    • Wiggle fingers at the bottom of the sea or high in the sky (medium too)
    • Low-high – stand up
    • High-low – sit down
    • The notes may get closer together
  • Year 2 MUSIC Taking Off (Exploring Pitch)
  • LESSON 1
    • LEARNING INTENTIONS
    • To learn what is meant by PITCH
    • To respond to changes in pitch
    • To learn how to control the pitch of our voices
    • To relate sounds to symbols
  • I jump out of bed
    • Listen –
    • Listen carefully to the MELODY
      • Are the jumps the same each time?
    • Make a small, medium and high jump
  • I jump out of bed 2
    • Listen and join in –
    • What do you notice about the length of the verses?
    • What happens to the melody when each new action is added?
      • Does it go up, down or stay the same?
  • Looby Loo
    • Listen –
  • Looby Loo
    • Join in the singing and make the hand movements in the second verse
  • C C E C G First the tune jumps up
  • C C E C D Then it turns a- round
  • C C E C C E G G Then it goes jogging and jumping
  • C E G G A F D Then it steps all the way down
  • Learning Outcomes
    • Today we have….
    • Learned about PITCH
    • followed pitch movement with our hands
    • made high, low and middle sounds
    • Moved our bodies up or down following changes in pitch
    • Used some symbols to represent sound
  • Year 2 MUSIC year B Autumn Term QCA unit 5 Taking Off (Exploring Pitch) 1a
  • Lesson 1a equipment
    • Large xylophone or glock
    • Piano
    • Class glocks?
  • Starter
    • Find a space.
    • Listen to high and low notes on the piano
    • Wiggle fingers at the bottom of the sea or high in the sky (medium too)
    • Low-high – stand up
    • High-low – sit down
    • The notes may get closer together
  • Year 2 MUSIC Taking Off (Exploring Pitch) 1a
  • LESSON 1a
    • LEARNING INTENTIONS
    • To learn what is meant by PITCH
    • To respond to changes in pitch
    • To learn how to control the pitch of our voices
    • To relate sounds to symbols
  • Looby Loo
    • Last week we sang Looby Loo
    • We moved our hands up and down with the tune
    • Join in…..
    • Now we’re going to play the tune on the glockenspiels
  • C C E C G First the tune jumps up
  • C C E C D Then it turns a- round
  • C C E C C E G G Then it goes jogging and jumping
  • C E G G A F D Then it steps all the way down
  • Looby Loo
    • C CE CG
    • C CE CD
    • CCCEECGG
    • GAGFEDC
  • Six little ducks
    • Listen –
    • Join in with “Quack, quack, quack!”
    • Do the three quacks stay the same, or move up, or move down?
    • Do they move by jump or by step ?
  •  
  •  
  •  
  • Six little ducks
    • We’ll sing it again –
    • Move your hands down with the quacks.
    • If glocks are out – play AGF
  • Learning Outcomes
    • Today we have….
    • Learned about PITCH
    • followed pitch movement with our hands
    • made high, low and middle sounds
    • Moved our bodies up or down following changes in pitch
    • Used some symbols to represent sound
  • Year 2 MUSIC year B Autumn Term QCA unit 5 Taking Off (Exploring Pitch) 2
  • Lesson 2 equipment
    • Class glocks
    • Piano
  • Starter
    • Find a space.
    • Listen to high and low notes on the piano
    • Wiggle fingers at the bottom of the sea or high in the sky (medium too)
    • Low-high – stand up
    • High-low – sit down
    • The notes may get closer together
  • Year 2 MUSIC Taking Off (Exploring Pitch) 2
  • LESSON 2
    • LEARNING INTENTIONS
    • To control the PITCH of our voices
    • To respond to changes in pitch
    • To relate sounds to symbols
    • How simple tunes are made of different pitches or notes
  • Six little ducks
    • Sing the song – move hands down with the quacks
    • Six little ducks that I once knew
    • Fat ones, skinny ones they were too
    • But the one little duck with the feathers on his back
    • He ruled the others with his quack, quack, quack
    • quack, quack, quack
    • He ruled the others with his quack, quack, quack
  • Six little ducks
    • We’ll sing it again and play -
    • Six little ducks that I once knew
    • Fat ones, skinny ones they were too
    • But the one little duck with the feathers on his back
    • He ruled the others with his quack, quack, quack
    • quack, quack, quack
    • He ruled the others with his quack, quack, quack
    G A F
  • Six little ducks
    • We’ll sing it again and this time show the quacks by moving our bodies down -
    • Six little ducks that I once knew
    • Fat ones, skinny ones they were too
    • But the one little duck with the feathers on his back
    • He ruled the others with his quack, quack, quack
    • quack, quack, quack
    • He ruled the others with his quack, quack, quack
  • Jazzyquacks
    • Listen carefully -
  • Jazzyquacks
    • Here are 3 boxes
    • Which picture matches the first ducks we heard?
    • Which picture matches the highest sounds we heard?
    • Listen again and put your hand up when you hear the big duck dancing
    • Which two boxes are heard playing together?
    • When do we hear all the ducks together?
    1 2 3
  • Looby Loo
    • Sing Looby Loo
  • C C E C G First the tune jumps up
  • C C E C D Then it turns a- round
  • C C E C C E G G Then it goes jogging and jumping
  • C E G G A F D Then it steps all the way down
  • Looby Loo
    • First the tune jumps up
    • Then it turns around
    • Then it goes jogging and jumping
    • Then it steps all the way down
    • I’ll play a line, which line have I played?
  • Play Looby Loo
    • C C E C G
    • First the tune jumps up
    • C C E C D
    • Then it turns around
    • C C C E E C G G
    • Then it goes jogging and jumping
    • G A G F E D C
    • Then it steps all the way down
  • Learning Outcomes
    • Today we have….
    • Learned about PITCH
    • moved our bodies up or down following changes in pitch
    • used some symbols to represent sound
    • sung melodies using different pitches
    • recognised different patterns of pitches
  • Year 2 MUSIC year B Autumn Term QCA unit 5 Taking Off (Exploring Pitch) 3
  • Lesson 3 equipment
    • Piano
    • Xylophone
  • Starter
    • Find a space.
    • Listen to high and low notes on the piano
    • Wiggle fingers at the bottom of the sea or high in the sky (medium too)
    • Low-high – stand up
    • High-low – sit down
    • The notes may get closer together
  • Year 2 MUSIC Taking Off (Exploring Pitch) 3
  • LESSON 3
    • LEARNING INTENTIONS
    • To control the PITCH of our voices
    • To respond to changes in pitch
    • To relate sounds to symbols
    • How simple tunes are made of different pitches or notes
  • Fossil Feet
    • Listen –
    • What happens to the pitch of the notes in each new verse?
  • Fossil Feet
    • Listen again and join in the actions –
    • Verse 1 – tap knees
    • Verse 2 – tap hips
    • Verse 3 – tap chest
    • Verse 4 – tap head
    • Ending – stamp feet and wave arms
  • Fossil Feet
    • Sing the song –
    • Listen to the chorus of the Brontosaurus and the Stegosaurus down by the swamp
    • Along comes a dinosaur making such a loud roar, thumping with his feet going stomp stomp stomp
    • Pterodactyl flapping, long beak clacking, big teeth snapping down from the tree
    • Here’s a woolly mammoth, tusks all curly, joins the hurly burly, oh dear me!
    • What a noise, it s the boys of the prehistoric animal brigade x2
  • Fossil Feet
    • Listen –
    • (Demonstrate on xylophone)
    • What happens to the pitch in the first line? How would we move our hands?
    • What happens in line 2 and 3?
    • How about line 4?
  • Fossil Feet
    • 1
    • 2
    • 3
    • 4
    • link to full score
  • Fossils
    • Listen to this –
    • There are 2 sections
    • Which instrument plays the first section?
    • Which instrument plays the second section?
    • How is the 2 nd section different from the first?
  • Fossils
    • The music is from CARNIVAL OF THE ANIMALS by Camille Saint-Saens
    • We’re going to listen to the whole piece and count how many times the whole melody is played.
  • Fossils
    • Xylophone – Piano
    • Xylophone – Piano (orchestra interlude)
    • Xylophone – Piano
    • Xylophone – Piano (orchestra interlude)
    • Full orchestra
    • Saint-Saens was a French composer who lived 1835-1921
    • The whole piece Carnival of the Animals has 14 movements, each one for a different animal
  • Learning Outcomes
    • Today we have….
    • Learned more about PITCH
    • moved our bodies up or down following changes in pitch
    • Controlled the PITCH of our voices
    • used some symbols to represent sound
    • recognised simple patterns of pitches
  • Year 2 MUSIC year B Autumn Term QCA unit 5 Taking Off (Exploring Pitch) 4
  • Lesson 4 equipment
    • Chime bars! F G A Bb
    • Class glocks
  • Starter
    • Find a space.
    • Listen to high and low notes on the piano
    • Wiggle fingers at the bottom of the sea or high in the sky (medium too)
    • Low-high – stand up
    • High-low – sit down
    • The notes may get closer together
  • Year 2 MUSIC Taking Off (Exploring Pitch) 4
  • LESSON 4
    • Recap –
    • What have we been learning about in music this term?
    • How did we represent sounds with symbols – pictures to show the pitches going higher or lower?
    • Last week we sang The Prehistoric Animal Brigade and listened to Fossils from the Carnival of the Animals.
  • LESSON 4
    • LEARNING INTENTIONS
    • to relate sounds to symbols
    • that tuned percussion instruments can produce different pitches
    • how simple tunes are made of different pitches
  • Fossil Feet
    • Listen again and join in the actions –
    • Verse 1 – tap knees
    • Verse 2 – tap hips
    • Verse 3 – tap chest
    • Verse 4 – tap head
    • Ending – stamp feet and wave arms
    • What did we decide happened to the pitch of each new verse?
  • Fossil Feet
    • Sing the song –
    • Listen to the chorus of the Brontosaurus and the Stegosaurus down by the swamp
    • Along comes a dinosaur making such a loud roar, thumping with his feet going stomp stomp stomp
    • Pterodactyl flapping, long beak clacking, big teeth snapping down from the tree
    • Here’s a woolly mammoth, tusks all curly, joins the hurly burly, oh dear me!
    • What a noise, it s the boys of the prehistoric animal brigade x2
  • Fossil Feet
    • 4 chime bars
    • Listen to the sounds they make
    • We need to put them in order starting from lowest to highest
    • Now we’ll sing the song again and add the chime bars playing a drone accompaniment .
    • Last verse all play
  • Fossil Feet
    • Sing the song –
    • Listen to the cho - rus
    • F F F F
    • of the Bronto sau - rus
    • F F F F
    • and the Stego - sau - rus
    • F F F F
    • down by the swamp
    • F F F F
  • Fossil Feet
    • Along comes a dino- saur
    • G G G G
    • making such a loud roar
    • G G G G
    • thumping with his feet going
    • G G G G
    • stomp stomp stomp
    • G G G G
  • Fossil Feet
    • Ptero- dactyl flap- ping
    • A A A A
    • long beak clack- ing
    • A A A A
    • big teeth snap- ping
    • A A A A
    • down from the tree
    • A A A A
  • Fossil Feet
    • Here’s a woolly mam- moth
    • Bb Bb Bb Bb
    • tusks all cur- ly
    • Bb Bb Bb Bb
    • joins the hurly bur- ly
    • Bb Bb Bb Bb
    • oh dear me!
    • Bb Bb Bb Bb
  • Fossil Feet
    • What a noise
    • * * * *
    • it’s the boys
    • * * * *
    • of the prehis- toric ani- mal
    • * * * *
    • Bri- gade
    • * * * *
  • Fossil Feet
    • What a noise
    • * * * *
    • it’s the boys
    • * * * *
    • of the prehis- toric ani- mal
    • * * * *
    • Bri- gade
    • * * * *
  • Fossils in the rock
    • Listen –
    • Where have you heard that tune before?
    • Next we’ll learn the song…….
    • Move your hands up and down with the tune.
    • Fossils in the rock
    • Pterodactyl teeth
    • made an ammonite
    • Millions of years
    • made an ammonite
    • Millions of years
    1 2 C E G F D B G D# E G E C E B G C C C C B C B G B G C C B C E
  • Fossils in the rock
    • Listen again –
    • How is this version different?
    • How many notes is the instrument playing at once?
    • Can anyone sing the notes?
    • Using the glockenspiels – try to find those notes.
    • Now we’ll perform it again with groups playing the drone
    • Fossils in the rock
    • Pterodactyl teeth
    • made an ammonite
    • Millions of years
    • made an ammonite
    • Millions of years
    • Drone accompaniment G and C
    1 2 C E G F D B G D# E G E C E B G C C C C B C B G B G C C B C E
  • Learning Outcomes
    • Today we have….
    • Learned more about PITCH
    • Controlled the PITCH of our voices
    • sung a song from notation
    • Learned about a drone accompaniment
    • performed different pitches on tuned percussion instruments
    • recognised simple patterns repeated at different pitches
  • Year 2 MUSIC year B Autumn Term QCA unit 5 Taking Off (Exploring Pitch) 5
  • Lesson 5 equipment
    • Chime bars! F G A Bb
    • Untuned percussion trolleys to choose from
  • Starter
    • Find a space.
    • Listen to high and low notes on the piano
    • Wiggle fingers at the bottom of the sea or high in the sky (medium too)
    • Low-high – stand up
    • High-low – sit down
    • The notes may get closer together
  • Year 2 MUSIC Taking Off (Exploring Pitch) 5
  • LESSON 5
    • Recap –
    • What have we been learning about in music this term?
    • Last week we sang Fossils in the rock.
    • What happened to the pattern of notes each time?
    • We played a drone accompaniment – what was that?
  • LESSON 5
    • LEARNING INTENTIONS
    • About different pitches on tuned percussion instruments
    • how simple tunes are made of different pitches
    • how pitch can be used to describe something
    • Fossils in the rock
    • Pterodactyl teeth
    • made an ammonite
    • Millions of years
    • made an ammonite
    • Millions of years
    1 2 C E G F D B G D# E G E C E B G C C C C B C B G B G C C B C E
  • Fossils in the rock
    • Now we need to choose an untuned percussion instrument for each line of music –
    • Fossils in the rock - high
    • Pterodactyl teeth - middle
    • Millions of years made an ammonite – low
    • Now we’ll perform the song with the untuned instruments.
    • We’ll add the drone accompaniment on C and G
    • Fossils in the rock
    • Pterodactyl teeth
    • made an ammonite
    • Millions of years
    • made an ammonite
    • Millions of years
    • Drone accompaniment G and C
    1 2 C E G F D B G D# E G E C E B G C C C C B C B G B G C C B C E
  • Dinosaur Brigade March
    • Can you remember the dinosaurs in the dinosaur song?
    • Choose one of the dinosaurs you would like to be
    • We’ll march around being the dinosaurs
  • Fossil Feet
    • Sing the song –
    • Listen to the chorus of the Brontosaurus and the Stegosaurus down by the swamp
    • Along comes a dinosaur making such a loud roar, thumping with his feet going stomp stomp stomp
    • Pterodactyl flapping, long beak clacking, big teeth snapping down from the tree
    • Here’s a woolly mammoth, tusks all curly, joins the hurly burly, oh dear me!
    • What a noise, it s the boys of the prehistoric animal brigade x2
  • Dinosaur Brigade March
    • We need to choose some low sounding instruments to make marching music for the dinosaurs
    • We’ll march and join in with the instruments
  • Fossil Feet
    • Sing the song –
    • Listen to the chorus of the Brontosaurus and the Stegosaurus down by the swamp
    • Along comes a dinosaur making such a loud roar, thumping with his feet going stomp stomp stomp
    • Pterodactyl flapping, long beak clacking, big teeth snapping down from the tree
    • Here’s a woolly mammoth, tusks all curly, joins the hurly burly, oh dear me!
    • What a noise, it s the boys of the prehistoric animal brigade x2
  • Fossils
    • We’ll play a listening game
      • If I play “Fossils in the rock” – make a high rocks with your hands (fists)
      • If I play “Pterodactyl teeth” – tap your teeth
      • If I play “Millions of years” – wiggle your fingers low
    • How can you tell which one I am playing?
    • If I clap the tunes, can you tell which one I am playing ?
  • Learning Outcomes
    • Today we have….
    • Learned more about PITCH
    • Performed different pitches on percussion instruments
    • recognised simple patterns repeated at different pitches