This document discusses teaching a music lesson about long and short sounds (duration). It includes activities where students sing songs and play instruments to explore long and short vocalizations and rhythms. Key points covered are identifying long and short words in songs, performing rhythms by clapping or with instruments, and learning that combining long and short sounds creates music that fits within a steady beat.

1. Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT

2. Learning Intention To learn that music is made up of long and short sounds To learn how to use our voices to make a variety of long and short sounds

3. Some sounds are short Some sounds are short Some sounds are long Which sounds are on the card after this song? Some sounds are short Some sounds are long These sounds were on the card after the song

4. Some sounds are short 1 2 3 4 5 6 7

5. Some sounds are short Sit in a circle and sing the song. Pass around a bean bag When the song stops, the person with the bag makes voice ( VOCAL ) sounds You can use oooooo eeeeeee aaaaaa deeeee sooooo, pip dip pop, can you think of any others? Which number were they performing?

6. Some sounds are short 1 2 3 4 5 6 7

7. Dipidu Good day, good day to you, Good day, oh dipidu. Good day, good day to you, Good day, oh dipidu. Dip, dip, dipidu Dipidu oh dipidu Dip, dip, dip, dip, dipidu Dipidu oh dipidu

8. Dipidu Which section of the song had the most long sounding words? Which words in section 2 are the shortest? What happens in the last bit of the second section?

9. Learn the song Good day, good day to you, Good day, oh dipidu. Good day, good day to you, Good day, oh dipidu. Dip, dip, dipidu Dipidu oh dipidu Dip, dip, dip, dip, dipidu Dipidu oh dipidu

10. Jackass wid him long tail Jackass wid him long tail Bag a coco comin down Actions – stroke the long tail then tap.

11. Learning Outcomes We’ve learned that music is made up of long and short sounds We’ve used our voices to make a variety of long and short sounds The word we use for long and short sounds is DURATION

12. Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT 2

13. Learning Intention how to make sounds of different duration on untuned percussion instruments how to use instruments to create sequences of long and short sounds

14. Dipidu Good day, good day to you, Good day, oh dipidu. Good day, good day to you, Good day, oh dipidu. Dip, dip, dipidu Dipidu oh dipidu Dip, dip, dip, dip, dipidu Dipidu oh dipidu

15. Dipidu – clap on the beat Good day, good day to you,  Good day, oh dipidu.  Good day, good day to you,  Good day, oh dipidu. 

16. Dipidu – play on the beat Choose an instrument that can make a LONG sound. Good day, good day to you,  Good day, oh dipidu.  Good day, good day to you,  Good day, oh dipidu. 

17. Dipidu – clap the RHYTHM Dip, dip, dipidu  Dipidu oh dipidu    Dip, dip, dip, dip, dipidu          Dipidu oh dipidu   

18. Dipidu – play the RHYTHM Choose an instrument that can make a SHORT sound Dip, dip, dipidu  Dipidu oh dipidu    Dip, dip, dip, dip, dipidu          Dipidu oh dipidu   

19. Dipidu – perform the song with instruments Choose an instrument that can make a LONG sound. Good day, good day to you,  Good day, oh dipidu.  Good day, good day to you,  Good day, oh dipidu. 

20. Dipidu – play the RHYTHM Choose an instrument that can make a SHORT sound Dip, dip, dipidu  Dipidu oh dipidu    Dip, dip, dip, dip, dipidu          Dipidu oh dipidu   

21. Some sounds are short Some sounds are short Some sounds are long Which sounds are on the card after this song? Some sounds are short Some sounds are long These sounds were on the card after the song

22. Some sounds are short 1 2 3 4 5 6 7

23. Instruments Tambour Cymbal Woodblock Chime Bar (Rubber beater) How can we make long and short sounds with each of these instruments?

24. Play the game with instruments Some sounds are short Some sounds are long Which sounds are on the card after this song? Some sounds are short Some sounds are long These sounds were on the card after the song

25. Some sounds are short 1 2 3 4 5 6 7

26. Jackass wid him long tail Jackass wid him long tail Bag a coco comin down Actions – stroke the long tail then tap. Make the long and short sounds with instruments

27. Learning Outcomes We’ve explored long and short sounds on classroom instruments We’ve performed long and short sounds in response to symbols We’ve used instruments to create sequences of long and short sounds The word for long and short sounds - duration

28. Year 2 Music YEAR A Summer 2009 THE LONG AND SHORT OF IT 3

29. Learning Intention To learn that music is made up of long and short sounds ……(sounds of different duration ) To learn how to combine long and short sounds to fit in with a steady beat

30. Long Tail, Short Temper Listen to this song – listen carefully to the words Which word has the longest sound in it? Listen again – make a long arc on the air for the long sound and clap for the short.

31. Long Tail, Short Temper Listen again and notice the clip clop of the donkey’s hooves. Are the sounds long or short? Are the words in this section mostly long or short? We’ll listen again and tap the clip clop on our knees.

32. Tingalayo We’ll learn to sing the song – Tingalayo, come little donkey come X 2 Me donkey eat, me donkey sleep, Me donkey kick wid him two hind feet. X 2 Tingalayo, come little donkey come X 2 Me donkey walk, me donkey talk, Me donkey eat wid a spoon and fork X 2 Tingalayo, come little donkey come X 2 Sing the long sounds smoothly and the short sounds snappily.

33. Tingalayo rhythms clip clop clip clop clip clop clip clop Tin -ga –lay---------------------o spoon and fork spoon and fork come lit - tle don - key come lit - tle don - key

34. Tingalayo rhythms We’ll practise each rhythm Half tap the clip clop beat, half tap a rhythm All tap the clip clop beat, take it in turns to tap a rhythm on a woodblock (say the rhythm too)

35. Tingalayo rhythms clip clop clip clop clip clop clip clop Tin -ga –lay---------------------o spoon and fork spoon and fork come lit - tle don - key come lit - tle don - key

36. Learning Outcomes We’ve identified long and short sounds in a piece of music We’ve performed long and short sounds in response to symbols The word for long and short sounds – duration