Year 3 Music June 18th

 

Say the rhyme in the box, as last week, and clap the hearts (the pulse), at the same time.

Now try again and this time, clap the words as you say them. You are now clapping the rhythm. You are getting good at this!

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Recorders

Hope everyone has enjoyed playing London’s Burning as on the last blog, and that you are playing low D confidently. These next tunes include low D and E.

Check on the fingering chart from last time if you are unsure.

Chatter With the Angels

 

Elephants

 

Fandango

 

Have fun!

Year 2 Music June 18th

Hello Everyone,

If I clap my name, I will clap 4 times when I say it.

Mis-sus Han-na.

Say HELLO to people in your family, and ask them to clap their names to you.

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Could you be as thin as a pin….   (stand tall, hands by your side)

….be as wide as a gate…..      (stretch your arms out to the side, and feet apart)

…as tall as a house, (on tip toes and stretch arms up high)

….. as small as a mouse   (curl up small on the floor)…..

…and as thin as a pin again.

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Food Rhythms

If you say and clap the rhythm, EGGS AND BA-CON, EGGS AND HAM,

You will notice that it sounds just like the Twinkle Twinkle tune that you sang last week.

You are such clever people…….you are now going to sing the following nonsense words to the tune of Twinkle Twinkle little star!

EGGS AND BA-CON, EGGS AND HAM,

EGGS AND BA-CON, EGGS AND HAM,

EGGS AND BA-CON, EGGS AND HAM,

EGGS AND BA-CON, EGGS AND HAM,

EGGS AND BA-CON, EGGS AND HAM,

EGGS AND BA-CON, EGGS AND HAM.

Well done!

What do you notice about the rhythm of each line?

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Funga Alafia

Carry on learning the movements for this.

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Stripes or Spots

Here is a song for you to sing about the patterns and colours that different animals have. Which of these animals would you find in Africa?

Download (PDF, 636KB)

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See you next time.

(Put your index fingers up in the air and move fingers like windscreen wipers, in time with the rhyme)

Tick, tock, tick, tock,  

Time to stop,  Time to stop,

That’s the end of the lesson………..Well Done!

Year 1 Music June 18th

Hello Everyone,

If I clap my name, I will clap 4 times when I say it.

Mis-sus Han-na.

Say HELLO to people in your family, and ask them to clap their names to you.

………………………………………..

Could you be as thin as a pin….   (stand tall, hands by your side)

….be as wide as a gate…..      (stretch your arms out to the side, and feet apart)

…as tall as a house, (on tip toes and stretch arms up high)

….. as small as a mouse   (curl up small on the floor)…..

…and as thin as a pin again.

…………………………………………

I like walking in the woods in the summer, and listen to the birds singing.

The cuckoo makes a noise just like his name, and here is some music with lots of cuckoo sounds. Listen very carefully and count the cuckoo calls. How many can you hear? Do let me know…..

The lion is the ‘King of the Forest’. When he roars, everyone stops to listen. Here is a piece of music with the lion roaring. At the beginning, he wakes up and has a good stretch. You try this too, and gradually shake each part of your body (starting with your fingers and ending with your feet) as the shaking music at the beginning gets gradually louder (a crescendo).

He starts his roar quietly, gets louder very quickly (this is called a crescendo), then he quickly gets softer again (this is called a diminuendo). Listen to this piece and as the lion roars bring your hands up above your head and back down again as he gets quieter. It’s a bit like turning the volume up and down on your TV.

See you next time.

(Put your index fingers up in the air and move fingers like windscreen wipers, in time with the rhyme)

Tick, tock, tick, tock,  

Time to stop,  Time to stop,

That’s the end of the lesson………..Well Done!

Reception Music June 18th

Hello Everyone,

If I clap my name, I will clap 4 times when I say it.

Mis-sus Han-na.

Say HELLO to people in your family, and ask them to clap their names to you.

………………………………………..

Could you be as thin as a pin….   (stand tall, hands by your side)

….be as wide as a gate…..      (stretch your arms out to the side, and feet apart)

…as tall as a house, (on tip toes and stretch arms up high)

….. as small as a mouse   (curl up small on the floor)…..

…and as thin as a pin again.

…………………………………………

Here is a song about a scary spider, a wiggly worm, a slippery slug, and creepy crawly beetle. Enjoy singing the song and pretend to be the creatures you are singing about. How could you be a wiggly worm, and can you slither like a slug?

Download (PDF, 488KB)

These minibeasts are ‘around us every day’. Can you name some places that they might live?

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See you next time.

(Put your index fingers up in the air and move fingers like windscreen wipers, in time with the rhyme)

Tick, tock, tick, tock,  

Time to stop,  Time to stop,

That’s the end of the lesson………..Well Done!

Year 6 Music May 22nd

1)Last week I discussed coding in music, on the back of Mrs Gillhouley’s Maths coding challenge for the VE day celebrations. I then gave you 3 other examples through musical history, where composers have used a code in their music.

Which one of these was one of those 3 composers.

a)George Frederick Handel

b)Johann Sebastian Bach

 

2)In my VE day blog I showed you clips of popular music of the 1940’s era.

The Glen Miller Band was a very famous ‘Big Band’ of the time. What instrument did Glen Miller himself play?

a)trumpet

b)trombone

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Today, we move on from the 1950-60s experimental music of Dr Who, and move to modern day composer Hans Zimmer, who wrote film music such as Pirates of the Caribbean, Lion King, Simpsons Movie, Kung Fu Panda and TV series like Blue Planet.

Rather than me telling you what he says, I would like you (check with your parents first) to google ‘Hans Zimmer, Earth, BBC Teach’ and watch the short introductory film, where Hans Zimmer talks about how he composes his music, and how this piece is put together. I found it really interesting, quite ‘wackey’ and very inspirational.

If you enjoyed that then do listen to the performance of ‘Earth’. Sit quietly in a comfortable space, and listen. It would be interesting to hear whether you enjoyed the music, and how it made you feel. Do email me at [email protected] and let me know.

 

The Power in Me.

Download (PDF, 102KB)

Have a go at singing this song. Listen on YouTube as well to sing with the tune, as this is only a backing track.

Have a good half term.

Year 5 Music May 22nd

 

 

 

 

 

 

Say this new rhyme in the box, as last week, and clap the hearts (the pulse), at the same time.

Now try again and this time, clap the words as you say them. You are now clapping the rhythm. Well done!

…………………………………………………….

The final composer from the Victorian (Romantic) era that we will look at is another Russian called Rimsky-Korsakov. (1844-1908). He spent his early years in the Russian Navy, as well as being a composer. One of his most famous orchestral works is Scheherazade, programme music that is:

The story of a storyteller.

Storytelling

Before printed books and newspapers, storytelling was the way people shared information, traditions, and entertainment. Storytellers travelled from village to village, bringing news and tales. Fairy tales were first told by storytellers and later put into the book forms we know now. The 1001 Arabian Nights were such stories, meant to entertain but also to teach a lesson about good ways to live life and become a good person. One popular story from the Arabian Nights was the tale of Scheherazade. This tale was set to music by the Russian composer, Rimsky-Korsakov.

 

The Story

The story goes that the Persian King Shahryar would marry a new wife every day, and after the first night, he would have her beheaded. Against her father’s wishes, Scheherazade volunteers to marry the king and spend one night with him. She begins to tell him a story that is so amazing that the king is desperate to hear the end, but Scheherazade tells him that she will tell him the end of the story the next night. The king allows her to live for another day so that he can hear the end of the story. The next night she tells the end of the tale and begins another, not revealing the end, and so this goes on for A Thousand and One Nights, by which time the King falls in love with Scheherazade, spares her life and makes her his queen.

 

The Music

Ask your grown ups if you can find this music on You Tube.

Look up:

Rimsky-Korsakov Scheherazade. Gergiev/Vienna Philharmonic. Salzburg Festival 2005. This is a brilliant recording. You could always listen to this in sections if that works for you.

This music comprises of 4 contrasting, though unrelated, movements, influenced by pictures of Persian Miniatures of the time. At the beginning, the two main characters are introduced.

We hear the mesmerising violin taking on the role of Scheherazade (often accompanied by the harp). The heavy brass instruments declaring the arrival of the Sultan, and the stories begin…

The sea is depicted as ‘deep blue E major rolling chords’. Close your eyes ae you listen to it, and imagine…..

The second movement is the Tale of the Kalendar Prince, with a real sense of the Orient, and the third movement is definitely the most romantic of the four.

The last movement depicts a storm at sea and the destruction of a ship, breaking up on the cliffs, and Scheherazade’s theme returns for a final time, showing triumph over the Sultan as he lets her live.

 

The Art of Scheherazade: Persian Miniatures.  The Persian Miniature is a small, brightly coloured illustration that also tells a story. In the l4th Century poetry and literature became very popular in Persia (Scheherazade’s country) and there were many important painting schools. Each group of artists had their own style in creating their paintings. The beautiful drawings would illustrate poems or stories, making books more enjoyable and easier to understand.

Download (PDF, 368KB)

Year 4 Music May 22nd

Hello everyone.

‘We’re Detectives’

Download (PDF, 477KB)

Here is a song for you to sing about musical opposites. Once you know the tune and the words well, try and play on your instruments, as the verses direct.

 

V1. Play F, D (high/low)   (or D, D, high/low if you can)

 

V2 Play F, F, F, F, FGFED    ( or A, A, A, A, AGFED  if you can)

 

V3 Play D—, D,D,D.     (or A—,A,A,A  if you can )

 

V4 Play  F—(loud) F,F,F (softly)        ( A—(loud), A,A,A (softly) if you can)

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Also, here are some more tunes for you to play on your lovely brass instruments.

Have fun, and don’t forget, any problems, just send me an email.

Download (PDF, 586KB)

Year 3 Music May 22nd

 

 

 

 

 

Say the rhyme in the box, as last week, and clap the hearts (the pulse), at the same time.

Now try again and this time, clap the words as you say them. You are now clapping the rhythm. Well done!

…………………………………………………….

Recorders!!

Here is a reminder of the fingerings of the notes for the recorder that will help you to play the tunes that I have given you. I hope you have enjoyed singing and playing Dublin Dan, and Shrimp Island.

If you can play these, try London’s Burning. Here is a chart showing the fingerings.

Descant recorder chart.

Download (PDF, 1.38MB)

London’s Burning

Download (PDF, 227KB)

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Year 2 Music May 22nd

Hello everyone.

I’m tapping my name: Mis-sus Ha-nna.  (my name has 4 taps)

You have met my cat Jake. How many taps will he do for his name?

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Could you ask your grown up to tap a slow regular beat 8 times. Can you step around the room in time to the beat?

Now ask them to tap 16 times, twice as fast, while you step in time with them.

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Now FOOD RHYTHMS! This always makes me feel hungry!

Can you say EGGS AND BA-CON and clap the rhythm at the same time?

Now can you say EGGS AND HAM and clap the rhythm at the same time?

Do you notice the difference?

Now add SAU-SA-GES AND BA-CON and again clap the rhythm at the same time?

Well done. You are now reading and clapping rhythms. Try and find other things in your house you can clap the rhythms to.

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Can you clap the rhythm of the Twinkle Twinkle tune from last week and sing at the same time….?

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Funga Alafia   

Download (PDF, 43KB)

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Can you find your Tick Tock fingers?

Yr R,1&2 Tick Tock

Tick Tock

Tick Tock

Time to stop,

Time to stop,

That’s the end of the les-son. Well done!