Exploring tempo (speed)

Duration: 3 lessons

Focus

Internalising a beat

Overview

There are many different Italian terms used to describe speed in music. So as not to overwhelm students, focus on 5. In this lesson sequence we will focus on Lento, Andante, Moderato, Allegro and Presto.

Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.

Content

Students will research the definition of the 5 core Italian duration terms. They will then learn to internalise the beat and identify these terms, by:

• walking in time to the beat of 5 different tempos (life skills activity)
• playing a game that identifies 5 different tempos
• performing the first 8 bars of Beethoven?s Ode to Joy in time with a metronome, using 5 different tempos
• completing a worksheet of real-life scenarios and relating them to Italian words describing tempo (extension activity).

Assessment

All activities require students to demonstrate their learning and are all assessment for learning activities.

Teaching and learning activities

Literacy and numeracy

Students will:

• research the definition and approximate bpm (beats per minute) of each of the 5 core Italian terms.

Movement

Students will:

• walk to the beat of pieces in different tempos. The following pieces are suggested as examples -
  • Reckless by Australian Crawl - Lento
  • History by Olivia Holt - Andante
  • Kiss this Thing Goodbye by Del Amitri - Moderato
  • A Little Party Never Killed Nobody by Fergie - Allegro
  • Footloose by Kenny Loggins - Presto

Game

Students will:

• listen to an excerpt of a piece of music and then move to the corresponding tempo term. The 5 Italian terms can be printed as individual signs and placed around the room. The following pieces are suggested as examples:
  • Million Reasons by Lady Gaga - Lento
  • Lacrimosa Lullaby by Karl Jenkins - Andante
  • Sun Dirt Water by The Waifs - Moderato
  • Feel Invincible by Skillet - Allegro
  • Highway Star by Deep Purple - Presto

Scenarios

Students will:

• relate given scenarios to Italian terms for tempo. The terms on the tempo worksheet (PDF 4.27MB) include expressive techniques that manipulate the concept of duration (in this case, tempo).

Performing skills activity

Students will:

• perform the first 8 bars of Beethoven?s Ode to Joy in the different tempos, using a metronome as an indicator of speed.

A metronome may be accessible on keyboards, as a free app, a website or on YouTube. This task can also be done as a whole class activity with the pulse amplified through speakers. The music for this exercise can be downloaded for keyboard (PDF 4.44 MB) and tablature for guitar (PDF 4.35MB) and bass guitar (PDF 4.35MB).

Differentiation

Extension

Students could:

• complete the tempo scenarios sheet (PDF 4.27MB). This includes the expressive techniques terms, ritardando and accelerando, which manipulate the concept of duration.

Life skills

Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.

Students could:

• participate in the movement activity by physically moving all or part of the body
• hit a drum or other percussion instrument in response to different tempos.

Evaluate

Feedback is formative during the lessons. Students will successfully internalise the beat by moving or playing in time with different tempos and use correct Italian terms to identify tempos.

Reference list and resources

• Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.
• Ode to Joy keyboard and voice music (PDF 4.44MB)
• Ode to Joy guitar tablature (PDF 4.35MB)
• Ode to Joy bass guitar tablature (PDF 4.35MB)
• Tempo scenarios worksheet (PDF 4.35MB)

Tempo example videos

• Reckless by Australian Crawl
• History by Olivia Holt
• Kiss this Thing Goodbye by Del Amitri
• Castle on the Hill by Ed Sheeran
• Lacrimosa Lullaby by Karl Jenkins
• Million Reasons by Lady Gaga
• Sun Dirt Water by The Waifs
• Feel Invincible by Skillet
• Highway Star by Deep Purple
• A Little Party Never Killed Nobody by Fergie

Duration: 1 lesson

Overview

Through movement and mathematics, students will kinaesthetically reinforce their knowledge of note values and note names. Notes to be covered: semibreves/whole notes, minims/half notes, crotchets/quarter notes and quavers/eighth notes.

Content

Students will participate in two music games based on note values and terms.

Assessment

All activities require students to demonstrate their learning and are all assessment for learning activities.

Teaching and learning activities

Literacy and numeracy

Students will:

• associate note values with fractions and addition.
• learn metalanguage ? English and American terms are allocated to each note. Having the American term helps to relate note values to maths and assists in learning time signatures.

Suggested student learning activities include:

• completing the note names worksheet (PDF 4.32MB) labelling the pictures of a semibreve, minim, crotchet and semiquaver
• researching the equivalent American terms and discussing how this relates to maths and fractions.

Numeracy games

Physical numbers

1. Divide the class into two equal groups.
2. Group one stand at the front of the room and group two sit down to watch.
3. Draw four labelled stick figures on the board. Standing stick figure = semibreve/whole note, four beats. Kneeling stick figure = minim/half note, two beats. Sitting stick figure = crotchet/quarter note, one beat. Lying stick figure = quaver/eighth note, ½ a beat.
4. Call a number (4, 2, 1 or ½) and students quickly move to the matching position (standing, kneeling, sitting or lying). The last student to move to the correct position and those who are incorrect, are out.
5. Swap groups and repeat the activity. The last students left in each group compete with each other.
6. Make the activity harder by doing extra rounds using either the English term or the American term.

Sticky numbers

1. Have students gather in a large open space.
2. Call out a random number (for example 13). Students then form groups to add up to the number thirteen by standing/kneeling/sitting/lying (or combinations of these).
3. Everyone in the class must be included. Therefore, what might have been one person sitting (1 beat), has to become 2 people lying (2 x ½ beat).

Differentiation

Extension

Students could:

• use the English and or American terms in both numeracy games.

Life skills

Students could:

• complete maths activity one but are limited to note values only.

Evaluate

Feedback is formative during the lessons. Students move to the corresponding position for each note value or note name.

Reference list and resources

• Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.
• Note names worksheet (PDF 4.32MB)

Duration: 5 - 6 lessons

Focus

How music is used in film to enhance a scene.

Overview

These lessons explore the use and characteristics of music within seven identifiable functions in film.

1. Credits
2. Mood and atmosphere
3. Dramatic effect
4. Sense of locale
5. Character emotion or identification
6. Pace and action
7. Foreshadowing

Content

Students will engage in visual and aural activities that explore the characteristics of music in film. They will compare functions based on a critical analysis of similarities and differences present in the concepts of music. Stage 5 students will be expected to go into greater detail regarding the concepts of music and associated terminology.

Assessment

All activities require students to demonstrate their learning and are all assessment for learning activities.

Teaching and learning activities

Students will:

• brainstorm the types of scenes that music can enhance
• observe the presentation - functions of music in film
  • An accompanying Sway guide (PDF 4.71MB) can be downloaded to support teaching the presentation above.
• consider the possible use of duration, pitch and dynamics in each function (in a basic sense for Stage 4, more detailed for Stage 5). Students could draw up a table like the one below and fill in what they expect will happen
• discuss as a class
• watch scenes to ascertain whether they were correct.

• Try and use Italian terms when discussing tempo:
  • Lento ? very slow
  • Andante ? at a walking pace
  • Moderato ? at a moderate speed
  • Allegro ? fast and lively
  • Presto ? very fast
• Try and use Italian terms when discussing dynamics:
  • pianissimo ? very soft
  • piano ? soft
  • mezzo piano ? moderately soft
  • mezzo forte ? moderately loud
  • forte ? loud
  • fortissimo ? very loud
• focusing on one function at a time, watch several scenes related to that function. Look for similarities and differences in the use of musical concepts by working in pairs to complete a table. Some suggested film scenes can be found in the accompanying document Suggested film scenes (PDF 4.27MB)
• what conclusions can be drawn from this analysis? Information relating to the different functions and their musical characteristics can be found in the accompanying document Music in film (PDF 4.28MB).

Literacy and numeracy

Students will:

• learn and use metalanguage associated with the concepts of music.

Differentiation

Extension

Students could:

• explore duration, pitch and dynamics in greater depth
• add texture, tone colour and expressive techniques, with associated terminology
• research their own film scene to match each function, based on conclusions drawn from the similarities and differences activity.

Life skills

Students could:

• create a simplified version of the table provided above
• employ a tick box type of table for the similarities and differences activity.

Evaluate

Formative feedback: students will contribute to class discussion

Summative feedback: this information can form the basis of an exam where students identify the functions of music in selected scenes and justify their opinions using the concepts of music

Reference list and resources

• Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.
• Functions of music in film Sway
• Accompanying Sway guide (PDF 4.71MB)
• Music in film (PDF 4.28MB)
• Suggested film scenes (PDF 4.27MB).

Duration: 5-6 lessons

Focus

Exploring varied sound sources of the four families of instruments within the western symphony orchestra.

Overview

Students will explore the instruments of the orchestra through a Prezi containing a series of videos. They will develop deep knowledge of the instruments, their families, expressive techniques and the role of a professional musician.

Content

The four families of the western symphony orchestra are:

• strings
• woodwinds
• brass
• percussion.

The Orchestra Sway and accompanying prompt sheet (PDF 4.28MB) will assist in the introduction of the orchestra families and their sound sources for Stage 4 students.

Assessment

All activities require students to demonstrate their learning and are all assessment for learning activities.

Teaching and learning activities

Students will:

• observe the Sway The Orchestra
  
  • Refer to the accompanying prompt sheet (PDF 4.28MB) for assistance.

• discuss the layout of the families. Ask students:
  • Who do you think sits in each colour?
  • Why do you think they are that size?
  • Why do you think they sit in that position?
    • The layout of the orchestra (PDF 4.38MB) worksheet can assist with this.
• observe and discuss:
  • the roles and responsibilities of the conductor
  • the roles and responsibilities of professional musicians
  • the instruments of the string family, including associated expressive techniques-
    • pizzicato (featured in the first violin sway video)
    • arco (featured in the first violin sway video)
    • vibrato (featured in the first violin sway video)
    • glissando (featured in second cello sway video).
    • the instruments of the woodwind family
    • the instruments of the brass family
    • the instruments of the percussion family.

Literacy and numeracy

Students will:

• learn the names of the instruments of each orchestral family
• learn the metalanguage associated with expressive techniques on string instruments.

Differentiation

Extension

Students could:

• investigate and explore how orchestras and their layouts have changed over the centuries
• investigate and explore the expressive techniques possible on woodwind and brass instruments

Life skills

Students could:

• complete a mind map of the instrument families and members of the families:
  • strings
    • violin
    • viola
    • cello
    • double Bass
    • harp and piano are visitors ? not regular members
  • woodwinds
    • flute and piccolo
    • oboe
    • clarinet
    • bassoon
  • brass
    • trumpet
    • french horn
    • trombone
    • tuba
  • percussion
    • timpani
    • castanets, triangle, snare drum, bass drum, gong, chimes, xylophone (to name a few)
• read through the information sheet in the resource section on the layout of the orchestra (PDF 4.38MB). Turn it into a cloze passage if desired.
• watch the YouTube clip on The Vegetable Orchestra Literally Plays with Their Food (00:02:45) discuss, and make instruments.

Evaluate

Formative feedback - students will contribute to class discussion

Summative feedback - create an account and sign in to Kahoot!. Students will participate in a Kahoot! about the instruments of the orchestra.

Reference list and resources

• Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.
• The Orchestra sway and accompanying prompt sheet (PDF 4.28MB)
  
• The layout of the orchestra (PDF 4.38MB)
• The Vegetable Orchestra Literally Plays with Their Food (02:45)
• Instruments of the Orchestra Kahoot!

Duration: 4 - 5 lessons

Focus

Exploring varied sound sources of instruments from around the world.

Overview

Students will categorise instruments from other countries according to their source of sound production.

Content

There are five categories to which any instrument in the world can belong. This is different to the four instrument families to which only instruments of the orchestra can belong. The five categories are: chordophone, aerophone, membranophone, idiophone and electrophone.

Assessment

All activities require students to demonstrate their learning and are all assessment for learning activities.

Teaching and learning activities

Students will

• discuss the differences between the five categories and brainstorm instruments that belong to each category.
  • Aerophones - instruments that use the vibration of air to generate sound. This can be air that is blown or pumped. For example, flute, shakuhachi, bagpipes, pipe organ, harmonica, piano accordion, recorder, saxophone.
  • Chordophones - instruments that use the vibration of strings to generate sound. These strings can be plucked, hammered, bowed or strummed. For example, koto, bouzouki, acoustic guitar, cello, banjo, ukulele
  • Membranophones - instruments that use the vibration of a skin (membrane) to generate sound. For example, bass drum, timpani, djembe, bodhran, snare drum, tambor
  • Idiophones - instruments that use the vibration of their own body to generate sound (i.e. all percussion instruments except drums). These instruments can be struck, scraped, shaken or rattled. For example, angklung, xylophone, triangle, cymbals, cabassa, maracas, claves. A tambourine with a skin can fit into membranophones and idiophones.
  • Electrophones - instruments that use the vibration of electricity to generate sound. For example, electric guitar, bass guitar, synthesiser, theremin.

The teacher can make a list of all the different nationalities present in the class. Each student can then investigate the instruments of their culture that belong to one or more of the five categories.

Try to emphasise the first four categories and instruments indigenous to particular countries or areas, rather than the more recent introduction of electrophones. This allows students to explore the heritage of instruments and their cultural background.

• Observe the Sway Music of the World. Students could create a table of the area/country and the name of the instrument and whilst watching the Sway, identify the category from which each instrument comes.
  • Point out that these are indigenous instruments that are hundreds of years old which is why they are made from the resources on the land - often animal skin, hair or intestines (for strings).
    • A printable version of the Music of the World Sway (PDF 20.86MB).

Literacy and numeracy

Students will:

• learn the categories and their differences
• create a mind map of categories of instruments from around the world with examples.

Differentiation

Extension

Students will:

• investigate and explore instruments and their categories from a specific or student chosen culture.

Life skills

Students could:

• identify the settings of some of these instruments. Eg. personal enjoyment, a concert or ceremony, a formal occasion, quiet reflection etc.
• indicate, physically or verbally, their like or dislike of different instruments sounds.

Evaluate

Formative feedback: students will contribute to class discussion.

Summative feedback: students can complete a KAHOOT on instruments from around the world.

Reference list and resources

• Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.
• Music of the World Sway and printable version of Music of the World Sway (PDF 20.86MB)
  
• Instruments from around the world KAHOOT

Duration: 4 - 5 lessons

Focus

Group performance and composition on non-melodic percussion instruments.

Overview

Students will develop 21st century skills of collaboration, communication and creativity through simple rhythmic compositions and group performance.

Content

Using available non-melodic percussion instruments, students will learn to perform rhythmic ostinatos (repeated patterns), following a score in groups of like instruments. They will then compose and notate their rhythmic ostinatos to perform in small groups containing different instruments. Instruments may include triangle, cabassa, tambourine, claves, bongos, egg shaker or body percussion such as clapping, thigh-slapping or stamping.

Assessment

All activities require students to demonstrate their learning and are all assessment for learning activities.

Students will demonstrate:

• ensemble awareness: the ability to maintain a steady tempo and perform a rhythmic ostinato,
• the ability to compose and notate their own 2 bar rhythmic ostinato,
• collaboration and communication with peers,
• performance and audience etiquette.

Teaching and learning activities

Class percussion activity

Display a rhythmic ostinato score for available non-melodic percussion instruments at the front of the room for all students to see. Write the score in order from softest instrument to loudest. Samples percussion scores are available for download (PDF 4.4MB).

Place like instruments in horizontal rows in front of the score (on the floor if possible), with softer instruments at the front. For example:

• row 1 = egg shaker
• row 2 = claves
• row 3 = triangle
• row 4 = cabassa
• row 5 = tambourine
• row 6 = bongos

Students will:

• learn each ostinato one at a time, by clapping the rhythms. If there is difficulty learning the rhythms, invent silly sayings or words where the syllables match the rhythm. This makes it easier for students to remember the rhythm. Examples of this have been provided in the Sample rhythm sayings handout (PDF 4.69MB).
  
• play and hold the instruments using the correct technique. Go through each ostinato with its matching rhythm on the score.
• perform ostinatos as a class ensemble. Count students in so they know the tempo then direct them to start either one row at a time, several rows at once or everyone at once. Once students begin to play their ostinato, they continue until directed to stop. Varying when students begin, and end can allow for changes in texture and dynamics to be highlighted.
• swap rows (instruments/ostinatos) to perform all ostinatos on all instruments.

Small group activity 1

Using the same score as the class percussion activity, students can be placed into small groups around the room to engage in student-directed performance of the ostinatos.

Notation activity

Students will:

• individually notate their own 2 bar rhythmic ostinatos. Each bar should be different, and the two bars should end with a repeat sign.
• learn and practise (clapping or playing a non-melodic percussion instrument) their composition.

Small group activity 2

In groups of various non-melodic percussion instruments, students will:

• practise their individually composed ostinatos together
• discuss the order of instruments playing (especially regarding their dynamics) and how the piece will start and end
• perform their pieces for the rest of the class.

Remind students how to behave when watching a performance and how performers are to acknowledge their audience.

Performances can be filmed for self and peer reflection and for assessment purposes.

Literacy and numeracy

Students will:

• understand note values and their groupings for composition
• follow a beat and given tempo (speed)
• read and interpret musical scores
• break words into syllables to match rhythmic patterns
• metalanguage:
  • ostinato ? a repeated pattern
  • texture ? layers of sound.

Differentiation

Extension

Students could:

• create complex ostinatos that include syncopation with rests and/or ties
• compose a rhythmic ostinato score for 2 or more instruments.

Life skills

Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.

Students could:

• use untuned percussion instruments to keep the beat of the music
• play an individual part within a musical piece
• reproduce a sound at determined intervals when playing in a group
• compose (but not notate) an ostinato for performance in a group.

Evaluate

Formative feedback

Observation of group collaboration and teacher monitoring of notation.

Summative feedback

This unit can culminate in the assessment of the notation and final performance.

Reference list and resources

• Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.
• Samples percussion scores (PDF 4.4MB)
• Sample rhythm sayings handout (PDF 4.69MB).

Plain versions of the handouts in the tabs above are available for download as word documents.

Concepts of Music

Concepts of music posters are available to print and display in your classroom via the links below.

• Concepts of music large A3 summary poster
  • Online version (PDF 1.77MB)
    
  • Print version (PDF 2.05MB)
• Individual concepts of music A4 posters
  • Online version (PDF 2.12MB)
  • Print version (PDF 2.1MB)

Year 7 Ukulele program

This unit of work (DOCX 64.38KB) provides students with a detailed introduction to the concepts of music (focusing on duration) and allows them to broaden their existing understandings of each of these concepts. Through listening and performing activities students will learn about the main aspects of the concepts of duration ? beat, tempo, metre, time signature and rhythm and will explore the ways in which composers manipulate these concepts for particular purposes. Students will begin to learn to analyse music and will write extended responses discussing the use of duration in musical examples from a range of genres, styles and historical time periods. Students will play increasingly difficult pieces of music from notation and undertake performance activities focusing on developing their skills on the ukulele which will synthesise their theoretical and notational understandings and skills.

Sample units and tasks

Stage 4 sample unit - Australian music

Stage 4 sample task - Bucket drumming

Stage 4 sample task - Trains

The following websites may be useful resources for Stages 4 and 5 music.

• BBC music is an interactive site including music radio and television programs on demand.
• Big ears: the original online ear trainer is an online aural drill for practising interval recognition. Suitable for Stages 4 to 6.
• Five interactive music projects includes background information, worksheets, composition activities and links. Covers a range of styles including hip-hop and west African drumming. Uses streaming audio. Suitable for Stages 4 to 6.
• The kidszone of the New York Philharmonic website is an interactive and comprehensive introduction to the instruments of the New York Philharmonic through the instrument storage room and musicians lounge. It also contains composition activities, musical games, quizzes and an online lab for making and learning about making musical instruments. Suitable for Stages 2 to 4.
• Finale Notepad is a free download which provides an easy introduction to computer music notation. It is available for Windows and Apple and easy to use ? notes are dragged and dropped onto the staff, lyrics can be added, the music played back, printed and saved. Suitable for Stages 3 to 6.