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4 Unit 1

The sounds my body makes1u n i t

This unit begins with the study of ambient sounds produced by people, as well as the silences between these sounds.

This unit also reinforces auditory recognition of some of the most well-known instruments and pupils will work on simple rhythms using body percussion.

During the unit, pupils will focus on the importance of silences, or rests, in music. They will also carry out activities and games using their bodies to produce different sounds.

At the end of the unit, pupils will perform a song by producing the sounds using their bodies and onomatopoeia.

Complementary materialMusic 1 Workbook. Unit 1

Workbook:•MusicallanguageActs.1and2

•MiscellaneousAct.2

•TimetofinishActs.1,2,3and4

Workbook:•MusicandcultureAct.1

•MiscellaneousActs1

•TimetofinishActs.1,2,3and4

5Unit 1

Unit resources

Teacher's materialTeacher's resources on the USB and at www.smconectados.com

Pupil's resources on CD and at www.smsaviadigital.com

Digital resources Other materials

Tuneup

•ClassCD:Listenings1.Track2

•Relatedweblinks

Extraactivities1,2and3

Testyourself.Self-evaluation

Unit 1: The sounds my body makes

•ClassCD:Listenings1.Tracks6and7

•Activity.Funnygram•Scores

•Pupil'sCD.Tracks3and4

•Let'spractise.Funnygram

•ReviewActs.1and2

•ReinforcementActs.1and2

•ExtensionActs.1,2,3and4


•Relatedweblinks

•ReviewActs.1and2

•ReinforcementActs.1and2

•ExtensionActs.1,2,3and4

•Wallpaper:Bodypercussion

Introduction


•Relatedweblinks


•Let'spractise.Karaoke


•Activity.Karaoke•Scores

'The Battle' by W. A. Mozart

2. Listening

Sounds and silence

3. Musical language

'I Make Sounds with My Body', vocal song

4. Song

Sounds and silence

5. Musical performance

'The Sounds My Body Makes', vocal song with gestures

6. Song

Producing sounds using the bodyExperiment with sound

Sharing ideasKeep in mind! The importance of

silence

Music workshop

Music with my body

1. Music and culture

Pupil's material

Teaching programme

6 Unit 1

UNIT AIMS COMPETENCES

1. Understandthesoundsandmusicalpossibilitiesofdifferentsourcesofsound:voice,bodyandinstruments.

2. Listentovocalpieceswithonomatopoeicsounds.

3. Developauditorydiscriminationbetweensoundsintheenvironmentandpupils’ownbodies.

4. Memoriseandperformofabasicrepertoireofsongsandinstrumentalpiecesspecifictotheenvironment.

5. Appreciatetheimportanceofsilenceaspartofmusic.

Culturalawarenessandexpression

(Unit aims 1, 2, 3, 4, and 5)

MathematicalcompetenceandbasiccompetenceinScienceandTechnology

(Unit aims 1 and 2)

Senseofinitiativeandentrepreneurialspirit

(Unit aim 4)

CONTENTS ASSESSMENT CRITERIA lEARNINg STANDARDS lEARNINg OUTCOMES

Listening:•Sound:sensoryperception•Soundsintheimmediateenvironment

•Soundsandsilence•Noise

1. Perceive the expressive power of sound and music through active listening based on movement and play.

1.1. Experience situations with and without sound.

1.2. Appreciate music as a common form of expression and communication.

•Recognise sounds in the environment and express them in a drawing.

Let'slisten/Let'sspeak,page6

MusicandCulture,page7

•Imitate different sounds in the environment with the body and voice.

Musicandculture,page7

Musicalperformance,page11

•Use ICT as a learning and self-evaluation tool.

Saviadigitalactivity,page7

Characteristicsofsound:•Duration(beat,long-short)•Pitch(high-low)•Volume•Timbre

2. Identify and describe the characteristics of sound orally.

2.1. Perceive and distinguish between sounds that are low and high, long and short, loud and quiet, and have different timbres.

2.2. Identify the verses and the chorus in a song.

(Linguisticcommunication/MathematicalcompetenceandbasiccompetencesinScienceandTechnology/Socialandciviccompetence/Culturalawarenessandexpression)

•Distinguish between the timbre of the drum, trumpet and flute.

Activity1,page8

•Listen to different sounds and identify them in different illustrations.


•Distinguish between different musical instruments in a listening.

Listening,page8



Musicalperformance:

•Exploringvocalresources.Articulationandvocalisation

•Children’ssongs.Chorusandverse.Rhythmicaccompanimentswithostinato

•Soundpossibilitiesofbodypercussion

•Schoolpercussioninstruments:brass,woodwindsanddrums

•Non-conventionalnotation

3. Perceive and express rhythm and duration in songs, movement activities and orchestrations with non-conventional notation.

3.1. Explore simple onomatopoeic expressions.

3.2. Perform the sounds in non-conventional scores with the voice and instruments.

3.3. Identify accentuation with verbal and movement responses.


Song,page12



Teaching programme

7Unit 1

CONTENTS ASSESSMENT CRITERIA lEARNINg STANDARDS lEARNINg OUTCOMES

4. Use, discover and evaluate the sound possibilities of the body and voice.

4.1. Employ and explore the sound qualities of the body, instruments, objects, animals and the voice.

•Execute rhythms using body percussion.

Musicallanguage,page9


•Find new ways of clapping.

Musicworkshop,page13



5. Sing individually and in groups, improvising vocal dialogues.

5.1 Sing chorally using the voice. •Memorise and perform a song.

Song,page10

Song,page12


Saviadigitalactivity,pages10and12

6. Discover and identify the expressive and communicative possibilities of different materials and instruments, based on the different materials and ways of producing sound.

6.1. Accompany songs with percussion instruments, keeping the beat.

6.2. Express non-conventional notation with the voice and instruments.

•Perform rhythms with sounds and silence (rests).




7.1. Routinely interpret simple non-conventional scores with the voice and tuned and untuned percussion instruments.

(Culturalawarenessandexpression/Learningtolearn)

•Perform a score with non-conventional notation, including rests.



Movementanddance:

•Repertoireofsimpledances.

8. Adapt body movements to the movement of the music, using spontaneous dance to express the different elements of sound perceived through attentive and active listening.

8.1. Keep the beat of a song and in movement activities.

8.2. Enjoy physical and dramatic games set to music showing spontaneousness.

8.3. Adjust individual movements to the surrounding space and other pupils.

(Senseofinitiativeandentrepreneurialspririt/Culturalawarenessandexpression/Socialandciviccompetence)

•Accompany a listening with clapping rhythms.

Activity2,page8


Song,page10

•Use ICT as a tool for learning and self-assessment.


•Learnthestepstoadance.

Dance1,pages14and15

•Enjoydancingwithclassmates.

Dance1,pages14and15

8 Unit 1

Methodological suggestions

1. Previous knowledge

Before studying this unit, pupils should already be familiar with the following content and concepts:

•Sounds and silence

•Musical instruments: (drum, trumpet and flute)

•The parts of the body

2. Possible areas of difficulty

Despite having previous knowledge, pupils may encounter some of the following difficulties when studying this unit:

•Although pupils are not yet working with conventional scores, the unit includes exercises which involve alternating between sounds and silence (rests). They are simple four-beat bars. It is advisable to keep the beat so that each sound or rest coincides with a beat and the pupils get used to this.

•When working on body percussion, pupils’ movements must be coordinated and synchronised with the beat, so that when the class claps, for example, there is one loud clap and not a number of claps at different times.

• It is important to stress the importance of silence (rests).

3. Innovation programmes

COOPERATIVELEARNING

Goodclassroomenvironmentandteamgroupactivities(Introduction, page 6)

Cooperativestructure:Mural drawing (Introduction, page 6)

4. Suggested distribution of sessions

•4.1. We recommend dividing the unit into six classroom sessions as outlined below:

MUSIC AND CUlTURE lISTENINgMUSICAl

lANgUAgESONg

MUSICAl PERfORMANCE

SONg MUSIC wORkShOP

1 session 1 session 1 session 1 session 1 session 1 session

* Recomendation: Spend the first few minutes of each session revising the content covered in the previous session.

•4.2. This unit can be done in fewer sessions by dividing it into three sessions as outlined below:

MUSIC AND CUlTURE lISTENINgMUSICAl

lANgUAgESONg

MUSICAl PERfORMANCE

SONg MUSIC wORkShOP

1 session 1 session 1 session

* Recomendation: Spend the first few minutes of each session revising the content covered in the previous session.

This is only a suggestion. Each teacher should adapt it to his/her own needs and to the amount of hours assigned to the subject.

Teaching programme

Teaching notes

10 Unit 1

Learning standards and outcomes



Resources ► Pupil's Book activities

•Computer with projector and screen, or digital whiteboard

•CD player

•Class CD: Listenings 1

► Teacher's Book activities

• Internet access

► Web links

•Human body sounds: www.e-sm.net/body_sounds1

Cooperative learningIn the following pages, activities using cooperative learning structures will be proposed. It is important to have a good learning environment in the classroom as well as cohesive groups. In order to have these two things, it is recommended to use the dynamics on the Cooperative Learning Guide.

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Warm-up1. Make sure the children are sitting comfortably and

silently. Tell them that you are going to ask them to listen really carefully to see what sounds they can hear in the classroom. Encourage pupils to explain how to listen well, for example, it is important to sit still, it helps to shut your eyes to concentrate on sounds … You could use the clock to set a time limit, if you have one in the classroom.

2. Ask pupils to put their hands up to answer the following questions:

• What sounds did you hear in the classroom?

•What could you hear outside of the classroom?

•Where were these sounds coming from?

• Could you hear people, animals or things?

•Which of these sounds do you think you could mimic using your body?

3. Encourage good listening skills by praising pupils who you noticed were listening well, for example were not fidgeting or making any noises themselves but were sitting in silence and concentrating hard.

During the lesson 4. Focus attention on page 6 of the Pupil’s Book. The

topics of this unit, 'The sounds my body makes' and 'Sounds and silence' can be seen in this illustration. Some of the children are making sounds using their voices or their bodies, such as shouting or clapping, whilst others are making gestures or doing actions that suggest silence, such as listening or covering their ears.

5. Ask pupils to describe the sounds and actions they can see in the illustration as this will help them to identify these sounds as they listen to the audio.

6. Play the audio. Tell pupils to close their eyes the first time they listen, as this will help them to identify the different sounds.

[Class CD: Listenings. Track 1] Narrator: The children are in the playground. It’s playtime! [Combination of all the sounds: clapping, slapping knees, coughing, shouting, feet stamping, laughing, crying, making raspberries, singing]. Jim and Betty play a clapping game. They clap hands. [Two pairs of hands clapping together]. They slap their knees [Two pairs of hands slapping knees]. But Lucy and Angelo are ill. They cough … Boy and girl: [coughing] ‘Cough, cough’ Narrator: … and sneeze. Boy and girl: [sneezing] ‘Achoo, achoo!’ Narrator: July and Edward sing a song. Boy and girl: [singing] ‘The wheels on the bus go round and round, round and round!’. Narrator: Sam doesn’t hear the song. He is asleep! [silence]. Chan walks and stamps his feet [one boy stamping his feet as he walks]. Scott tells Jeff a funny story.

Boy: [talking unintelligible and then] ‘... and a penguin!’. Narrator: They laugh. Two boys: [laughing] ‘Hah, hah, hah!’. Narrator: It is a very funny story! Kevin is not funny. He blows raspberries at Emma. Boy: [blowing raspberries] ‘pbbth, pbbth’. Narrator: Emma doesn’t like the raspberries. She cries [girl crying]. Peter shouts in a loud voice. Boy: [shouting] ‘Hey, Maria!’. Narrator: John doesn’t like loud voices. He covers his ears [silence].

7. Play the audio a second time. This time pupils circle the children in the picture as they hear the sounds they are making. Remind pupils that the sounds might be produced by the voice, for example laughing or crying, or by the body, for example with the feet or the hands. Ask pupils if they would like you to play the audio again for them to check or complete their answers. To feedback, play the audio again, this time pausing between sounds and asking pupils to identify on the screen which character is making the sound.

8. Explain to the children that they are going to imitate or mimic the sounds they can see in the picture. This activity will help children to develop their creative thinking skills.

Wrap-up9. Active listening should not be limited just to this

session. Try to periodically encourage active listening, for example, you could ask the children to listen for the different sounds they can hear in their break time, and to discuss these when they come back into the class.

10. Focus attention on the sounds made using the body in the illustration. Ask pupils if they can think of other sounds they can make using just their bodies. You could divide the class into groups and either give each group a different part of the body for example the head, the hands, the feet, the knees, etc., or write the parts of the body on the board and ask each group to think of one sound they can make with each different body part. Feedback in open class.

11Unit 1

Cooperative learningDiscovering the sounds generated by the body can be worked on using the cooperative learning structure Mural drawing. See Cooperative Learning Guide.

12 Unit 1




• Imitate different sounds in the environment with the body and voice.



• Listen to different sounds and identify them in different illustrations.


Resources

► Pupil's Book activities


•CD player


•Tune up at Saviadigital


• Internet access

► Web links

•Recognising the sounds of the human body: www.e-sm.net/body_sounds2

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Warm-up1. This lesson reinforces auditory recognition in relation

to the illustration from the previous lesson and the corresponding sounds.

2. Make lots of different sounds using the voice, then ask the children to make others. Optional: You could choose a sound for the children to echo. You could ask various children to make a sound for the rest of the class to echo.

3. It is also worth pausing to 'hear' the silence. (In this way, pupils will come to realize that you can always hear something.) Play the audio from the previous lesson again [Class CD: Listenings 1.Track 1], pausing so that pupils can imitate the sounds.

During the lesson 4. Focus attention on page 7 of the Pupil's Book, Activity 1.

Make sure pupils each have the corresponding stickers. Tell pupils that they are going to listen to four body sounds and they should match them to the pictures on the stickers. Remind pupils that the sounds may not necessarily go in the initial order. Play the audio [Class CD: Listenings 1. Track 2], pupils listen and stick each sticker on the corresponding space. If you haven’t already done so in the Warm up section, it may be useful to play the audio from page 6 of the Pupil’s Book again as a reminder of the various sounds that have been introduced.

5. Focus attention on Activity 2. Tell pupils that they are going to practise making sounds with different parts of their bodies. Encourage pupils to produce various simple rhythms using the body parts in the illustrations (hands, knees, feet). It is very important to mark the beats of the rhythm both visually and aurally.

6. Start with the following two bar rhythm and always end in the first half of the second bar. Here we are only practising crotchets, crotchet rests and two quavers. This rhythm can be used for each of the body instruments; when pupils feel comfortable with it, they can alternate hands on knees (left-right) and feet:

7. When the children have mastered these rhythms, increase the number of bars in each rhythm. Repeat the first bar of each once, then twice, etc., always ending on a crotchet and a rest.

8. Depending on your pupils, you could combine them all to create rhythmic units of four bars each:

Wrap-up 9. If the class' level allows, end the session by combining

some of the rhythmic ostinatos they have learned already with the three body instruments: hands, knees and feet. In the following ostinatos, the tails which point down indicate left knees and feet, and those which point up indicate right knees and feet.

10. Teach the children the ostinato through imitation, slowly adding each rhythm one by one. As an example, here are two combinations of hands, knees and feet.

13Unit 1

14 Unit 1

Learning standards and outcomes 2.1. Perceive and distinguish between sounds that are low

and high, long and short, loud and quiet, and different timbres.

•Distinguish between the timbre of the drum, trumpet and flute.



•Accompany a listening with clapping rhythms.



•CD player


• Internet access

► Web links

•Score: www.e-sm.net/mozart_scores

•Dance: www.e-sm.net/la_bataille

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Warm-up1. Write the title of the piece of music, ‘The Battle’, on the

board and elicit posible meanings from the children.

2. Play the audio [Class CD: Listenings 1. Track 3] to allow the children to familiarize themselves with it. Ask them to describe what they imagine when they listen to it. Ask them where they imagine the music takes place. Ask them what words they might use to describe the music. Elicit any instruments they think they have heard in the music.

3. Focus attention on page 8 of the Pupil's Book, Activity 1. Explain that they have heard these instruments in the audio. Pupils trace the name of each instrument under the pictures.

During the lesson 4. Note: The audio lasts 1 min 25 secs. The work consists of

five different sections, it is in the key of do' and in 2/4 time signature.

• The first section is the introduction and is comprised of 16 measures, divided into two equal periods of 8 and 8 (A A), these periods of 8 bars are in turn divided into sub-periods 4 and 4, which are nearly equal (a, a'). At the end of this first part, the drum signals the beginning of the second section.

• In the second section the instruments from Activity 1 make an appearance. This section continues the 8 by 8 periods (B B), which are, in turn, divided into two sub-periods of 4 and 4 nearly equal bars (b, b'). The section ends at 28 seconds.

• The third section also consists of 16 bars, but in this case, is divided into two different periods of 8 and 8 (C D). In C, we can hear the drum beaten intermittently. In D, the composer brand, through its cadences, could be interpreted is the most intense part of the piece. The section ends at 43 seconds.

• The fourth section contains two virtually identical periods, but this time of 8 and 7 bars (E E'). These fall into two different sub-periods of 4 and 4, and 4 and 3 bars, respectively (x, y). This section ends at 58 seconds. The music becomes more pleasant in x and more upbeat in y.

• The fifth section is a Turkish march of 23 bars. It is divided into three distinct periods of 8, 8 and 7 (F G H). The first two are divided into sub-periods of 4 and 4 bars each. The last (H) is the final part, with the concluding cadences.

Visit the following IMSL page for the score:

www.e-sm.net/mozart_scores

5. Play the audio again using the simple musicogram at the end of this page to distinguish the sections.

• Focus attention on the Pupil’s Book, Activity 2. Explain to the children that they are going to use their bodies to accompany the music. The first time pupils accompany the piece they can follow the illustrations in the Pupil’s Book. Demonstrate how to mark the beats: the strong notes are represented by the palms coming together in a clap, and the weak notes are represented by the arms being wide apart and making no sound.

• You could substitute the part where the arms are open with another movement: a finger to the lips indicating silence, or touching the nose or the ear. It is important that, for each second beat, pupils perform an action that marks the duration of that beat.

Wrap-up6. Depending on the level of the class, you might want to

move on and get pupils to represent the music using the musicogram below.

7. If space allows, they could also perform a dance to represent each section. In the first section, pupils could march in rows of fours. In the second, pupils could be in pairs, with the pairs forming a large circle and walking clockwise. In the third, they move anti-clockwise. In the fourth, pairs could sit down together and pretend to chat. Finally, pupils walk back in their original row of four but in the opposite direction to the way they started out.

8. Visit the following web site to see an example of a dance like this: www.e-sm.net/la_bataille

15Unit 1

A A 13'

1stsectionViolin, viola, cello and double bass

Clarinet and bassoonViolin, viola, cello and double bass

Clarinet and bassoon Box drum

a a' a a'

B B 28'

2ndsectionBox drum. Trumpet. Violin, viola, cello

and double bassBox drum. Trumpet. Violin, viola, cello

and double bassBox drum. Trumpet. Violin, viola, cello

and double bassBox drum. flute. Trumpet. Violin, viola,

cello and double bassb b' b b'

C D 43'

3rdsection Bassoon. Drum roll Clarinet, bassoon and flute. Violin, viola, cello and double bass

E E' 58'

4thsection Clarinet and bassoon flute and clarinet Clarinet and basson flute and clarinet

x y x y

f g h 1'25''

5thsection All

16 Unit 1

Learning standards and outcomes 4.1. Employ and explore the sound qualities of the body,

instruments, objects, animals and the voice.






Resources



• Instrument to support melodic intonation

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Warm-up1. Begin the lesson by practising all the body sounds the

children have discovered and made in previous lessons. Accept new ideas from the children of other sounds they could make using their bodies as instruments. Demonstrate ways of using the body to indicate silences too and to combine these movements with the sound.

2. Ask pupils: How can we draw a sound? What about a silence? Elicit the ways of doing this from the previous lesson in the Pupil’s Book. Accept other ideas the children may have too.

3. Draw some of the suggestions on the board for both sound and silence. Elicit which represent sound and which represent silence.

4. For all practical activities carried out in class, where children are working with rhythms, songs or listenings, it is important that the beat is presented intuitively, physically and through imitation. For example, you can bang the beat on a tambourine whilst pupils clap their hands or tap their knees in time.

During the lesson 5. Focus attention on page 9 of the Pupil's Book. The

children are going to continue to practise the internalisation of the concepts of sound and silence. This activity will also introduce the notion of the beat though this is not specifically mentioned.

6. Sound and silence are represented in the Pupil's Book by two images: a clap (sound) and a girl who makes the sign of silence with her finger to her lips. Explain to the children that the clapping image represents sound but does not necessarily mean that the sound must be a clap.

7. The rectangles above the images represent beats: coloured rectangles symbolize sound and empty rectangles symbolise silence. The idea is to convey to pupils that each one represents a lenth of duration.

8. At this stage, it is preferable not to show pupils the musical notations as these will only be a distraction at this point and the sole aim here is to distinguish sounds and silences.

9. Explain to the children that they are going to make the sound-silence sequences using different sounds, not only clapping. Explain that they could include vocal sounds too. Reiterate that in the silences it is important that they make no noise at all, although it is good practice to mark the beat with a movement.

10. Start with one sequence of four beats. Continue through the remaining three sequences, changing the sounds each time. For the last sequence allow the children to make any sound they like, but insist that the silences should be as complete as possible.

11. Once the children have performed the sequences individually, put them together to make longer sequences. First, try the first two together, then add the third, and finally add the fourth.

12. Another option is to assign a letter to each sequence. Choose one, and mark out the sounds and silences. The children try to work out which sequence you have performed a, b, c or d. Invite various pupils to choose and perform a sequence for the rest of the class to guess.

Wrap-up13. As the children become more comfortable with the

activity above, stretch them further by asking them to interpret more complicated sequences as reflected in the score below. Where a silence is followed by another silence, it will be necessary to visually mark the beat with a silent movement or gesture.

14. This score would look like this in rectangles:

17Unit 1

18 Unit 1

Learning standards and outcomes5.1. Sing chorally using the voice.

•Memorise and perform a song.





Resources



•CD player


•Karaoke at Saviadigital

• Internet access

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Warm-up1. Tell the children that they are going to learn a song

and that in the song they are going to have to make sounds and silences and use their bodies as instruments.

2. The following is the score of the song:

See the full score of this song at smconectados.com

3. The approximate tempo is a quarter = 100. There is an introduction of four bars and an interlude before the repetition. The melody is in do' and built on the following harmony: I-V-I-IV-V-I.

4. In the four quarter rests, you should hear the following sounds:

•Come listen to the silence: 4 silent notes with the rests, only a pulse.

•Come listen to my voice: coinciding with the 4 quarter rests of the score, 4 vocal sounds, singing or speaking.

•Come listen to me clapping: a clap on the 2nd and the 4th rests, but only a pulse on the 1st and the 3rd.

• I can make my body sing: various body sounds during the 1st, 3rd and 4th rests of the score, only a pulse in the 2nd.

•Now I cover my two ears: 4 crotchets with rests, only a pulse.

•Stamp, stamp, I can’t hear: coinciding with the crotchets, 4 strong stamps.

•Come blow big raspberries: raspberries in the 1st and 3rd rests of the score and rests in the 2nd and 4th, with only the pulse marked.

•Come make sounds with me: various body sounds during the 1st, 3rd and 4th rests of the score, only a pulse in the 2nd.

During the lesson 5. Focus attention on page 10 of the Pupil's Book with

the lyrics and illustrations for the song. Focus attention on the first line. Point to the illustration, pupils copy the gesture. Whisper quietly: Come listen to the silence in a low whisper of a voice.

6. Pupils echo the line. Insist that they copy the rhythm and mimic the intonation and expression. Continue calling and echoing each line of the song. Build the song by following initial line by line learning with repetition of two lines at a time, then three, then a whole verse.

7. Focus pupils on Activity 1 with the illustrations of the gestures that accompany the song: silence, voice (singing), clapping, covering their ears, stamping their feet, blowing raspberries. Pupils colour the illustrations as they wish.

8. Ask pupils to follow the song in their books, reciting the lyrics while doing the actions. Mark the beats as they perform.

9. Now pupils can learn the music. You could use the audio [Class CD: Listenings. Tracks 4 and 5] or a musical instrument to help them. Use the same technique of line by line copying to teach the music, as you did with the lyrics.

Wrap-up10. Once pupils have learned the song present or elicit an

outline of the sequences of sound and silence on the board. This will help the children to realize which sounds they need to make and where the silences should be.

Come listen to the silence,

Come listen to my voice,

Come listen to me clapping,

I can make my body sing.

Now, I cover my two ears,

Stamp, stamp, I can't hear

Come blow big raspberries

Come make sounds with me.

11. Encourage pupils to suggest other sounds they could make, for example, slapping their knees, crying, laughing, shouting, etc. If pupils need help with ideas, refer them back to page 6 of the Pupil’s Book.

19Unit 1

20 Unit 1

Learning standards and outcomes1.1. Experience situations with and without sound.










•Classroom instruments: percussion

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Warm-up1. Start the lesson by brainstorming with the pupils all

the sounds they can make using their bodies. (In Music and Culture they clapped with their hands, slapped their knees and tapped their feet; in the song they also blew raspberries and vocalized sounds.) Remind pupils that not only have they been making sounds in this unit they have also been making silences.

2. Help pupils to mark out different sequences, for example four beats, which they play using the body sounds above: 4 claps, 4 slaps on the knees, 4 foot taps, 4 ‘A’ sounds and 4 raspberries. Between each of the sequences, tell pupils to insert one or two silent beats. You could follow these sequences:

clap clap clap clap

knee slap knee slap knee slap knee slap

stamp stamp stamp stamp

vocal A vocal A vocal A vocal A

raspberry raspberry raspberry raspberry

During the lesson 3. Focus attention on page 11 of the Pupil's Book,

Activity 1. Pupils colour in the boy. Elicit what body sound the boy is making. Pupils imitate the boy.

4. Explain that they are going to make the sound that the boy is making in the picture as well as silences.

5. Focus attention on Activity 2. If necessary, elicit which rectangles represent sounds and which represent silences.

6. Ask pupils to ‘read’ the sequences aloud saying:

knee slap knee slap silence knee slap

7. Make pupils aware of the tempo (we recommend one of around 100).

8. Perform the four sequences with the class. Encourage pupils to perform the sequences a second time, substituting different sounds for knee slapping. Keep changing the sound until pupils run out of suggestions.

Wrap-up9. End the lesson by drawing four different sequences

on the board or by sticking rectangles of black and white card on the board or the walls. Make sure these are different from the ones in the Pupil’s Book.

10. Divide the class into two groups. Groups take turns to ‘read’ and ‘perform’ lines from the score. Then divide the class into four groups, so that groups read and perform one line each. You could then divide the class into groups of four and ask them to work on the score in their groups, performing one line each.

11. Play the audio 'The Battle' again [Class CD: Listenings 1. Track 3] and accompany it with each of the proposed sequences in the Pupil’s Book to see which one pupils like best.

21Unit 1

22 Unit 1

Learning standards and outcomes3.1. Explore simple onomatopoeic expressions.



5.1. Sing chorally using the voice.





•CD player


• Funnygram at Saviadigital

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Warm-up1. Ask pupils what sounds they can make with their

bodies. Once they have given several answers, point out the body parts that appear in the song. At the same time, ask the following questions:

- What do you call the sound you make with your nose? What does it sound like?

- When we have a cold, and we are sneezing, we also sometimes cough. What does a cough sound like?

- Which sound that the body makes sounds a bit like a trumpet?

- Can you remember a joke that made you laugh a lot? How do you laugh?

- Are the sounds our bodies make the same as other everyday sounds?

2. Make the movements of some sounds without the noises, for example, crying, and ask pupils to name the sound that goes with the action. You could ask pupils if they can tell you what sounds are the opposites of these: laugh, smile, to be happy, to be worried, etc.

During the lesson 3. Focus attention on the song in the Pupil’s Book. Read

and repeat the lyrics, sentence by sentence. Explain any words pupils do not know.

4. Repeat the song, phrase by phrase, this time singing.

5. Finally, listen to the song all together [Class CD: Listenings. Tracks 6 and 7].

6. Divide the class into groups. Give each group an onomatopoeiac sound to remember from the song. For example in stanza one, achoo! achoo! achoo!

7. Recite or sing the song, with groups making the sounds.

8. Focus attention on Activity 1. Pupils colour the illustrations while listening to the song again. If pupils have not been able to learn the entire song, ask them to colour only the pictures for the sections they have learned.

Wrap-up9. If the children have learned the song fully, play a

game. The whole class repeats the song, but when you get to the final stanza call out you the name of a pupil in the class and ask Lucía, how are you feeling? Only the pupil you have named must make the sounds of crying and laughing. If you say the name of somebody that is not in the class, all the children must make the sounds together.

10. Invent a new stanza with some funny lyrics as a class. Ask pupils how it will change the actions and accompanying onomatopoeia. For example: With my mouth and throat, woof, woof, woof!, With my mouth and throat, meow meow meow! I cry when I'm happy, bah bah bah!, and laugh when I'm sad, hee, hee, hee!

23Unit 1

24 Unit 1

Learning standards and outcomes4.1. Employ and explore the sound qualities of the body,

instruments, objects, animals and the voice.

• Find new ways of clapping.




•Combs

•Scissors

•Cellophane

•Sticky tape

•Self-evaluation at Saviadigital

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Warm-up1. Tell pupils that in this lesson they are going to learn

more about the sounds their bodies can make.

2. In this workshop, pupils work in groups to investigate and discover different sonic possibilities of the main sounds they have worked on in the unit.

During the lesson 3. Divide the class into groups. Focus attention on

page 13 of the Pupil’s Book and tell pupils to look at the pictures in Step 1. Encourage pupils to try and copy the pictures to make clapping sounds.

4. Each group chooses one of the clapping sounds from Step 1 and tries to make the sound simultaneously several times. Encourage them to establish a rhythm with beats and silences.

5. Ask each group if they can find a different way to clap. Possibilities include: clapping with the backs of the hands, clapping two fingers against the other palm, clapping with the fist against the palm of the other hand. Note: In Africa there is a widely-used clapping technique where you spread the fingers out, stretching and tensing them. Then you join the hands together, holding the fingers of one hand against the other. Keeping the fingers stretched and tense, you clash the palms together to make a clapping sound.

6. Encourage each group to share their ideas with the rest of the class.

Wrap-up7. Allocate a different part of the body to each group.

Ask them to investigate what sonic possibilities there are with this part of the body. Possibilities include:

• Hands and legs: Patting the knees, patting different places on the thighs, patting with the fingers, with cupped palms, etc.

• Feet: Stamping with one foot and then the other, both at the same time, with the heels or the tips of the toes only, etc.

• Voice: This section is very wide, and if there are enough pupils, you can have several groups doing different investigations: crying, shouting, whispering, singing, coughing, laughing, blowing raspberries, etc.

• Mute: do not allocate this to a particular group, but rather integrate it into each group making sure there are silences when the groups perform their sounds to the rest of the class. Encourage them to visually represent the silences as well as the sounds.

Personalised learning (Assignments on Saviadigital)

Understanding and reinforcement

Document. Reinforcement. Unit 1

Extension Document. Extension. Unit 1

Review Document. Review. Unit 1

Assessment Document. Diagnostic Document. Unit assessment

25Unit 1

30 Unit 2

The sounds my house makes

This unit begins with the study of everyday sounds of the home.

This unit also works on the differences between certain percussion instruments with particular reference to how they are played, and pupils will play simple rhythmic sequences on improvised percussion instruments.

During the unit, pupils will learn some songs and will be introduced to the notion of volume as a charasteristic of sound. Auditory discrimination will be focused on through various activities and listenings.

At the end of the unit, pupils will work in groups to experiment with loud and quiet sounds.

Complementary materialMusic 1 Workbook. Unit 2.

2u n i t

31Unit 2

Workbook:•MusicandcultureActs.1,and2

•MiscellaneousActs.1and2

•TimetofinishActs.1and3

Workbook:•MusicallanguageActs.1and2

•MiscellaneousAct.2•TimetofinishActs.2and4

Unit resources

Teacher's materialTeacher's resources on the USB and at www.smconectados.com

Pupil's resources on CD and at www.smsaviadigital.com

Digital resources Other materials

Tuneup

Wallpaper:Classroominstruments


•Relatedweblinks


•Activity.Funnygram•Score•Relatedweblinks

Extraactivities1,2and3


•Let'spractise.Funnygram

Testyourself.Self-evaluation


•Relatedweblinks

•ReviewAct.1•ReinforcementAct.1

•ExtensionActs.1and2

•ReviewAct.2•ExtensionActs.3and4

Introduction

ClassCD:Listenings1.Track11


•Let'spractise.Karaoke

The sounds in my house

1. Music and culture


•Activity.Karaoke•Score

'The Hammer' by David Rudder

2. Listening

Volume: quiet and loud sounds

3. Musical language

'The Elephant and the Chicks', vocal song

4. Song

Sounds of everyday objects

5. Musical performance

'The Kitchen Orchestra', vocal song with gestures

6. Song

Experimenting with loud and quiet sounds

Group workKeep in mind! Caring for your voice

Music workshop

Unit 2:The sounds my house

makesPupil's material

Teaching programme

32 Unit 2

UNIT AIMS COMPETENCES

1.Knowthesoundandmusicalpossibilitiesofdifferentsourcesofsound:voice,bodyandinstruments.

2.Listentovocalpieceswithonomatopoeicsounds.

3.Developauditorydiscriminationbetweensoundsheardinthehouse.

4.Memoriseandperformofabasicrepertoireofsongsandinstrumentalpiecesspecifictotheenvironment.

5.Developgroupworkandlearntechniquesfortakingcareofthevoice.

Culturalawarenessandexpression

(Unit aims 1, 2, 3, 4 and 5)

Senseofinitiativeandentrepreneurialspirit

(Unit aims 1, 4 and 5)

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OUTCOMES

Listening:

Sound:sensoryperception.Soundsintheimmediateenvironment.Soundsandsilence.Noise

1. Perceive the expressive power of sound and music through active listening based on movement and play.


1.2. Appreciate music as a common form of expression and communication.

•Recognise everyday sounds of the home.

Let'slisten/Let'sspeak,page16






Characteristicsofsound:duration(beat,long-short),pitch(high-low),volume,timbre

2. Identify and describe the characteristics of sound orally.


2.2. Identify the verses and the chorus in a song.

(Linguisticcommunication/MathematicalcompetenceandbasiccompetenceinScienceandTechnology/Socialandciviccompetence/Culturalawarenessandexpression)

•Listen to different sounds and identify them in different illustrations.



•Perform rhythms with loud and quiet sounds.


Song,page20

Song,page22


Saviadigitalactivity,pages17,20and22

Musicalperformance:•Exploringvocalresources.Articulationandvocalisation

•Children'ssongs.Chorusandverse.Rhythmicaccompanimentswithostinato

•Soundpossibilitiesofbodypercussion

•Schoolpercussioninstruments:brass,woodwindsanddrums

•Non-conventionalnotation


3.1. Explore simple onomatopoeic expressions.


3.3. Identify accentuation with verbal and movement responses.

•Distinguish between the timbre of a leather drum and a metal drum.

Activity1,page18


Listening,page18

33Unit 2

Teaching programme

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OUTCOMES

4. Use, discover and evaluate the sound possibilities of the body and voice.



Activity2,page18



•Imitate sounds and people's voices with the voice.



5. Sing individually and in groups, improvising vocal dialogues.

5.1. Sing chorally using the voice. •Memorise and performs a song.

Song,page20

Song,page22


Saviadigitalactivity,page20and22

6. Discover and identify the expressive and communicative possibilities of different materials and instruments, based on the different materials and ways of producing sound.



•Execute rhythms using small percussion instruments.

Activity2,page18

•Avoid speaking loudly to protect the voice.




(Culturalawarenessandexpression/Learningtolearn)



•Perform a score with non-conventional notation, paying attention to volume.





Movementanddance:

•Repertoireofsimpledances

8. Adapt body movements to the movement of the music, using spontaneous dance to express the different elements of sound perceived through attentive and active listening.


8.2. Enjoy physical and dramatic games set to music in an uninhibited way.

8.3. Adjust individual movements to the surrounding space and other pupils.

(Senseofinitiativeandentrepreneurialspirit/Culturalawarenessandexpression/Socialandciviccompetence)

•Show classmates loud and quiet sounds.


•Play body percussion rhythms in a group, incorporating changes in volume.


Teaching programme

34 Unit 2

Methodological suggestions

1. Previous knowledge

Before studying this unit, pupils should already be familiar with the following content and concepts:

•Sounds and silence

•Percussion instruments

•Body percussion

2. Possible areas of difficulty

Despite having previous knowledge, pupils may encounter some of the following difficulties when studying this unit:

•When pupils begin working on sound volume, it is advisable to offer them guidelines on how to use their voice correctly. Shouting can damage the vocal cords and children tend to shout when they are asked to sing loudly.

•When doing percussion exercises, it is advisable to continue working on coordinating and synchronising movements to the beat, as in the previous unit.

• It is important to stress the importance of silence (rests). Pupils should be reminded of this throughout the course.

3. Innovation programmes

COOPERATIVE LEARNING

CoperativeStructure: To speak, pay token (Introduction, page 16)

4. Suggested distribution of sessions

4.1. We recommend dividing the unit into six classroom sessions as outlined below:

MUSIC AND CULTURE LISTENING MUSICAL LANGUAGE SONGMUSICAL

PERFORMANCESONG MUSIC WORKSHOP

1 session 1 session 1 session 1 session 1 session 1 session

* Recommendation: Spend the first few minutes of each session revising the content covered in the previous session.

4.2. This unit can be done in fewer sessions by dividing it into three sessions as outlined below:

MUSIC AND CULTURE LISTENING MUSICAL LANGUAGE SONGMUSICAL

PERFORMANCESONG MUSIC WORKSHOP

1 session 1 session 1 session

* Recommendation: Spend the first few minutes of each session revising the content covered in the previous session.

This is only a suggestion. Each teacher should adapt it to his/her own needs and to the amount of hours assigned to the subject.

35Unit 2

Teaching programme

Oral presentations Units 1 and 2: •Let's listen / Let's speak, pp. 6 and 16

Comprehensive listeningUnits 1 and 2:•Music and culture, pp. 7 and 17

LINGUISTIC-VERBAL

MULTIPLE INTELLIGENCES

Creating sequences

Units 1 and 2:•Listening, pp. 8 and 18

•Musical language, pp. 9 and 19

Using and creating symbols, codes and formulasUnits 1 and 2: •Musical language, pp. 9 and 19

LOGICAL-MATHEMATICAL

Active listening to concerts and music pieces from different culturesUnit 1:•Listening, p. 8

Auditory discrimination of musical instruments and sounds in the environmentUnits 1 and 2:•Let's listen / Let's speak, pp. 6 and 16

•Music and culture, pp. 7 and 17

•Listening, pp. 8 and 18

Performing songs Units 1 and 2:•Song, pp. 10 and 20

•Song with gestures, pp. 12 and 22

Using the body as a percussion instrumentUnit 1:•Music and culture, p. 7

•Listening, p. 8.

•Musical language, p. 9

•Song, Musical performance and Song with gestures, pp. 10, 11 and 12.

•Music workshop, p. 13

Unit 2:•Listening, pág. 18

•Musical language, p. 19

•Song, p. 20


MUSICAL

Reading and interpreting imagesUnits 1 and 2: •Musical performance, pp. 11 and 21

VISUAL-SPATIAL

Self-awareness and developing self-esteem Unit 1:•Song with gestures, p. 12

Concentration techniquesUnits 1 and 2:•Music and culture, pp. 7 and 17

Individual tasks Units 1 and 2: •Let's listen / Let's speak, pp. 6 and 16

INTRAPERSONAL

Creative projects and group research Units 1 and 2:•Music workshop, pp. 13 and 23

Using cooperative learning techniques to work as structured groupsUnits 1 and 2:•Song, pp. 10 and 20

•Song with gestures, pp. 12 and 22

INTERPERSONAL

Observing images from the nature world Unit 2:

Song, p. 20

NATURALISTIC

Games that involve balance and manual skillsUnit 1:•Musical language, p. 9


Unit 2:•Listening, p. 18

Imitation and mimingUnits 1 and 2: •Let's listen / Let's speak, pp. 6 and 16

•Music and culture, pp. 6 and 16

Dance•Dance 1, pp. 14 and 15

BODILY-KINESTHETIC

Term multiple intelligences

36 Unit 2




Resources



•CD player



• Internet access

► Web links

•www.e-sm.net/house_sounds1


37Unit 2

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Warm-up1. Tell pupils that in this unit they are going to learn

about the sounds they hear in their homes and about quiet and loud sounds. Explain that they will compare the timbre of their voices and other sounds, with the volume of their voices and other sounds.

•Timbre. This depends on how a vibration is made and any additional vibrations that accompany the main sound (harmonics). The vibrations are linked to certain aspects such as the nature of the material that vibrates. These parameters of sound make it possible for us to recognise the nature and origin of an individual sound, whether it be the voice or a sound object. It is very important to focus from the beginning on pupils’ auditory discrimination, so that they are able to recognise.

•Volume. This varies according to the amplitude of the vibration of the sound. The larger the amplitude of the sound wave, the louder the sound, and vice versa. In this unit, the children will start to work with volume through differentiation of quiet and loud sounds.

2. Remind pupils of the theme in Unit 1 and how they explored the concepts of body sounds and of silence. Explain that this time, they are going to explore the sounds in the home. Ask the following questions: What sounds do you hear when you get up in the morning? And what sounds do you usually hear when you have breakfast? Where do you have breakfast? Is there anyone with you? Can you hear your neighbours from your house? What sounds can you hear from them? Are there any animals in your house? What sounds do they make? What other sounds can you think of in your home? Which do you like and which don’t you like? Remind pupils of the importance of respecting their classmates by being quiet whilst others are talking.

During the lesson 3. Focus attention on page 16 of the Pupil’s Book. Elicit

that the illustration shows a family at home in the kitchen and lots of different sounds they are making. Some of the sounds are quiet and some are louder:

•Dad is cooking and singing loudly.

•Mum is filling a glass of water from the tap. The sound is quite quiet.

•The girl is talking to her brother in a quiet voice.

•Grandma is holding the baby and speaking quietly to him. The baby is crying loudly.

•The dog is barking and chasing a ball.

•The parrot is singing loudly and the neighbor is complaining about the noise.

•There are other loud sounds too, for example, the radio, the boiling water in the pot and the pressure cooker. And there are quieter sounds, for example, the tick tock of the clock.

4. Before you play the audio, ask pupils to try and imitate the sounds in the picture. This will help pupils to correctly identify the sounds when they hear them.

5. Play the audio.

• Circle the sounds you hear. Pupils listen and circle the following sounds: the radio, the singing dad, the pressure cooker, the pot, the clock, the parrot, the water flowing from the tap, the neighbour, the baby, the brother and sister and the dog. Children check their answers in pairs and try to imitate each sound.

• Imitate the sounds. Divide the class into small groups. Pupils take turns within their groups to choose one of the sounds represented in the picture and to imitate it. Encourage them to be as creative as they like with their imitations. The rest of their group tries to guess which sound they are imitating from the illustration.

[Class CD: Listenings 1. Track 9]

Narrator: The White family is in the kitchen: Dad and Mum, Grandmother White, Baby Ellie, Sue and Luke. Buster the dog and Lulu the parrot are in the kitchen too! Dad cooks lunch [spoon stirring and hitting the side of the pan]. The pressure cooker whistles. [pressure cooker whistling]. The CD player plays children’s songs [music]. Dad sings with the CD. Dad: [singing] ‘And on that farm he had some cows, E-I-E-I-O!’. Narrator: The neighbour doesn’t like Lulu’s song! He shouts at Lulu. Neighbour: [shouting] ‘Be quiet, parrot!’. Narrator: The telephone rings [mobile telephone ringing loudly]. It is very loud too! Baby Ellie cries [baby crying]. Everyone is quiet [silence]. You can hear the clock ticking [clock ticking]. Then Buster the dog barks. Buster plays with a ball [dog barking]. Mum turns on the tap. She gets a glass of water [tap turning on, water running into a glass]. Sue talks to her brother Luke. Her voice is very quiet. [narrator speaks in a whisper] She whispers. It is a secret! Girl: [whispering unintelligibly] Shhh, shhh, let’s be quiet [whispering unintelligibly].

Wrap-up6. Show a small section of the illustration only. Choose

one group to reproduce all the sounds that appear in this section. Continue so that each group has made the sounds for a different section of the illustration.

7. Ask pupils to make a note of some of the sounds they can hear in their own homes and to bring their lists to the next class to share with their classmates.

8. End the lesson by showing some videos of household sounds (see Resources).

Cooperative learningThe group discussion can be worked on using the cooperative learning structure To speak, pay token. See Cooperative Learning Guide.

38 Unit 2










• Imitate sounds and people's voices with the voice.

Resources



•CD player


•Tune up at Saviadigital


• Internet access

•Classroom instruments

► Web links

•www.e-sm.net/guess_sounds


39Unit 2

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Warm-up1. In this section we continue to reinforce auditory

recognition in relation to the previous illustration and the corresponding sounds. We are not using signs yet to represent the loud and quiet sounds, as these will be presented in the Musical Language section.

2. As a starting point, help pupils to see that the same sound can vary in volume. Ask the class to clap their hands or stamp their feet quietly and then with more volume. Alternatively, ask them to vary the volume while playing one of the classroom instruments or when tapping a pencil on a table.

3. Draw a line down the centre of the board. Write loud on one side and quiet on the other. In pairs or small groups, ask pupils to think what people, animals, things or situations produce loud sounds and which produce quiet sounds. Write some of their suggestions on the board.

During the lesson 4. Focus attention on page 17 of the Pupil’s Book,

Activity 1. Make sure pupils each have the relevant stickers. Tell pupils that they are going to listen to four extracts from the audio from the previous lesson and they should match them to the kitchen sounds on the stickers. Tell pupils that the sounds may not necessarily be in the same order as the last time. Play the audio [Class CD: Listenings 1. Track 10], pupils listen and put each sticker in the corresponding space. Before pupils do the sticker activity, it may be useful to play the audio from page 16 of the Pupil’s Book again as a reminder of the various sounds that have been introduced.

5. Focus attention on Activity 2. In pairs, pupils try to imitate the voices of each person.

6. Extend Activity 2, by focusing on other sounds from the illustration on page 16 of the Pupil’s Book. For example,

Quiet sounds

Loud sounds

Wrap-up7. Repeat the rhythmic ostinato from the previous unit,

but adding shades of volume. Use hand gestures to indicate if the volume is rising or falling. The following rhythms can be made, for example, using very soft claps, patting knees quietly and stamping loudly. It is important that pupils do not associate different volumes or intensities with certain instruments but are aware that it is possible to alter the volume of any instrument.

8. End the lesson by showing some videos of household sounds (see Resources). You could practise auditory recognition by using them to play guessing games.

40 Unit 2



•Distinguish between the timbre of a leather drum and a metal drum.





•Execute rhythms using small percussion instruments.

Resources



•CD player


• Internet access

41Unit 2

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Warm-up1. Begin by talking about the history of steel drums. If

possible, show a photo of steel drums. Explain that originally they come from the island of Trinidad, although they are used on all the islands of the Caribbean. Ask pupils if they know where the Caribbean is and help them to locate it on a map. The first steel drums or pans were built from barrels of oil left on the islands by American soldiers during World War II. The inhabitants of the island, for whom music is an important part of their lives, constructed instruments from anything they find and began making instruments with the barrels. Point out that this is a good example of recycling.

2. Explain to the children that the Caribbean people love dancing and that because of this, their music is usually very happy and very rhythmical.

3. Ask pupils if they have seen drums made out of other materials than metal. Listen to their responses, and explain that there are drums made of leather and plastic. Focus attention on page 18 of the Pupil’s Book, Activity 1, where pupils should colour in the drums.

During the lesson 4. Play the audio [Class CD: Listenings 1. Track 11]

allowing the pupils to express themselves as they wish, for example clapping to the beat, swaying from side to side, etc.

5. Explain to the children that they are going to listen to the music again.This time pupils should mark the beat by alternating clapping with knee tapping. Then, they should sway from left to right. Demonstrate so that the class can copy you.

6. Explain to the children that they are going to accompany the music as shown in the illustrations using metallic and non-metallic objects to match the audio. Point to the leather and metal drums and suggest that there are objects in the classroom that are similar to drums (steel, leather or plastic). Ask the children to find an object each which represents either a steel drum or a leather or plastic drum. Explain that they will use these ‘drums’ to accompany the music. As in the previous activity, pupils should mark the beat with the 'drums' they have chosen.

7. Next, ask pupils to find objects which they can use as beaters (pen, pencil, ruler, etc.) on different surfaces (table, book, etc.) and to alternately mark a beat on one surface and the next on the other. Finally, focus attention on Activity 2. Show pupils how they should follow the illustrations by marking the beats by either hitting their beater on the table or by hitting two beaters together.

Wrap-up8. Dance. If space allows, as this music is great to dance

to, encourage the children to make up different dances dances to accompany it. Arrange the class either in a large circle or in rows. A simple dance could be: steps to the right with hands to the right (as in Hawaiian dancing), and steps to the left with hands moving to the left. Change the movement: pupils turn around in one direction and then in the other or they could move forwards and backwards. Their feet should mark the beats. Hand movements can also be worked into the dance either as circular movements or moving up and down.

9. Made up lyrics. Encourage the children to invent lyrics for section B of the song. Play the music so that the class can sing the lyrics they have written. This section is very simple with only five notes. The only difficulty this may present is the tessitura, which is a bit low for children and if they sing in treble they may find it difficult (particularly between the sustained fa and do'). If the children are struggling it is better to sing the lyrics without the music in the background.

I made a steel drum with a barrel from Jamaica. Yes, I made a drum; hear how it sounds bom, bom, bom.

42 Unit 2








Resources



•Classroom instruments: percussion

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Warm-up1. Begin the lesson by looking back at the content of

the Musical language section in Unit 1. Combine body percussion with rests or silences, and draw these on the board using coloured and non-coloured squares as in Unit 1. They could be rhythmic or other simple patterns. Alternatively use the following example:

Ask pupils:

- How can we draw sound?

- What about silence?

Then ask:

- What about quiet and loud sounds?

- How could we draw them?

As always accept the children’s ideas before referring them to the Pupil’s Book so that they are aware that what is in the book is just one way of representing sound and silence, but that other ways are equally valid.

2. Draw some of the children’s suggestions on the board. Ask pupils to make corresponding loud and quiet sounds as you point to each symbol or drawing on the board.

3. For all practical activities carried out in class, where children are working with rhythms, songs or listenings, it is important that the beat is presented intuitively, physically and through imitation.

During the lesson 4. Focus attention on page 19 of the Pupil’s Book. Elicit

which animal is making a loud sound and which a quiet one. Clarify that the loud sounds are represented by the large yellow ovals and the quiet sounds by the small yellow circles. All sounds have a certain duration. Therefore, the shapes are within rectangles, each equivalent to a crotchet. Continue to support pupils’ understanding of the rests (silences) with the image of a child making the sign of silence below the white rectangle.

5. To avoid the preconception that high sounds are quiet and low sounds are loud, draw attention to the footsteps of the elephant and the chick. Explain that although the elephant is taller than the chick, his footsteps are louder because of his weight and not his height.

6. Explain to the children that they are going to make the quiet-loud sequences. The class could do this using either different body sounds, small percussion instruments or with their voices. It is important that they use the same timbre, so that they can distinguish the volume of the sounds. In these initial activities, it is important to provide a model for the children to imitate.

7. Start with one of the four beat sequences and then move on to the next and change the sound. When there is a rest rectangle ensure that the class are absolutely quiet.

8. Once the class have practised each of the four-beat sequences individually, challenge them to put them together to make longer sequences. They could start by combining two, then three and finally, all four.

9. Optional: If you want to practise dictation, prepare a set of three cards on which each of the volume boxes and the rest boxes are represented. Hold up a card, pupils produce a loud or quiet sound or remain silent depending on which card is shown. Reverse the activity: pupils make their own cards, when they hear a sound or silence they show the corresponding card.

Wrap-up 10. It is also possible to show gradations of volume.

Depending on the level of the class, you could ask them to order the footprints of the following animals from loudest to quietest:

beetle

chick

cockerel

dog

horse

camel

rhino

elephant

This gradation corresponds, more or less, with ppp, pp, p, mp, mf, f, ff, fff. Whilst it is not necessary to mention these terms and abbreviations to pupils, grading volume is a useful exercise, and it helps children to think about which animal makes more sound as it moves. This gradation can be illustrated as follows:

44 Unit 2








Resources



•CD player


•Classroom instruments

•Karaoke at Saviadigital

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Warm-up1. Tell the children that they are going to learn a song

and that in the song they are going to have to make quiet and loud sounds. Point out that this is what they were doing with the elephant and the chick on the previous page of the Pupil's Book. Pupils should use body percussion to perform the song.

2. The approximate tempo is a quarter = 100. There is an introduction of four bars. The melody is in do mayor. It’s important that the second section is interpreted more piano than the first.

•Boom sound: with the melody, pupils stamp these beats.

•Pin sound: with the melody, pupils tap their fingers together.

During the lesson 3. Focus attention on page 20 of the Pupil’s Book and

the lyrics and illustrations for the song. Help the pupils to learn the lyrics in a creative way. Focus attention on the first two lines: Hear the elephant. He walks in the jungle. Say the lines in different ways (fearfully, mysteriously, laughingly, etc.) and ask pupils to copy and repeat. Repeat with the rest of the lyrics. Build the song by following initial line by line learning with repetition of two lines at a time, then three, then a whole verse.

4. Once the class have learned the verse lyrics focus them on the sounds Boom and Pin. The first they should perform using their feet (stamping), the second by tapping their fingers (see note 2 above).

5. Following the lyrics and illustrations in the book, encourage pupils to recite the lyrics rhythmically, using body percussion before singing.

6. Now pupils can learn the music. You could use the audio or a musical instrument to help them. Use the same technique of line by line copying to teach the music, as you did with the lyrics.

7. Finally, play with the chorus. Ask: What are the elephant steps? What are the chick’s steps? When pupils sing one of the options, change midway, saying elephant, chick, elephant, chick … This will help pupils to internalise the differing volume as they sing.

8. Play the audio [Class CD: Listenings 1. Tracks 12 and 13] so that the children can hear the song. Ask them to tap out the beat with their feet as they listen. Play the audio a second time and encourage the class to sing along. Stress that you should be able to hear the difference between the loud and quiet parts as they sing.

9. Draw attention to the sticker activity. Pupils put the stickers in the correct places according to whether the symbols are loud or quiet. Answer key: loud = elephant, cow and hippo; quiet = chick, rat and ant.

Wrap-up10. Help pupils to think of some moves to accompany the

song. They could, for example, mimic the heavy tread of the elephant and the little, lighter steps of the chicks. Alternatively, they could use instruments to represent each step. For example, you could use the tambourine or drum to represent the elephant’s steps and the wood block or cymbals for the chicks.

46 Unit 2






• Imitate sounds and people's voices with the voice.



Resources



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Warm-up1. Start the lesson by asking pupils the following

questions:

– What sounds do you hear in your home?

– And in the kitchen? Which of those sounds are quiet and which are loud?

– Which kitchen sounds sound like the metal drums from the audio?

Remind pupils of the sounds they can make using their voices, and that we can make both loud and quiet sounds.

2. Emphasise the importance of not straining the voice when trying to produce loud sounds, and that when you are singing, it is important to take big, deep breaths in order to sing more loudly. Demonstrate this breathing with the following exercise: place your hands lightly on your tummy. Breathe in allowing the tummy to rise like an inflated balloon. Then breathe out allowing the tummy to flatten like a deflated balloon.

3. Continue with some vocal warm-ups. Start by asking pupils to gently repeat sounds in different tones (for example, starting with the middle do on the keyboard and continuing up to la). Repeat with ba, be, bi, and bo. Make sure pupils are forming the sounds correctly by changing the shape of their mouths as they pronounce each sound.

4. Then, ask pupils to try to make different sounds, but being careful not to make them too loud. Again, insist on the importance of moderating their volume when using their voices so as not to damage them. Give pupils direction to help them during vocal exercises. For example, they should be standing up straight and they shouldn't raise their shoulders or chin.

5. After making various vocal sounds, ask pupils to suggest ways in which they can make loud and quiet sounds using other parts of their bodies.

6. Follow on by ‘playing’ various four-beat sequences mixing loud and quiet sounds, for pupils to copy. Create sequences using clapping, knee-tapping, stamping, etc. Each four-beat sequence could include one or two silent beats.

Example,

loud clapping quiet clapping quiet clapping quiet clapping

loud knee-tapping quiet knee-tapping silence loud knee-tapping

quiet stamping quiet stamping loud stamping loud stamping

During the lesson 7. Focus attention on page 21 of the Pupil’s Book,

Activity 1. Ask the children to colour in the picture of the Mum and the children in the kitchen.

8. Explain that the class are going to use their bodies to make the sounds they can see in the picture. Focus attention on Activity 2 and the pictures under the first four-beat sequence shown. Demonstrate each sound for pupils to copy.

9. Preparation for reading the scores. Begin by reading each score saying: quiet, loud, silent, quiet, etc. Then mark the four beats (using your voice) so that pupils are aware of the tempo (we recommended approximately 100). Finally, perform the sequences using the sounds illustrated in the drawings.

10. Reading. Encourage pupils to read each sequence separately. Then, ask them to read all four sequences using their voices. Then, ask them to perform the sequences using the sounds they made earlier (clapping, knee-tapping, etc.). Encourage pupils to think of other ways of making appropriate sounds to perform these scores.

11. Pair work. Follow the instructions above, but this time pupils work with a partner and read alternate sequences.

12. Guessing Game. Play or sing one of the sequences from Activity 2 twice, pupils guess which one they have heard and hold up 1, 2, 3 or 4 fingers to show their answer.

Wrap-up13. Draw several short scores on the board which are

different to the ones in the Pupil’s Book.

14. Ask the class to find different classroom objects with which they can make loud and quiet noises.

15. Invent stories which emphasise the need to take care of your voice, for example, stories about children, who shouted so loudly and so much that they lost the treasure of their hearing. In order to get it back, they had to travel to distant lands and pass a series of musical tests.

48 Unit 2








Resources



•CD player


•Funnygram at Saviadigital

► Web links

•Musicians playing household objects: www.e-sm.net/household_objects

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Warm-up 1. Start by asking pupils to name kitchen objects that

make or can be used to make sounds. Draw some of their answers on the board and ask:

- What sound does a coffee pot make?

- And a pressure cooker?

- How about pots and pans?

- And plates, forks and spoons?

Encourage the children to imitate the sounds.

2. Guessing game: Choose several pupils who can imitate these sounds well and get the rest of the class to close their eyes. They listen to the imitations and say which kitchen object is being imitated.

3. Show some examples of musicians playing various household objects: www.e-sm.net/household_objects or alternatively show videos of the group Mayúmana.

4. Talk about other sounds from the kitchen:

- Have you ever played the rim of a glass?

- Have you blown across the top of a glass bottle?

- Have you ever seen people playing with a bottle that has ridges?

Tell pupils that in the past, the people made music with the different objects around them. For example:

•Carved anise bottle (played with a spoon)

•Washboard

•Sticks (40 or 50 centimeters long, usually held by dancers and used as musical accompaniment)

• Frying pan (with a handle, which you hit with a key)

•Other: seashells, scallop shells from Santiago or walnuts

5. Tell the class, that they are going to learn a song about using kitchen objects to make an orchestra.

6. Focus attention on the song lyrics on page 22 of the Pupil’s Book. Read the lyrics slowly line by line, clarifying any difficult words.

7. Finally, let pupils listen to the whole song [Class CD: Listenings 1. Tracks 14 and 15].

During the lesson 8. After the class have heard the lyrics several times,

work on the song line by line:

• Focus on one line, for example, Whistle! That’s the coffee pot. WHEEEET.

•Say or sing: Whistle! That’s the coffee pot. Pupils respond: WHEEEET.

•Repeat the line again and pupils make the sound in response again.

9. Focus attention on Activity 1. Pupils colour the different kitchen utensils while listening to the song again.

Wrap-up 10. Help pupils to invent more lyrics for the song in which

the actions and onomatopoeia are changed. Encourage them to find sounds and actions that they can interpret with gestures. Example:

Hear the sound of the plastic bottle THONONKONK.And the glasses go CHINKINKINK.My brother plays the wooden spoon THWACKWACKWACK.And I play the salt and pepper SHWISH SHWASH.

11. They could also make up lyrics for a song about playing objects in the classroom. Example:

Hear the sound of the pens [sounds of pens hitting each other].And the pencils [sounds of pencils hitting each other].My friend plays the ruler [sound of a ruler against another ruler].And I play the pencil case [sound of the zip going up and down on a pencil case].

See the full score of this song at smconectados.com

50 Unit 2



•Avoid speaking loudly to protect the voice.





•Show classmates loud and quiet sounds.

•Play body percussion rhythms in a group, incorporating changes in volume.

Resources



•Ping-pong ball

•Football

•Cardboard tubes

•Pencils, chickpeas, lentils, small pebbles, etc.

•Scissors

•Sticky tape

•Self-evaluation at Saviadigital

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Warm-up1. Introduce the theme of the Music workshop by

bouncing a ping-pong ball on a table. Pupils will hear how the higher the ball is bounced on the table, the louder the sound is. Now bounce further from the table and vice versa. Now bounce a football on the floor. Ask pupils which ball sounded louder. Explain that the football is louder than the ping-pong ball because it weighs more (just as they observed with the elephant and the chick), but that the volume also depends on the distance the ball travels.

2. The objective of this workshop is for pupils to discover for themselves how loud and quiet sounds are made. In these early stages, it is very important to monitor, encourage and motivate pupils when they are experimenting like this.

3. Focus pupils on page 23 of the Pupil’s Book. Ask pupils to try some body percussion varying the distances, for example, clapping their hands separated at different distances. Ask them to work out if the clap is louder when the hands travel a longer or shorter distance. Do the same with foot stamping with the knees at different heights. With knee or thigh slapping, the volume is very clear because the blow is louder when the hands are moved from a greater distance – and it hurts more!

4. To work on volume with the voice, ask pupils to speak or make noises through various objects to see how the volume is affected:

•Cardboard tubes. Use cardboard tubes which are open at both ends. Pupils can experiment with making sounds through one end with the other open, and then making sounds through one end while putting their hand either fully or partially over the other end to see how this affects the resonance and volume.

• Funnel. Each pupil can make a funnel or paper cone. They speak or sing alternately through both ends to check how the volume changes. Explain that this is how loud speakers work. The wider funnel opening projects sound better. This is also the principle on which wind instruments, especially the ones made out of steel, are based.

During the lesson 5. Focus on Step 1. Divide the class into groups. Explain

that they are going to investigate how the volume of sound changes when it travels through a cardboard tube or rolled paper.

6. Focus on Step 2. In the following activity pupils should clap, tap their knees and stamp their feet from different heights and distances.

7. Focus on Step 3. Each group chooses a sound and then they all make the sound together, keeping the same speed as they repeat the sound, varying the volume.

8. Focus on Step 4. Finally, each group shows the loud and quiet sounds they have discovered to the rest of the class

Wrap-up 9. You could end the lesson by playing the unit songs

and rhythms on the instruments pupils have been using (tube and funnel). Encourage pupils to use the techniques they have been experimenting with to make the loud and quiet sounds.

Personalised learning (Assignments on Saviadigital)

Understanding and reinforcement

Document.Reinforcement. Unit 2

Extension Document. Extension. Unit 2

Review Document. Review. Unit 2

Assessment Document. Unit assessment Document. Term 1 assessment

1 the sounds my body makes - grupo smecat.server.grupo-sm.com/ecat_documentos/esp151460_006768.pdf1...

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