Red Riding Hood
Teachers’ Notes
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Contents
Page
Teachers’ Notes Introduction 3
Programme 1 I love red! 4
Programme 2 Wolfie blues 5
Programme 3 Let’s make a cake for Grandma 6
Programme 4 Stay on the path 7
Programme 5 Wolfie went a walking 8
Programme 6 What big eyes you’ve got 9
Programme 7 The big bad wolf has gone 10
Programme 8 Rehearsal and performance 1 11
Programme 9 Rehearsal and performance 2 12
Words and Music Sheets 13-31
FeedbackWe are always pleased to hear how you use our programmes and, in particular, how your own school performance has gone. Please send any letters, stories or pictures to:
BBC School Radio4th Floor Bridge HouseMediaCityUKSalfordM50 2BH
Or e-mail us at [email protected]
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Introduction‘Red Riding Hood,’ is a music series based on the story of Little Red Riding Hood. There is a song to learn in each episode, which helps to illustrate the story extract that the children to listen to. Each programme can be used alone or as part of the series. You can also put the songs together to make your own performance.
The ProgrammesOver the first seven programmes, the children learn one new song per episode. This is taught, section by section, by Sarah-Jane, the presenter.
The songs are revised in programmes 8 and 9, when the children practise parts of them and then have the opportunity to sing them all the way through, from beginning to end.
At the end of each of the first seven programmes, there are music activities, which the children can join in with.
The ‘backing track’ versions of each song, without the words, are also available on the website. This will enable children to practise for a more polished, final performance.
The teacher’s notes: The teacher’s notes offer:
• Aguidetousingtheprogrammes.
• Actionsandsimpleperformanceideas.
• Simplevocalversionsofthesongswithchords.
• Wordsandactivities.
• Photocopyablepupils’material.
Music skills include:
• High/low/differentpaces/timbre/texture.
• Structure(phrase,chorus,verse).
• Breathing,posture,articulation,soundprojection.
• Practicing,rehearsingandpresentingperformanceswithanawareness of the audience.
• Listeningandrecallingsoundswithincreasingauralmemory.
• Rehearsalandperformancetips.
• Singingsongsinunisonandintwoparts,withcleardiction,control of pitch, a sense of phrase and musical expression.
• Callandresponse.
PodcastsThe programmes can be downloaded in MP3 file format for 30 days following transmission. You can subscribe to the download by clicking on the podcast link available on the BBC School Radio website. Once you have downloaded each programme you are able to retain them in perpetuity and use them with your class in the same way you would a pre-recorded CD or other resource from School Radio.
For more information go to:www.bbc.co.uk/learning/schoolradio/podcasts
Audio on demandThe programmes are also available as audio on demand, streamed over the Internet, for 7 days following transmission.
Organising the classAtthebeginningofeachprogramme(see‘Youwillneed…’)areinstructions for any organisation or materials that you will need during the programme.
Words and Music: Katherine Freeman
Teacher’s Notes designed by: Nick Redeyoff
Editor: Andrew Barnes
Music Workshop Age 9–11
There is a music CD including backing tracks for all the songs in this series. If you would like a copy please contact us at this link:
www.bbc.co.uk/schoolradio/contactus
Or write to us at:BBC School Radio4th Floor Bridge HouseMediaCityUKSalfordM50 2BH
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P r o g r a m m e
I love red!
Focus• Longandshortnotes• Jumpyrhythms• Fastandslow
Main songI love red!
You will needTo be familiar with the words and music of the song. To have hands and voices ready for the activities.
Before the programmeAsk the children if they know the story of ‘Little Red Riding Hood.’ This first song is all about her, and a very special colour that she likes! Perhaps they can guess what it is!
1Story lineWe are introduced to Red Riding Hood and listen to how she pays a visit to her local shop, where she
hears stories about the ‘Big bad wolf.’
Learning song: ’I love red!’
• Learningverseone.• Learningversetwo.• Learningversethree.• Learningversefour.
Activities
• Identifythelongandshortnoteswhenyousingthedifferent‘reds’ in the chorus.
• Spotthejumpy,fastrhythmsofthewordsintheverses.• Identifyintheverses,whichwordshaveslowerrhythmse.g.
‘breeze’ in verse 2.
Follow up ideas
• Practisesingingthewholesong,‘Ilovered.’•Clapandsaysomeofthejumpy,fastrhythmsofindividual
words in the verses, such as ‘flutter’. • Clapandsaysomeoftheslowerrhythmsofindividualwords,
such as ‘breeze.’ • Practisesingingtheshort‘red’,thentheverylong‘red’atthe
end of the final chorus. • Practisetheactionstogetherinthechorus.
Resource UnitMusic Activity: ‘I love red!'
Focus: Rests.• Heretheclassdividesintotwogroups.Theysingthechorus
of the song in cannon, group A starting first. • Encouragethechildrentolistenandworkwiththeirgroup
and to come in together and in time.
Follow up to Music Activity
• Theclassrepeattheactivitywheretheysingthechorusincannon, but this time, they divide into three groups. They do this unaccompanied. See how many times they can sing the chorus, while staying together.
Listen to Cinderella Suite – Cinderella’s Waltz – by Prokofiev
Focus: Music played by an orchestra.
• Listentothisextractofmusic.Itisquitefastandlively,justlike today’s song.
• Whatisthestyleofthepiece?Itsoundsquiteexciting!Whatdothechildrenimagine,whentheylistentoit?CantheyimagineCinderelladancingwiththeprinceattheball?
• Listenoutfortheinstruments–whoisplayingthetune?Itisthe violins. They are part of the string section of the orchestra. An orchestra is the name of a big collection of instruments, that all play together.
• Doesthemusicstartoffloudlyorquietly?Itstartsoffquietly,and gradually gets louder.
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Literacy links Reception / Year 1:
• Talkaboutalltheredthingsthatarementionedinthesong.Whatotherredobjectscanthechildrenthinkof?Draw some of these.
Year 2:
• Talkaboutthedifferentcoloursinthesong.Dothechildrenhaveafavouritecolouroftheirown?Theywriteabout some of their favourite colours and what things are this colour - e.g. ‘yellow is the colour of the warm sun, green is the colour of the juicy grass.’
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Story lineWe hear the second extract of the story, ‘Little Red Riding Hood.’
Learning song: ’Wolfie blues’
• Learningverseone–singingwithlotsofenergy.• Learningversetwo.• Learningthemiddlesection,dividingintotwogroups.• Learningversethree.
Activities
• Clapalongtothesteadybeatofverseone.Thisiscalled the pulse.
• Practisethepunchyfirstandsecondlinesofeachverse,remembering to pause in the rests.
• Noticeandpracticetherepeated‘rumbly’inthechorus. Howmanytimesisitrepeated?
• Practicethetwopartcallandresponsemiddlesection.
Follow up ideas
• Practisesingingthewholeofthesong,‘WolfieBlues,'throughagain from the beginning.
• Practicesingingwiththeactions.• Lookagainattherestsineachverse.Clapinthese.• Practicetheverylastlineofthesong,whichisrepeated.• Clapalongtothechorus,makingsurethetempoofthebeat
alwaysstaysthesame–notgettingfasterorslower.
Resource UnitMusic Activity: ‘Wolfie Blues’
Focus: Different patterns of notes.
• Inthemusicactivity,thechildrencopySarah-Jane,asshesingsdifferentnotepatterns–somehighandsomelow–andall to the words of ‘I’m wolfie!’
Follow up to Music Activity
• Childrenworkinpairstomakeupsomeoftheirowndifferent ways of singing ‘I’m wolfie!’ Encourage them to think about using a variety of high notes and low notes –sometimestheycouldbegintheirphrase‘high,’andsometimes ‘low’. Can one of them sing first, then their partner repeatsaccuratelywhattheyhavesung?Thentheyswapandthe other person sings first. They could also practise singing their phrases at the same time as each other.
Listen to The Marriage of Figaro – overture
Focus: high notes, identifying the piano.
• Listentothisextractofmusic.Itisplayedbyanorchestra.• Thepieceisanoverture–thatmeansitcomesrightatthe
beginning of an opera. An opera is a piece of music which is also a story sung by singers on a stage.
• Isitfastorslow?Itisfast!Theviolinsareverybusy,likebeesflying around flowers, collecting honey.
• Thenotesinthepiecestartoffquietly.Raiseyourhandwhenyou hear the loud chords in the music!
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Literacy links Reception / Year 1:
Talk about how hungry the poor wolf is! What sort of things couldthechildrensuggestforhimtoeat?Encouragethemtodraw something that they think would be tasty for the wolf. Share their ideas with the rest of the class.
Year 2: Talk about what the wolf looks like. Children think of words
to describe his appearance - e.g. hairy, big teeth. Children write a passage to describe the wolf and draw a picture to illustrate this.
P r o g r a m m e
Wolfie blues
Focus•Rests•Themainbeat,orpulse
in music
Main songWolfie blues
You will needTo be familiar with the words and music of the song. To have hands, voices or instruments ready for the activities.
Before the programmeTalk about what happened in last week’s story and how we were introduced to Little Red Riding Hood. We’re now going to meet anothercharacter–thewolf!
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P r o g r a m m e
Let’s make a cake for Grandma
Focus•Howmusicchanges(though
the words of the song can be the same)–lowerandhighernotes
• Fastandslowrhythms•Repetitionofnotes
Main songLet’s make a cake for Grandma
You will needTo be familiar with the words and music of the song. To have voices, hands, bodies and percussion instruments ready for the activities.
Before the programmeTalk about what has happened so far in the story. We have met Little Red Riding Hood, whose favourite colour is red. We have also met thebigbadwolf–wholivesinthewoods and is feeling very hungry!
3Story lineLittle Red Riding Hood makes a cake to take to her Grandma’s house. Grandma lives on the other side
of the woods.
Learning song: ‘Let’s make a cake for Grandma.’
• Learningverseone.• Learningthechorus.• Learningversetwo.• Learningversethree.• Learningversefour.
Activities
• Notehowthewordsineachlineofthechorusarerepeated,but each time, the music changes, getting higher and getting lower.
• Talkaboutthedifferentingredients,whichareneededforthecake and how they appear in each verse.
• Noticehowalltheingredientsaremixedupinversefour!
Follow up ideas
• Singallof‘Let’smakeacakeforGrandma,’again.• Talkaboutthedifferentrhythmsofeachingredientandclap
these together. Some are slower and steady and some are fast. • Practisedoingtheactionsforeachverse,suchasthestirring
action for ‘Stir it in’. • Practisesingingtherepeatednotesintheverses,suchas‘Take
some flour,’ and ‘Stir it in.’
Resource UnitMusic Activity: ‘Let’s make a cake for Grandma.’
Focus: Fast and slow rhythms.• Ledbythepresenter,thechildrenclapslowlyintimetothe
music. They gradually clap faster and faster.
Follow up to Music Activity
• Talkaboutdifferentrhythmsinmusic–somecanbeslowandsome can be fast. And some can be in between!
• Clapsomefastandslowrhythmsandtheclasscopythese.Encourage the children to really listen carefully, then to work together as a class, to all clap at the same time.
• Inpairs,thechildrencanworktogethertocreatesomefastand slow clapping rhythms.
Listen to Beethoven’s fifth symphony, 2nd movement
Focus: Tempo–slow.
• Listentothisextract.Whatdoesthemusicmakethechildrenthinkof?Itcouldbedescribingacalmday,withthesunshininggentlyonastilllake.Whatotherimagescometomind?
• Whatisthespeed–ortempoofthispiece?Itisslow!• Whatisthedynamic?Itisquiet.• Canthechildrenspotthelowinstrumentplayingatthe
beginning?Thisiscalledthecello.Itisplayingalovely, slow tune.
• Alittlelater,somehigherinstrumentscomeinandplaytoo.These are instruments that you blow and they are called flutes.
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Literacy links Reception / Year 1:
• Talkabouttoday’sepisodeandhowRedRidingHoodmade a delicious cake for Grandma! Discuss what ingredients are needed to make a cake. Act out the things you need to do to make a cake - e.g. stir in the flour, beat the eggs. The children draw or write a list of the ingredients that are needed to make a cake.
Year 2:
• Talkaboutallthethingsthatyouneedtodotomakeareally delicious cake - e.g. sieve the flour, beat the eggs, stir in the sugar. Children make up their own recipe to make a tasty cake. They can also draw a picture of the end result!
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Story lineLittle Red Riding Hood walks through the forest alone.Shemeetsamysteriousstranger–thewolf!
He asks her where she is going.
Learning song: ’Stay on the path’
• Learningverseone.• Learningthechorus.• Learningversetwo.• Learningversethree.• Learningversefour.
Activities
• Recognisethejumpyrhythmsoftheverses.• Notehowtherhythmofthechorusissmoother.
Follow up ideas
• Singallthrough‘Stayonthepath,’again.• Noticehowthemusicoftheverseshasafast,jumpyrhythm.
By contrast, the notes of the chorus are slower and smoother. • Practisesingingversefourquietly,thensinginglouderagain
for the final chorus. • Remembertotakeabreathatthebeginningofeachlinein
the chorus and sing this as smoothly as you can. • Practisetheactionofpointingforwardontheline‘Orthe
wolf will be after you!’
Resource UnitMusic Activity: ‘Stay on the path’
Focus: Clappingloudlyandquietly.
• Ledbythepresenter,thechildrenclaploudlyandquietlyintime to the steady beat, or pulse of the music.
Follow up to Music Activity
• Talkabouthowmusicoftenhasquietandloudpassagesinit.These are called ‘dynamics’. Different dynamics help to make the music more interesting!
• Inpairs,usingpercussioninstruments,clappingortheirvoices, the children can make up their own very loud or very quietrhythms,thenshowthesetotherestoftheclass.
Listen to Stockhausen helicopter quartet – first movement
Focus: Tempo–fast!
• Listentothisextract.Themusicisveryfastandstrange! The composer Stockhausen wrote it all about helicopters. Do the children think that the music sounds like helicopters movingaround?
• Whatisthespeed–ortempoofthispiece?Itisfast and exciting!
• Thispieceofmusicisbeingplayedastringquartet.Thisisagroup of four musicians, who all play string instruments. Two play the violin, one plays an instrument called a viola, which is a big violin and one plays an instrument called a cello, which is like a very big violin played upside down.
• Listenagain–canthechildrenalsohearsomesinging?Theviolin player is singing at the same time as playing the violin!
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Literacy links Reception / Year 1:
Talk about the different things that Suki caught today: a bigfish,anoctopus,rubberduck…whatcouldshecatchnext?ThechildrendrawapictureofwhattheythinkSukiwill catch next. They could also label this underneath, or write a short sentence to go with their picture e.g. ‘Suki caught an old boot.’
Year 2: Discuss what Suki caught today. The children imagine that
they are Suki and write about the different things that they catch on each day of the week e.g. ‘On Monday I caught an old hat, on Tuesday I caught a starfish, on Wednesday I caught a crab,’ etc. You could also prepare a worksheet, on which the children fill in the day of the week and what they catch on that particular day.
P r o g r a m m e
Stay on the path
Focus• Fast,bouncyrhythms• Slower,smoothrhythms• Short,quicknotes• Longernotesandphrases• Loudandsoft
Main songStay on the path
You will needTo be familiar with the words and music of the song. To have hands, voices or instruments ready for the activities.
Before the programmeDiscuss what’s happened so far. Little Red Riding Hood has been getting ready to visit her Grandma, who lives on the other side of the forest. Can the children remember the ingredients of the cake that she bakedtotakewithher?
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P r o g r a m m e
Wolfie went a walking
Focus• Fastandslow
Main songWolfie went a walking
You will needTo be familiar with the words of the song. To have voices, hands and instruments ready for the music activity.
Before the programmeTalk about what happened last time. The wolf ran off into the woods to Grandma’s house. It looks like he is going to pay her a visit. She’d better watch out!
5Story lineWe hear the fifth extract of the story, ‘Little Red Riding Hood.’
Learning song: ‘Wolfie went a walking.’
• Learningverseone.• Learningthechorus.• Learningversetwo.• Learningversethree.
Activities
• Talkaboutthestrongbeatorpulsethatrunsthrough the song.
• Noticehowthemusicoftheverseshasaslow,steadybeat,rather like the wolf walking along.
• Noticethecontrastingfaster,morejazzyrhythmofthechorus. It makes you want to dance!
Follow up ideas
• Singallthewaythrough‘Wolfiewentawalking.’• Clapalongtothesteadypulseintheverses.Clapalongtothe
fast beat of the chorus. Talk about how these are different. • Practisetheclappinganddifferentsoundsandspeechthat
happen in the pause in the singing near the end of each verse, such as ‘Rat a tat, tat!’ ‘Oh dear me!’ and the wolf ’s howl in verse three.
• Practisesingingthechoruswithlotsofenergyandswayinggently in time to the music.
Resource UnitMusic Activity: ‘Wolfie went a walking.’
Focus: Singing in two parts.• Thechildrendivideintotwogroups.GroupAspeaksthe
words, ‘Trip, trap,’ in time to the music. • GroupBsingsverseoneoverthetopofthis.
Follow up to Music Activity
• Workinginpairsandusingpercussioninstruments,thechildren can make up their own two-part pieces of music. One of them could play a low, steady beat, while the other plays some faster notes over the top.
Listen to Vivaldi Four Seasons. Spring. First movement
Focus: Music showing mood and emotion
• Listentothisextractofmusic.Whatarethedynamics?Themusicstartsoffloud.Whenthetunerepeats,itgetsquieter.
• Isitfastorslow?Itisfastandhasajoyfulfeel!Itisallaboutspring and new life.
• Whatdoesitmakethechildrenthinkof?Askthemtolistenagain, then share their ideas. Perhaps they can see flowers growing and lambs skipping about!
• Themusicisplayedbyastringorchestra.Thisisagroupofviolins, violas and cellos.
• Canthechildrenspotwhenthesoloinstrumentscomein?Therearetwoviolinsthatplayasolo–theyplayontheirown–something different from the rest of the orchestra.
• Whatdothesoloviolinsremindthechildrenof?Perhapstheymake them think of little birds, fluttering around happily!
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Literacy links Reception / Year 1:
• TalkaboutwhatyouthinkGrandma’shouseandgardenlookslike…whatisthegardenlikeandwhatcouldbelivingthere?Drawapictureofthehouseandgardenandifchildren are able, they can label some of the things, such as ‘roof,’ ‘windows’ ‘roses.’
Year 2:
• TalkabouttheconversationthatGrandmaandthewolfhave through the letterbox. In pairs, the children act this out–oneofthemisthewolfandtheotherisGrandma.Children could also write down their own made up conversation between Grandma and the wolf.
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Story lineRed Riding Hood arrives at Grandma’s house. She finds Grandma in bed, and is rather surprised to see
that she is looking a little strange.
Learning song: ’What big eyes you’ve got’
• Learningverseone.• Learningversetwo.• Learningversethree.
Activities
• Recognisethenotesinthefirstandsecondlinesofeachverse,which jump from low to high.
• Talkaboutthejumpyrhythmsinthelivelychorus.• Noticehowallthechorussoundsbrightandhappy–itisinthe
major key. That is apart from the last line ‘To see you with my dear.’ Here the music changes and becomes scary, as we know that it is really the wolf! Here the music is in the minor key.
Follow up ideas
• Practisesinging‘Whatbigeyesyou’vegot.’• Encouragethechildrentolistencarefullytothejumpy
rhythm of the chorus and to sing this with lots of energy • Practisespeakingthechorusslowly,beforesingingit,tomake
the words as clear as you can. • Practisethespokensectioninversethree.• Practisethetwopartsection,attheendofversethreewhen
the wolf snarls at Grandma and she screams.
Resource UnitMusic Activity: ‘What big eyes you’ve got’
Focus: Rhythm.
• Thepresentersingsdifferentnotes,inanascendinganddescending scale. The children copy these. They lift their hands and lower them, to show them ascending and descending.
Follow up to Music Activity
• Workingtogetherasawholeclass,thechildrentakeitinturnsto play their own repeated made up rhythm. The rest of the class can then copy these.
• Workingwiththerestoftheclass,thechildrentakeitinturnsto sing high notes and low notes.
• Inpairs,thechildrenworktogethertosingashortphraseofhigh notes, then a phrase of low notes.
• Childrenrepeattheabove,usingpercussioninstruments.
Listen to The arrival of the Queen of Sheba, by Handel
Focus: Major(happy),tempo.
• Whatisthemoodofthispiece?Itisfullofjoyandveryhappy!Itisallaboutthearrivalofaqueen–theQueenofSheba. What sort of a procession can the children imagine when they listen to this music.
• Theinstrumentsthatareplayingthemaintuneinthispieceare violins. These instruments belong to the string family.
• Isthistempoofthisfast or slow?Itisfast!• Therearesomeotherinstrumentsthatcomeinlaterandtake
it in turns to play with the string instruments. These are the clarinet and the oboe and they are instruments, which you blow. They belong to the woodwind family.
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Literacy links Reception / Year 1:
Talk about what Red Riding Hood says to the wolf. ‘What big eyes you’ve got etc.’ Draw a picture of the wolf in bed, dressed up as Grandma. Pick a line from their conversation e.g. ‘What big eyes you’ve got!’ ‘All the better to see you with.’ Write this underneath.
Year 2: Talk about what happens next in the story. What do the
childrenthinktheendingmightbe?Askthechildrentowritetheir own version of the ending of the story. Think about who might help Red Riding Hood and Grandma. What could they dotogetridofthewolf?
P r o g r a m m e
What big eyes you’ve got
Focus•Notesjumpingfromlow
to high•Musicconveyingmood
and emotion•Musicgoingdownandupstep
by step
Main songWhat big eyes you’ve got
You will needTo be familiar with the words of the song. To have voices, hands and instruments ready for the music activity.
Before the programmeDiscuss how last time the wolf paid a visit to Grandma. Can the children remember Grandma’s reaction, when the wolf pretendedtoRedRidingHood?
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P r o g r a m m e
The big bad wolf has gone
Focus•Notesjumpingfromlowtohigh•Rests•Accumulationsong–eachverse
gets longer and longer.
Main songThe big bad wolf has gone
You will needTo be familiar with the words of the song. To have voices, hands and instruments ready for the music activity.
Before the programmeDiscuss how last time Grandma and Red Riding Hood ran away from the wolf, into the woods. How are they going to get rid ofhim?
7Story lineRed Riding Hood and Grandma capture the wolf, with the help of the woodcutter. They take him to
the forest, where they set him free and he runs away, never to be seen again. Everyone celebrates with a big party.
Learning song: ‘The big bad wolf has gone.’
• Learningverseone.• Learningversetwo.• Learningversethree.
Activities
• Recognisethenotesinthechorus,whichjumpfromlow to high.
• Talkabouthoweachversegetslonger,asyouaddanewaction to it.
Follow up ideas
• Practisesinging‘Thebigbadwolfhasgone.’• Encouragethechildrentopractisetheactionsineachverse
and to try to think ahead about what happens next. • Encouragethechildrentosingloudlywithlotsofenergy–
this is a very happy song!
Resource UnitMusic Activity: ‘The big bad wolf has gone.’
Focus: Rhythm.• Workingtogetherasawholeclass,andledbythepresenter,
the children take it in turns to clap, stamp and tap in time to the music. They do this in time to the steady beat.
Follow up to Music Activity
• Inpairs,thechildrenmakeupsomeclapping,tappingandstamping patterns of their own. They could even add some more actions, such as tapping their head, or wiggling their hips.
Listen to English Folk Song Suite, Part 1, by Vaughan Williams
Focus: Major(happy),tempo
• Thisisaverylivelypiece,withexciting,jumpyrhythms.• Thedynamicsofthepiecechangequiteafewtimes.Canthe
children spot when the dynamics are loud, and when they aresoft?
• Thispieceisplayedbythewholeorchestra,butdifferentinstruments take it in turns to play.
• Canthechildrenspottheviolinsplayingintheloudsectionsandtheflutesplayingthequietsections?
• Canthechildrenclapalongintimetothefastbeat,orpulseofthepiece–‘One,two,three,four…’
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Literacy links Reception / Year 1:
• TalkaboutwhatRedRidingHoodsaystothewolfe.g.‘What big eyes you’ve got etc.’ Draw a picture of the wolf in bed, dressed up as Grandma. Pick a line from their conversation e.g. ‘What big eyes you’ve got!’ ‘All the better to see you with!’ Write this underneath.
Year 2:
• Talkaboutwhathappensnextinthestory.Whatdothechildrenthinktheendingmightbe?Askthechildrentowrite their own version of the ending. Think about who might be able to help Red Riding Hood and Grandma. Whatcouldtheydotogetridofthewolf?
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What we will be doing• Warm up–towarmupvoices.• Sing: ‘I love red!’
• Sing: ‘Wolfie Blues.’• Sing: ‘Let’s make a cake for Grandma.’
Activities: ‘Rehearsal and performance 1’Sing: ‘I love red!’
• Thisisaveryhappysong.Singwithlotsofenergy!• Notethelongandshort‘red’attheendofthechorus.• Practicetheactionsinthechorus.• Practisesingingversefour,whichisdifferentfromtherest.• Singthroughthewholesong.
Sing: ‘Wolfie Blues’
• Practisesingingthisincharacterasthewolf!• Makesureyoudivideintotwogroupsforthemiddlesection
of the song, group A singing first, then group B. • Rememberthateachpunchylineintheversesisfollowed
by a rest. • Singthroughthewholesong.
Sing: ‘Let’s make a cake for Grandma’
• Singthisclearly,sothatwecanheareachingredientthatmakes the cake.
• Practisetheactionsineachverse.• Practisesingingthroughthefinalverse,whichincludesallthe
ingredients!• Singthroughthewholesong.
Follow up ideas
• Learnthewordstothesong,sothatyoucangiveareallygoodperformance to your teacher or the rest of the school.
• Singalongwiththesingers,thenusethe‘accompanimentonly’ backing track versions of the songs, when you are feeling more confident.
• Thinkcarefullyaboutallthethingsyouneedtoremember,to give an excellent performance, such as good posture, clear diction, expressive singing and great actions.
Listen to Clapping music, by Steve Reich
Focus: Different rhythms
• Thispiecedoesn’thaveatunethatyoucansing–itisall about rhythm!
• Canthechildrenguesswhatinstrumentsareplayinghere?They are not actually instruments at all! The sound that we can hear is made by clapping!
• ThepersonwhohaswrittenthispieceiscalledSteveReich.Heis called the composer. Sometimes composers write pieces of music for singers, sometimes for instruments and sometimes for people clapping, like in this piece!
• Thedynamicsofthispieceareloud!• Thetempoisfast.Agroupofpeopleisclappingtogether.
The rhythms that they clap keep changing, so that they have to really concentrate!
• Canthechildrenclapsomeoftheirownfastrhythms?
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Literacy links Reception / Year 1:
Talk about the different characters in the story. What is the children’sfavouritecharacterandwhy?Talkaboutwhatqualitiestheyhave.Thechildrencoulddrawapictureoftheirfavourite character and label this.
Year 2: Talk about the different characters in the story. Pick one of
these–suchasRedRidingHood–anddiscusswhatqualitiestheyhave,andlisttheseontheboard.Pickanothercharacter–suchasthewolf.Thechildrenmakealistofthequalitiesthathe has, then draw a picture of him.
P r o g r a m m e
Rehearsal and performance 1
Focus• Performance
Main songI love red!Wolfie BluesLet’s make a cake for Grandma
You will needTo have voices ready for the warm up. To be familiar with the words of the songs.
Before the programmeGo through the words of these three songs. Identify sections that might be more challenging.
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P r o g r a m m e
Rehearsal and performance 2
Focus• Performance
Main songFollow the pathWolfie went a walking What big eyes you’ve gotThe big bad wolf has gone
You will needTo be familiar with the words of the songs. To have voices and bodies ready for the warm up.
Before the programmeGo through the words of these three songs. Identify sections that might be more challenging.
9What we will be doing• Warm up–towarmupvoices.• Sing: ‘Stay on the path.’
• Sing: ‘Wolfie went a walking.’• Sing: ‘What big eyes you’ve got.’ • Sing: ‘The big bad wolf has gone.’
Activities: ‘Rehearsal and performance 2’Sing: ‘Follow the path’ • RememberthedifferentthingsthatRedRidingHoodseesin
the woods. • Practisesingingthelastversequietly–wedon’twantto
disturb the fairies!• Rememberthejumpyrhythmsineachverseandhowthey
contrast to the smoother, more flowing chorus. • Singthroughthewholesong.
Sing: ‘Wolfie went a walking’ • Remembertoclapfor‘Rat-a-tat-tat,’inthefirstverse,saythe
‘Oh dear me!’ in the second, and howl like the wolf in the third verse.
• Swayfromsidetoside,whenyousingthefun,bouncychorus.
• Singthroughthewholesong.
Sing: ‘What big eyes you’ve got’ • Practisesingingthejumpytuneinthefirstlineofeachverse–
‘Grandma!’ Try to sing this with accurate pitch. • PractisesingingincharacterasLittleRedRidingHoodandas
the wolf. • Remembertodivideintotwopartsforthefinalverse–group
A singing first, then group B.• Singthroughthewholeofthesong.
Sing: ‘The big bad wolf has gone’ • Singthislastsongwithlotsofenergy!Thewolfhasgoneand
everyone is overjoyed!
• Practisesingingeachverse,rememberingthattheygetlongerand longer, as you add more and more words.
• Practisedoingtheactionsanddon’tforgetthatwhileyouaredoing these, to keep singing!
• Singthroughthewholesong.
Follow up ideas
• Learnallthesongsandpractiseperformingthemwiththeaccompaniment only ‘backing track’ versions only of the songs.
• Usingtheprogrammesasastartingpoint,makeupyourownperformance of ‘Little Red Riding Hood’. You could include also some of the pieces of music that you have made up as a class at the end of the programmes and also talk about some of the work from the literacy activities.
Listen to Bolero, by Maurice Ravel
Focus: Dynamics–loud!
• Thisexcerptisfromaveryexcitingpieceofmusic.Thepiecestartsoffveryquietly,butgraduallygetslouderandlouder!
• Thissectioncomesrightattheendofthepiece.Itendswitheveryone in the orchestra playing!
• Whatisthemoodofthemusic?Isitsad?Isithappy? Isitexciting?
• Canthechildrenhearthebrassinstruments?Theseareinstruments like the trumpet and the trombone, which are made out of metal and you blow. They can be very loud!
• Cantheyidentifytheloudcrashesinthemusic,neartheendofthepiece,whenthebrassandpercussionsectionsplay?
• Canthechildrenclapsomeoftheirownfastrhythms?
9
13© BBC Learning 2013
Chorus
Red! Red! I love red!From the tips of my fingers,To the top of my head,From my knees, to my toes,To the end of my nose,I love red!I love red!
Verse 1
Yellow is the colour of golden corn,And a cute little chick, all fluffy and warm,But there is a colour that I love best,It’s so much better than the rest!
Chorus
Verse 2
Green is the colour of garden peas,And leaves that flutter in the breeze,But there is a colour that’s lots of fun,This is the colour that’s my number one!
Chorus
I love red
Verse 3
Blue is the colour of the summer sky,And blueberries sitting in a blueberry pie,But there is a colour, I’ll never miss,And this one’s right at the top of my list!
Chorus
Verse 4 (To the tune of the chorus)
Ladybird is red,Tomatoes too,Strawberries are red, for me and you.Lipstick is red and crayons are bright,All this red is a wonderful sight!
Chorus
14© BBC Learning 2013
1, 2 & 3
C
D
BmD
GDG C
CC
C
Bm
Bm
D
D
C
C
DCG
DCGDG C
Verse
Chorus
but
but
butpie,
y
ber
and
the
ry
warm,
breeze,
fluff
in
blue
of
the
number
my
rest
one!
list!
flut
all
ter
in a
than
my
top
li
that
berr
ttle
ies
chick,
sitting
bet
at
ter
that's
the
cute
leaves
blue
much
the
one's
colour
love red!I
myFromof my head.the topers tomy fingtips of
and
and
and
a
it's
and
so
is
this
corn,
peas,
sky,
this
gold
gard
sum
en
en
mer
love
of
er
best,
fun,
miss
of
of
of
the
that
I'll
I
lots
nev
I love red!of my nose,the end
col
col
col
our
our
our
our
our
our
that's
ow is
is
is
the
the
the
a
a
a
col
col
col
1.Yell
2.Green
3.Blue
there
there
there
is
is
is
toto my toes,knees
From thered!loveIRed!Red!
15
19
9
I love red Words and music: Katherine Freeman
15© BBC Learning 2013
4
G CDCG
GD
DCG
DCG
CGDC
DCD
DG
CG
Final Chorus
red!I lovenose,of myto the endtoes,to my
theFromred!I loveRed!Red!
my kneesFromof my head.the top
red!I love
ers tomy fingtips of
er ful sight!a wondred isAll thisbright.crayons are
red andstick isLipyou.me andforare redber riesStrawtoo.a toestombird is red,La dy
2
40
35
29
24
Words and music: Katherine Freeman
16© BBC Learning 2013
Verse 1
I’m feeling sad!I’m feeling blue!The cupboard’s bare,Oh,whatshallIdo?
Chorus
I’m the wolfie!The hungry wolfie!And I’ve got the rumbly,Rumbly, rumbly,Rumbly, rumbly tummy blues.
Verse 2
I’ve got sharp teeth!I’ve got sharp claws!But I can’t even find a bone to gnaw!
Wolfie Blues
Chorus
Group one:I’m hungry!
Group two:I’m hungry!
Group one:My tummy!
Group two:My tummy!
Group one:Is rumbly!
Group two:Is rumbly!
UnisonAnd I’ve got the rumbly tummy blues.
Chorus
Verse 3
I love to jump!I love to creep!As I search for something good to eat!
Final Chorus
I’m the wolfie!The hungry wolfie!And I’ve got the rumbly,Rumbly, rumbly,Rumbly, rumbly tummy blues.
And I’ve got the rumbly,Rumbly, rumbly,Rumbly, rumbly tummy blues.
17© BBC Learning 2013
3.
3.
1 & 2
1 & 2
A7
E
EA7
B
E
Chorus
Verses 1 & 2
And I've
ry!
I'm
I'm hung
aeven find
Oh,board's bare,
ie!ry Wolf
blues.
The hung
u mmy blues.
ie!
rum bly, t
the Wolf
bly, rum bly
do?
gnaw!
I'm
rum bly, rum
shall
to
I
the rum bly,
what
bone
got
But I Can'tsharp claws!
the cuping blue!
I've gotteeth!
I'm feeling sad!
I've got sharp
I'm feel
13
8
Wolfie Blues Words and music: Katherine Freeman
18© BBC Learning 2013
B
B
B
B
E
E
E
A7
A7
EA7
E
Verse 3(Unison)
Chorus
rum bly,
thing
rum bly,
rum bly,
bly, rum bly,
for some
bly, rum bly,
got the rum
creep! As I search
got the rum
And I've
I love to
And I've
ie!
to jump!
ie!
bly, rum bly,got the rumAnd I'veie!
blues!bly tum mygot the rumbly! And I'veIs rum
blues!bly tum mygot the rumAnd I've
ry Wolf
I love
hung ry Wolf
The hung
The
ie!
u mmy blues.
Wolf ie!
the Wolf
rum bly, t
eat. I'm the
ry WolfThe hungie!the Wolf
I'm
rum bly
good to
I'm
tum my!Myry!hung
Is rum bly!my!My tum
31
37
2
25
19
Words and music: Katherine Freeman
19© BBC Learning 2013
E
B
mmy blues.t ubly,bly rumrum
bly, rum bly,rum bly, rumgot theAnd I'veu mmy blues.rum bly, trum bly
3
47
43
Words and music: Katherine Freeman
20© BBC Learning 2013
Chorus
Let’s make a cake for Grandma.Let’s make a cake for Grandma.Let’s make a cake for Grandma.A yummy cake for tea.
Verse 1
Take some flour and stir it in,Take some flour and stir it in,Take some flour and stir it in,And make a cake for tea.
Chorus
Verse 2
Take some butter and rub it in,Take some butter and rub it in,Take some butter and rub it in,And make a cake for tea.
Let’s make a cake for Grandma
Chorus
Verse 3
Take some eggs and beat them in,Take some eggs and beat them in,Take some eggs and beat them in,And make a cake for tea.
Chorus
Verse 4
Take some flour and stir it in,Take some butter and rub it in,Take some eggs and beat them in,And make a cake for tea.
Chorus
21© BBC Learning 2013
FCBDmFC
B
F
FFCFB
CF
F
Verse
Chorus
for tea.
for tea.
a cake
a cake
for tea.a cake
make
make
and
and
makeand
them in
it in
beat
rub
it instir
eggs and
butter and
take some
take some
flour andtake some
in,
in,
them
it
in,it
and beat
and rub
eggs
butter
and stirflour
take some
take some
take some
it
it
them
in,
in,
in,
stir
rub
beat
ma.Grand
flour
butter
eggs
and
and
and
some
some
some
1.Take
2.Take
3.Take
tea.
cake formake aLet'sma.
cake foryum myma, a
for Granda cakemake
for Granda cakeLet's make
Let's
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7
Let's make a cake for Grandma Words and music: Katherine Freeman
22© BBC Learning 2013
Verse 1
See the rabbits hopping in the woods today,The woods today,The woods today,See the rabbits hopping in the woods today,The green, green woods today.
Chorus
Stay on the path,Follow the way that’s true.Stay on the path,Or the wolf will be after you.
Verse 2
Seethesquirrelsscamperinginthewoodstoday,The woods today,The woods today,Seethesquirrelsscamperinginthewoodstoday,The green, green woods today.
Chorus
Stay on the path
Verse 3
Hear the blackbirds singing in the woods today,The woods today,The woods today,Hear the blackbirds singing in the woods today, The green, green woods today.
Chorus
Verse 4
See the fairies playing in the woods today, The woods today,The woods today,See the fairies playing in the woods today,The green, green woods today.
Final Chorus
Stay on the path,Follow the way that’s true.Stay on the path,Or the wolf will be after you.
Stay on the path today.
23© BBC Learning 2013
EBAEB
E
E
B
B
A
A
BEB
A
CmBA
E
AE
Coda (after verse 4 chorus)
Chorus
Verse
to day.path,theonStayyou!aft er
bewill
to day.
or the wolf
to day,the woods
woodsgreen,
the path,
green,
on
the
Stay
day,woods totheto day,
to day,
that's true.
woods
the way
in
in
in
in
the
the
the
the
ow
ping
ering
ing
ing
foll
in
in
the
the
woods
in the
in the
sing
play
ing
ing
birds
ies
scamp ering
hop ping
rels
bits
bits
rels
birds
ies
hop
scamp
sing
play
path,
the
the
the
the
rab
squir
black
fair
on the
See
See
Hear
See
Stay
the
the
black
fair
3.Hear
4.See
the squir
the rab
2.See
1.See
20
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9
Stay on the path Words and music: Katherine Freeman
24© BBC Learning 2013
Verse 1
Wolfie went a-walking in his big straw hat,His big straw hat, his big straw hat,Andheknockedonthedoorwitharat-a-tat-tat,(clap)Oh Grandma let me in!
Chorus
Grandma dear, won’t you let me in,Grandma dear, won’t you let me in,Grandma dear, won’t you let me in,It’s cold outside.
Grandma dear, won’t you let me in,Grandma dear, won’t you let me in,Grandma dear, won’t you let me in,It’s cold outside.
Wolfie went a walking
Verse 2
Grandma heard the knocking and she went to the door,Went to the door, went to the door,She peeped through the letterbox,Andsawahairypaw,(speak)Oh,dearme!A very hairy paw!
Chorus
Verse 3
‘Little Red Riding Hood,You don’t look right,Don’t look right, don’t look right, You’remuchtoohairyandyou’vegivenmeafright,(howl)I will not let you in!’
Chorus
25© BBC Learning 2013
(clap)
(speak) Oh dear me!
(speak) Rahh! Agh!
Chorus
Verse
Oh
A
I
in?won't you let me
a
a
en
tat
hairy
me
tat!
paw.
a fright
Grand ma dear
with
box
and
a
and
you've
rat
saw
giv
you let me in?
look right,to the door,
hisstraw hat,
don't
went
don't look right,
went theto door,
His bigbig straw hat,
on the
the
door
letter
hairy
ma dear won't
he knocked
peeped
much
through
too
Grand
look
the
hat,
door.
right.
and
She
You're
let
hai
let
me
ry
you
in!
paw.
in!
big
went
don't
straw
to
Grand
ve
will
ma
ry
not
ing Hood you
ing and she
tle Red Rid
ma heard the knock
ing in hisie went a walk
3.Lit
2.Grand
1.Wolf
6
10
Wolfie went a walking Words and music: Katherine Freeman
26© BBC Learning 2013
3.1 & 2
out side.side! coldcold outlet me in? It'sdear won't youGrand ma
2
17
Words and music: Katherine Freeman
27© BBC Learning 2013
Verse 1
Grandma! Grandma! What big eyes you’ve got!Grandma! Grandma!Oh, how strange you look!
Chorus
All the better to see you with!All the better to see you with!All the better to see you with!To see you with, my dear!
Verse 2
Grandma! Grandma! What big ears you’ve got!Grandma! Grandma!Oh, how strange you look!
What big eyes you’ve got
Chorus
All the better to hear you with!All the better to hear you with!All the better to hear you with!To hear you with my dear!
Verse 3
Grandma! Grandma! What big teeth you’ve got!Grandma! Grandma!Oh dear, what a shock!
Chorus
All the better to eat you with!All the better to eat you with!All the better to eat you with!To eat you with, my dear!
28© BBC Learning 2013
GGCFCC
CGF C
A G
CCm
CmA GCm
Chorus
Verse
dear!
dear!
with my
with my
dear!with my
eat you
you
To
To hear
see youTo
with!
with!
eat you
hear you
with!see you
ter to
ter to
bet
bet
ter tobet
the
the
All
All
theAll
you
you
you
with!
with!
with!
hear
eat
see
Oh dear,
Oh
Oh
how
how
ma!
ma!
ma!
ter
ter
ter
to
to
to
the
the
the
bet
bet
bet
All
All
All
you
you
you
with!
with!
with!
Grand
Grand
Grand
ma!
ma!
ma!
Grand
Grand
Grand
you've got!
you've
you've
got!
got!
to
to
to
see
hear
eat
bet
bet
bet
ter
ter
ter
All
All
All
the
the
the
teeth
eyes
ears
What big
What
What
big
big
Grand ma!
Grand
Grand
ma!
ma!
look!
look!
shock!
strange
strange
what
you
you
a
ma!
ma!
ma!
3.Grand
1.Grand
2.Grand
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16
What big eyes you've got Words and music: Katherine Freeman
29© BBC Learning 2013
Chorus
Oh happy day! The wolf has gone away!Come on now, let’s have some fun,Nowthebigbadwolfhasgone.
Verse 1
Clap your hands!Stamp your feet!Swing your hips!To the wolfie beat!
Chorus
Verse 2
Wave your arms!Crouch down low!Jump up high!And off we go!Clap your hands!Stamp your feet!Swing your hips!To the wolfie beat!
The big bad wolf has gone
Chorus
Verse 3
Show your teeth! Rahh!Tap your toes!Shout‘hooray!’(shout)Hooray!And wiggle your nose!
Wave your arms!Crouch down low!Jump up high!And off we go!
Clap your hands!Stamp your feet!Swing your hips!To the wolfie beat!
Final Chorus
Oh happy day! The wolf has gone away!Come on now, let’s have some fun,Nowthebigbadwolf,The big bad wolf,The big bad wolf has gone!
30© BBC Learning 2013
GGAA
GG
Fm
AA
GG
A
AA
GGAA
GG
E
GGAAGGAA
A
AA
D
GG
E
AA
A
GG
GG
D
AA
AA
GGAAE
DFmAEDA
Verse 2
Chorus
Verse 1
Chorus
let'sone now
your hips!
Come
down low!
Swing
To thehips!
Crouch
aw ay!
your feet!
has gone
arms!
Stamp
wolf
Wave your
Swing yourfeet!Stamp your
thefun, nowhave somelet'sone nowComeay!
The
your hands!
day!
gone.
Clap
hap py
wolf has
we go!
Oh
big bad
And off
your hands!Clap
now the
ie beat!
fun,
high!
Wolf
have some
Jump up
gone.wolf hasbig bad
gone awwolf hasTheday!hap pyOh
23
30
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15
The big bad wolf has gone Words and music: Katherine Freeman
31© BBC Learning 2013
DA
AGGAA
A
D
E
GG
A GA GA GA GGGAA
Fm
AA
A
GG
A
AA
E
D
GGAA
D
A
GGAAGGAA
GGAAGGAAGG
A FmE
AAAED
DAA GA G
Final Chorus
(shout) Rahh!!
(shout) Hooray!
Verse 3
Chorus
the
hap py day!
wolf,
Oh
big badthe
off we go!And
Wolf ie beat!
now
To the
some fun,let's have
gone!
your hips!
now
has
up high!Jumplow!Crouch down
hoo ray!Shoutyour toes!Tapyour teeth!
Swing
Come one
wolfbad
your feet!
ay!
big
Stamp
gone aw
the
arms!Wave your
wolf has
wolf,
Clap your hands!
The
badbig
your nose!wig gleAnd
Showgone.wolf hasbig badnow thefun,have some
now let'sCome oneaw ay!has gonewolfTheday!hap pyOhie beat!To the Wolf
72
82
88
2
62
54
46
Words and music: Katherine Freeman