student s workbook

Student’s

Workbook LEVEL 1 DARK BLUE

&

LEVEL 2 RED

TEACHER’S VERSION

FUN-KEY MUSIC 2004 update 2009 Written and complied by Jenny Wilkinson and Luisa Antolovich Fun-Key Music is a division of the Australian Institute of Music and Childhood Development www.funkeymusic.com.au www.aimcd.com.au

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TABLE OF CONTENTS

Items in both books:

1. Golden Rule……………………………………………………………………………………. Pg. 4

2. Humming With the Clock…………………………………………………………… Pg. 4

3. Record of My Performances…………………………………………………….. Pg. 5 Level 1 Dark Blue: 4. Instrument Names & Musical Terms

Rock/Pop Instruments…………………………………………………………. Pg. 6 Folk Instruments…………………………………………………………………… Pg. 7 Orchestral Instruments………………………………………………………. Pg. 8 Musical Terms………………………………………………………………………… Pg. 9

5. Musical Terms: Volume……………………………………………………………… Pg. 10

6. Musical Terms: Tempo………………………………………………………………. Pg. 11

7. Musical Terms: Clefs…………………………………………………………………. Pg. 12

8. Musical Terms: Counting Beats & Bars…………………………………… Pg. 13

9. Emotion & Music: Using Your Face………………………………………….. Pg. 14 & 15

10. Emotion & Music: Using Your Body………………………………………… Pg. 16

11. Performance: The Microphone………………………………………………. Pg. 17 & 18

12. Performance: The Stage…………………………………………………………. Pg. 19

13. Introductions…………………………………………………………………………….. Pg. 20 & 21

14. Music Word Find……………………………………………………………………….. Pg. 22 15. Music Word Puzzles…………………………………………………………………. Pg. 23


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TABLE OF CONTENTS Level 2 Red: 16. Instrument Names & Musical Terms

Rock/Pop Instruments…………………………………………………………. Pg. 23 Folk Instruments…………………………………………………………………… Pg. 24 Orchestral Instruments………………………………………………………. Pg. 25 Musical Terms………………………………………………………………………… Pg. 26

17. Musical Terms: Volume…………………………………………………………….. Pg. 27

18. Musical Terms: Tempo……………………………………………………………… Pg. 28

19. Musical Terms: Clefs………………………………………………………………… Pg. 29

20. Musical Terms: Counting Beats & Bars………………………………… Pg. 30

21. Emotion and Music: Using Your Face……………………………………. Pg. 31 & 32

22. Emotion and Feeling in Music: Using Your Body…………………. Pg. 33

23. Performance: The Microphone………………………………………………. Pg. 34 & 35

24. Performance: The Stage…………………………………………………………. Pg. 36

25. Know Your Body………………………………………………………………………… Pg. 37

26. Introductions……………………………………………………………………………. Pg. 38

27. Music Crossword Puzzle………………………………………………………….. Pg. 39 & 40


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1. THE FUN-KEY MUSIC GOLDEN RULES LEVELS 1 & 2

At Fun-Key Music we only have one Golden Rule: TO RESPECT OTHERS What does this mean? Ask students what this means to them, and to then come up with their own set of rules that the class will run by. This way they are setting the rules for their own class, and so should understand and abide by them better. Our main aim is to have fun learning music, and we can only do that when students abide by the Golden Rule. If students don’t abide by the Golden Rule:

• they may be asked to have Time Out; • they may be asked to sit out for the entire class; • they may be asked to leave Fun-Key Music.

2. Humming with the Clock LEVELS 1 & 2 To do this exercise you need a watch with a second’s hand/counter on it. Have your ‘Breathing Record’ handy. Take a breath, and then hum a note for as long as possible without taking another breath. Write the number of seconds that you hold the note for on the ‘Breathing Record’ in the ‘humming column’. This exercise is NOT a competition between you and another person to see who can hold their breaths the longest. It is so you can see an improvement in your own breathing. This improvement in the number of seconds you can hold a note for might only be small, but any improvement is important. Encourage students to do this at home as well as in class, and record their times regularly.


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3. RECORD OF MY PERFORMANCES LEVELS 1 & 2

Date Venue Repertoire Comments

Students have a bigger grid in their workbooks – this is just a sample. Encourage them to fill it in after any performances, but especially after the fun-key music concerts. Apart from being a record for them of performances, it helps everyone remember songs that have been performed (i.e. so no-one repeats them).


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4. INSTRUMENT NAMES & MUSICAL TERMS: LEVEL 1

Students are instructed to see if they can unscramble the letters to spell the instrument below and write their answers in the spaces provided. (Please note: Level 2 students also complete this section as revision) ROCK/POP INSTRUMENTS

NAIPO

PIANO

MUDR

DRUM

SCIMU DTASN

MUSIC STAND


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FOLK INSTRUMENTS

TUEL

LUTE

BLESWOCL

COWBELLS

SVELAC

CLAVES


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ORCHESTRAL INSTRUMENTS

PARH

HARP

PREUTTM

TRUMPET

XAOPNEOSH

SAXOPHONE


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MUSICAL TERMS

TREBLE CLEF

BASS CLEF

BELTER LFEC

SABS LEFC

MANUSCRIPT

SCRAMPUNTI


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5. MUSICAL TERMS: Volume LEVEL 1

Below are 3 columns each containing a word, a picture, or a meaning that relates to volume in music. Draw a line connecting each term with its correct meaning and the

instrument you think best describes that volume.

FORTISSIMO Symbol: ff

FORTE Symbol: f

MEZZO FORTE Symbol: mf

MEZZO PIANO Symbol: mp

PIANO Symbol: p

PIANISSIMO Symbol: pp

MODERATELY SOFT

VERY SOFT

VERY LOUD

MODERATELY LOUD

LOUD

SOFT


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6. MUSICAL TERMS: Tempo LEVEL 1

Below are 3 columns each containing a word, a picture, or a meaning that relates to tempo in music. Draw a line connecting each term with its correct meaning and the

picture you think best describes that tempo.

ADAGIO or

LENTO

ANDANTE

MODERATO

ALLEGRETTO

ALLEGRO

PRESTO

MODERATELY FAST

VERY FAST

SLOWLY

MODERATE SPEED

WALKING PACE

LIVELY & FAST


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7. MUSICAL TERMS: Clefs LEVEL 1 Below is a picture of a keyboard with each key or note named. Notes have the letter names A, B, C, D, E, F, and G, and are used over again up and down the keyboard.

Each stave (or staff) has 5 lines and 4 spaces. Notes are written on the stave in order alternately on each line or space. The higher on the stave a note is written, the higher a note sounds; the lower on the stave a note is written, the lower a note sounds.

Middle C has been drawn and named on both the keyboard and the treble clef (above) and bass clef (below). Now draw in the notes on each clef in the same order as the keyboard. Use the keyboard to help you work out where each note should sit on the stave.

Middle C

Middle C D G A B E F

Middle C B F G A D E


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8. MUSICAL TERMS: Counting Bars & Beats LEVEL 1 In the boxes below are the names of some notes. In the boxes next to these, draw in the correct notes and write their value in beats. How many beats in these bars?

Semibreve Or

Whole Note

Minim Or

Half Note

Crotchet Or

Quarter Note

Quaver Or

8th Note

Semiquaver Or

16th Note

= 4 Beats

= ½ Beat

= ¼ Beat

= 1 Beat

= 2 Beats

4 Beats 2 Beats


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9. EMOTION & MUSIC: Using Your Face LEVEL 1

Look at the faces and figures below. Which faces are showing the same emotion? Match each figure or face in Column A with its pair in Column B. Now match the words describing the emotion with each pair. COLUMN A COLUMN B

SAD

HAPPY

ANGRYSAD


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SCARED

BORED

CONFUSED


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10. EMOTION & MUSIC: Using Your Body LEVEL 1

Below are three lists: a list of words describing emotions; a list of song titles and song lyrics; and a list of pictures. Match each emotion with a song title and a picture to complete the set.

FRUSTRATED

HAPPY

DISAPPOINTED

FOOTLOOSE “Eight hours, for what?”

UNFEELING

HOPEFUL

JUMP “I get up and nothing

gets me down”

BAD HABITS “I can’t help myself,

bad habits”

COMPUTER GAMES “Com-pu-pu-pu-pu-pu

Computer games”

DON’T STOP “It’ll be better than before”


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11. PERFORMANCE: The Microphone LEVEL 1

(After students complete both the microphone and stage sections, you can sign and date the performance licence in their books). Answer the questions below on testing and using microphones.

Q. How do we test to see if the microphone is on or working? A. We would tap it gently.

Q. Should we ever blow into the microphone? A. No, because this can damage the microphone.

Q. How can we test the volume of the microphone? A. By speaking into it (you might say, “Testing 1, 2, 3.”).

Q. Near what should we NEVER place the microphone? A. The speaker or amplifier because it can feed back.

Q. Should we ever try and grab the microphone from anyone? A. No, we should never do this because it is impolite, and the microphone could be dropped and damaged. Now look at the following pictures and answer the questions.

Q. Which of these two characters do you think is in a better position to sing into their microphone and stand? A. The character on the right is in a better position because she is standing straighter, she is closer to the microphone stand, and her mouth is closer to the microphone and is in the correct position. The other character is just too far away from his, and his mouth isn’t even pointing towards the microphone.


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Q. Which of these two characters do you think is holding their microphone in the correct way? A. The character on the right is holding the microphone in the correct way because it is close to his mouth (but not too close), and it is on an angle. The character on the left is holding the microphone a little too high, and the head of the microphone is closer to his nose than his mouth, and this is not the correct way to hold the microphone. Q. Which of these two singers is doing something wrong with the microphone? A. The singer on the left is screaming into the microphone and this isn’t the right thing to do because it’s not good for the microphone or the speakers or the audience’s ears!


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12. PERFORMANCE: The Stage LEVEL 1

Answer the questions below about the stage and performance. Q. What should we do backstage? A. Prepare for our performance quietly, no giggling or talking loudly, don’t touch anything you’re not supposed to and listen to the fun-key music teachers.

Q. Do we giggle or talk while walking onstage? A. No!

Q. What do we look at while we are onstage performing? A. The audience.

Q. What is our job when we are part of the audience? A. To listen, to not talk or giggle, to clap when the performance is finished. Look at the pictures relating to stage presentation and answer the following questions.

Q. Do you think this performer is standing in the right position on the stage?

A. Yes, the performer is standing up the front of the stage close to the audience.

Q. What shouldn’t this performer be doing? A. This performer has taken his lyrics with him onstage, and what’s even worse is he’s

holding them in front of his face!


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13. INTRODUCTIONS LEVEL 1 Q. What are the two pieces of information

each introduction MUST include? A.

1. The performer’s name.

2. The song/item to be performed. When planning our introductions, we also need to introduce the introduction (if you can believe that!). We do this by inviting the audience. Here are some examples:

“Here’s Penny Lane singing Penny Lane.”

“Please give it up for our next performer singing Give it Up.”

“Our next group will be singing Jump, so jump, clap and stamp to make them welcome.” At Fun-Key Music, we also like to tell our audiences something special in our introductions. You could inform the audience of the artist who originally sang the song, or something about the performer that they wouldn’t know simply by looking at them.

Before you introduce someone, you could ask a few questions to help you decide what you can tell the audience.

You could ask them: • Their age or when their birthday is. • Where they go the school. • If they play any sports or have any hobbies. • If they have any special talents. • Why they chose that particular song.


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Look at the pictures below. Choose one of these characters and practice making up an introduction for one of them. You will need to use your imagination to decide on a name, song choice and the extra piece of information. Be creative! Now use the space below to write your own introduction for the concert.


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14. MUSIC WORD FIND LEVEL 1

Listed below, are some song names, musical terms, and words we use at Fun-Key Music. Find them all in the puzzle, and circle each letter of each word in the puzzle.

Remember, the words can be up, down, backwards, or diagonal, and some letters may be used in more than one word. When you’ve done that, you’ll find 12 letters that spell a special sentence! (Teachers, the sentence says “We Love To Sing”.)

Adagio Fast Nutbush Stage Amplifier Harmony Octave Style Audience Hum Play Tempo Chorus Introduce Rhythm Time Clef Lento Scale Verse Counting Listen Sign Vocal Duet Lungs Sing Volume Echo Lyric Slower Emotion Mouth Split

A D A G I O V E R S E U M E C U D O R T N I D O P M E T L A C O V I T I L P S U R O H C E C H O I W M E L O O N O T S A F E U V T U C I R Y L E I G H N N E M O T I O N E T E T Y A L P O I W E R L I N N E T S I L E S R N O E T S M A I T R H G M L E O C T A V E Y I R Y U S S G N U L T S A T D N E F E L C H G H S U B T U N T I M E


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15. MUSIC WORD PUZZLES LEVEL 1

PER 4 CE

= PERFORMANCE

+ +

U

+

MIC

TELE

= MICROPHONE

+ +

IN +

H W

= INTRODUCTION

+

K

+ TION


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16. INSTRUMENT NAMES & MUSICAL TERMS: LEVEL 2

ROCK/POP INSTRUMENTS

GTASE

STAGE

RKEUSSB

BUSKERS


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FOLK INSTRUMENTS

KRUBAEASDK

DARABUKKES

CCBAACA

CABACCA

NOQIU

QUINO


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ORCHESTRAL INSTRUMENTS

NAPIMIT

TIMPANI

HECNRF NOHR

FRENCH HORN

BULEDO SABS

DOUBLE BASS


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MUSICAL TERMS

SVUQARE

QUAVERS

MESI-SVUQARE

SEMI-QUAVERS

FLAT SHARP

TLAF PRASH

NATURAL

RANLATU

#


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17. MUSICAL TERMS: Volume LEVEL 2

In the 6 boxes below in Column A are 6 terms that describe volume in music. Use the 6 boxes in Column B to arrange them in their correct order from loudest to

softest. Then give their meaning and the symbol used for each one.

COLUMN A COLUMN B

FORTISSIMO Means: VERY LOUD Symbol: FF

FORTE Means: LOUD Symbol: F

PIANISSIMO Means: VERY SOFT Symbol: PP

PIANO Means: SOFT Symbol: P

MEZZO PIANO Means: Moderately Soft Symbol: MP

MEZZO FORTE Means: Moderately Loud Symbol: MF

MEZZO PIANO

PIANISSIMO

MEZZO FORTE

FORTISSIMO

PIANO

FORTE


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18. MUSICAL TERMS: Tempo LEVEL 2

Below are 3 columns each containing a word, a picture, or a meaning that relates to tempo in music. Draw a line connecting each term with its correct meaning and the

picture you think best describes that tempo.

ADAGIO or

LENTO

ANDANTE

MODERATO

ALLEGRETTO

ALLEGRO

PRESTO

LIVELY & FAST

MODERATELY FAST

WALKING PACE

MODERATE SPEED

VERY FAST

SLOWLY


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19. MUSICAL TERMS: Clefs LEVEL 2

Below is a picture of a keyboard with each key or note named. Notes have the letter names A, B, C, D, E, F, and G, and are used over again up and down the keyboard.

Each stave (or staff) has 5 lines and 4 spaces. Notes are written on the stave in order alternately on each line or space. The higher on the stave a note is written, the higher a note sounds; the lower on the stave a note is written, the lower a note sounds.

Middle C has been drawn and named on both the keyboard and the treble clef (above) and bass clef (below). Now draw in the notes on each clef as indicated by their names. Use the keyboard to help you work out where each note should sit on the stave.

Middle C

Middle C

Middle C

E A G D B F

F E B D G A


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44

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20. MUSICAL TERMS: Counting Beats & Bars LEVEL 2 On the stave below are some notes. Write in the two names for each note and their value in beats in the space provided underneath. Semibreve Minim Crotchet Quaver Semiquaver or or or or or

Whole Note Half Note Quarter Note 8th Note 16th Note

4 Beats 2 Beats 1 Beat ½ Beat ¼ Beat Now practice drawing some notes on the blank stave below. Only draw in the number of notes that equals the number of beats in these bars. (There will be a few combinations the students can use. Below is simply one option.)


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21. EMOTION & MUSIC: Using Your Face LEVEL 2

Look at the faces below. Beside each one, write in the emotion you think it represents. Which song do you think represents this emotion? When singing this song, how would you show this emotion? Teachers please note that these should be used only as a guide, as students often interpret these things differently. Use the question of expressing the emotion through the song in reference to voice, facial expressions and movement, and use mainly as a discussion point rather than labouring to write these down.

Song: Hopelessly Devoted to You Is She Really Going Out With Him

Expressing emotion: Disappointment. This could be shown by singing gently but clearly. Movement would also be gentle.

Song: We Go Together Summer Lovin’ I Wanna Dance With Somebody Expressing emotion: Happiness. This could be shown by singing loudly and confidently. Movement is big and bright.

Song: December 1963 (Oh What a Night) Expressing emotion: Shock/surprise. This could be shown by singing fairly loudly and as if each line is a revelation. Movement is happy and free.


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Song: Would I Lie To You Expressing emotion: Anger. This could be shown by singing loudly and confidently, but also with attitude and a bit of a sting. Movement is sharp and also with attitude.

Song: Don’t Leave Me This Way Expressing emotion: Sadness. This could be shown by singing gently, but the chorus would be much stronger. Movement is big and flowing.

Song: The Logical Song Expressing emotion: Confusion. This could be shown by singing gently, but more desperately in the chorus. Movement could be slightly robotic.

Song: Let’s Call the Whole Thing Off Expressing emotion: Attitude, adversarial. This could be shown by singing loudly and with an attitude of confrontation, especially if performed in parts. Movement is in a similar fashion.


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22. EMOTION & MUSIC: Using Your Body LEVEL 2

Look at each of the figures below. Below each one, write in the emotion you think it represents. How can you tell? Then pick one of the figures and make up a song title of your own that you think fits with that figure. What is your song about? Can you write some lyrics?

A

B

C

D

Emotion: Emotion: Emotion: Emotion: Shock, surprise. In Love, besotted. Sad, forlorn. Angry, mad. Signs: Signs: Signs: Signs: Jaw dropping, Dreamy smile, Frown, droopy. Screaming, eyes popping. off-balance. bent, clenched.

SONG TITLE:


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23. PERFORMANCE: The Microphone LEVEL 2

Answer the questions below on testing and using microphones.

Q. Briefly explain the process you would go through to test that the microphone is switched on or working, and how you would test the volume. A. Firstly, you should tap the microphone gently to see that it is switched on, NOT blow into it. Then to test the volume, you would speak into it by saying something like, “Testing 1, 2, 3.” Now look at the following pictures and answer the questions.

Q. Which of these characters is in a better position to sing into their microphone and stand? A. The character on the left is in a better position to sing into her microphone because she is close to it, and is singing into the correct part. The other character is a little too far away from his.

Q. W hat is this performer doing wrong with his microphone?

A. He is singing so loudly that his microphone is trying to get away from him!


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Q. Which of these two performers is holding the microphone correctly and why? A. The singer on the right is holding the microphone correctly because it is close (but not too close) to her mouth, and it is on an angle. The other performer is holding it under her chin.

Q. Which of these two characters is holding the microphone correctly and why? A. The singer on the right is holding the microphone correctly because once again, it is close, but not too close. The microphone seems to be on the right angle also. The other’s microphone is too far away.

Q. How could this singer be holding the microphone a bit better? A. Although the singer is holding the microphone

quite closely, she could be holding it on a bit more of an angle so that she’s singing right into the head of the microphone.


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24. PERFORMANCE: The Stage LEVEL 2

Answer the questions below on the stage and performance.

Q. Briefly explain what you should do backstage. A. Backstage is a place to prepare yourself for performance QUIETLY, whether that’s going over words or dance moves, or simply concentrating. Don’t touch things you’re not supposed to and listen to any teachers. Q. Briefly explain how you would walk onstage. A. Walk onstage quietly with no talking or laughing, and with confidence. Find your correct place whether that’s within a group performance or for your solo. Q. Is this performer in a good position? A. Yes, this performer is in a good position for performance because he/she has gone very close to the front of the stage, meaning the audience will see the performer better, and shows the performer is not nervous. Q. What is this performer doing that she shouldn’t be? A. This performer has taken a lyric sheet onstage with her. Q. When you’re performing onstage, what’s the most important thing to look at? A. The audience. Q. Briefly explain your role as an audience member. A. When you’re in the audience, you must listen to the performers, you mustn’t talk and laugh, and you must clap when performances are finished.


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25. KNOW YOUR BODY: The Tongue LEVEL 2

Q. What are our tongues used for in singing? A.

• To help us pronounce words. • To help create a better resonating cavity within our mouths.

Q. Generally, how should our tongues be placed in our mouths when singing vowels? A.

• Generally keep the back of the tongue higher for vowels. • Keep the tip of the tongue behind the bottom front teeth.

• Create a trough in the middle of the tongue for a better resonating

cavity.


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26. INTRODUCTIONS LEVEL 2

Q. Name the four parts that make up an introduction. A. 1. The invitation to the audience. 2. The performer’s name. 3. The extra piece of information for the audience. 4. The song to be performed. Now pair up with a class member and using these four pieces of information, create an introduction especially for them and write it below. How could you use these parts of an introduction to introduce a group performance? Try one below. Teachers please note that the group name and item to be performed will be fairly simple, but the point of this exercise is to come up with an interesting introduction to the introduction, and also an interesting piece of information about the group itself. This could range from a fairly mundane recitation of each member’s name, or something group members have in common, or something about the item to be performed.


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27. MUSIC CROSSWORD PUZZLE LEVEL 2

1. A P 2.R I 3. L 4. S 5. P E 6. A K U O 7. I D O L L

8. D R U M S 9.F A 10.L A I N T 11.T Y P E

12.E N D E G N 13.O N S E 14.T 15.R 16.E

17.C L E F 18. I C O N E 19.F 20.O R 21.T E E 22.T C I 23.B A R

24.L E N T O G 25.S M A 26. A 27.N G 28.R Y 29.T A P V O H A 30.O 31.D E 32. I T S Y V U E 33.M F

34.E N J O Y 35.S H E

Use the space below to work out words and spelling. The clues are provided on the next page.


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Across 1. “_ _ _ _ _ Sun in Cuba” 4. We must _ _ _ _ _ clearly onstage. 7. Guy Sebastian won the first Australian _ _ _ _ . 8. A drummer plays the _ _ _ _ _. 9. Do Re Mi _ _ So La Ti Do. 10. Do Re Mi Fa So _ _ Ti Do. 11. A _ _ _ _ or style of music. 12. In music, ‘fine’ means _ _ _. 13. The _ _ _ _ _ exercise works on our oblique muscles. 15. Do _ _ Mi Fa So La Ti Do. 17. You can have either a bass or treble _ _ _ _. 18. Delta Goodrem is a pop _ _ _ _. 19. _ _ _ _ _ means loud in music. 23. A _ _ _ is a measurement in music. 24. _ _ _ _ _ means slowly. 26. “Would I Lie To You” has an _ _ _ _ _ attitude. 29. “Come on everybody and _ _ _ your feet”. 30. A lyric poem sometimes put to music. 32. “_ _ _ _ Bitsy Teenie Weenie Yellow Polka Dot Bikini”. 33. _ _ is the symbol for mezzo forte. 34. It is really important to _ _ _ _ _ yourself onstage. 35. “Is _ _ _ Really Going Out With Him”

Down 1. We must look at the _ _ _ _ _ _ _ _ _ when we perform. 2. A _ _ _ _ _ is a way to achieve harmony. 3. We must always _ _ _ _ _ _ to our fellow performers. 4. Piano means _ _ _ _ in music. 5. Delta Goodrem can _ _ _ _ the piano as well as sing. 6. _ _ _ _ _ _ _ means lively and fast. 13. “Let’s Call the Whole Thing _ _ _”. 14. A _ _ _ in music joins two or more notes together. 16. You need this to perform onstage. 20. Middle C & the next C on the piano are an _ _ _ _ _ _ apart. 21. Do Re Mi Fa So La _ _ Do. 22. Speed in music is called _ _ _ _ _. 25. The staff or _ _ _ _ _ is where we write notes in music. 27. Minims, crotchets, and quavers are all _ _ _ _ _. 28. Many song lyrics _ _ _ _ _. 31. A duet is a piece of music performed by a _ _ _.

student s workbook

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