Transcript 100165: Week 5 - artsmmadd.com

Primary Creative Arts
Teaching Music
in the
K-6 Classroom
Deirdre Russell-Bowie
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Content in Music
MMADD, pages 49 - 51
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Music concepts
Music concepts, they number 5,
PITCH is high and low!
DURATION covers rhythm, beat and
tempo (fast and slow).
Listen to the TONE COLOUR of
different instruments
DYNAMICS play them loud and soft,
STRUCTURE, same and different!
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DYNAMICS (Loud and soft)
If You’re Happy and you know it
If you’re happy and
Clap your hands!
If you’re happy and
Clap your hands!
If you’re happy and
And you really want
If you’re happy and
Clap your hands!
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you know it,
you know it,
you know it,
to show it,
you know it,
DYNAMICS (Loud and soft)
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Lesson Plan: DYNAMICS
WHY: Indicators:

Children will demonstrate their understanding of dynamics
by showing with their voices and instruments, the loud,
medium and soft parts of a song and a story in response
to signals and scores.
HOW? Resources:




CD: MMADD about the Arts (If You’re Happy)
CD player and extension cord/batteries/iPod + Speakers
Classroom instrument box
Puppet
Flashcards from vUWS
OHT of song

Bring puppet out of bag to conduct loud and soft singing of
If You’re Happy and You Know it. Children take turns in
conducting with puppet
Introduction:
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Lesson Plan: DYNAMICS
Body:





One child at a time conducts with arms to indicate when to
sing softly, medium or loudly
Use flashcards (small / medium / large) to indicate when to
sing softly, medium or loudly.
Read through The Farm Concert
Allocate instruments and children for each part; practise
playing loudly and softly
Read through story and have children play their instruments
when their animal is mentioned, loudly the first time and
softly, the second time.
Conclusion:

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Play through the graphic score, checking to see which
children can play loudly and softly at the appropriate times.
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TONE COLOUR
(Sounds of Instruments)
Categories of Home Made
Instruments:
 Shakers
 Hitters
 Scrapers
 Blowers
?
?
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The Storm
Group 1: Rain drops: drip, drop
Group 2: Soft rain: Pitter, patter
Group 3: Pouring rain
Group 4: Thunder and lightning
The Storm:
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Group 1
Groups 1 and 2
Groups 1, 2 and 3
Groups 1, 2, 3 and 4
Groups 1, 2 and 3
Groups 1 and 2
Group 1
TONE COLOUR: The Storm Sound Poem
Group 1
Groups 1, 2
Groups 1,2, 3
Groups 1, 2, 3,
Groups 1, 2, 3
Groups 1, 2
Group 1
Drip!
Drip, drop!
Drip, drop, drip, drop!
Pitter, patter, pitter, patter!
Splish, splosh, splish,
splash!
Pouring rain, down it comes,
Pouring rain, down it comes,
and 4
Dark clouds looming, thunder crashes!
Blackness then the lightning flashes!
Dark clouds looming, thunder crashes!
Blackness then the lightning flashes!
Dark clouds looming, thunder crashes!
Rain is easing, gently falling! Rain is easing, gently falling!
Splish, splosh, splish, splash! Pitter, patter, pitter, patter!
Drip, drop! Drip, drop!
Drip, Drop
Drip!
MMADD abut the Arts, p. 97
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PITCH (Highs and lows)
The Three Billy Goats Gruff
Add tuned instruments to represent the different sizes of Goats
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Add untuned instruments to represent the bridge, grass and troll
PITCH (Highs and Lows)
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DURATION (Beat, Rhythm, Accent, tempo)
Beat: Group 1:
Waltzing Matilda (on MMADD CD)
Triangle
Once a jolly swagman camped by a billabong,
Under the shade of a coolibah tree.

And he sang as he watched and waited till his billy boiled,
You’ll come a-waltzing matilda with me!
CHORUS:
Waltzing matilda, waltzing matilda,
You’ll come a waltzing matilda with me!
And he sang as he watched and waited till his billy boiled,
You’ll come a-waltzing matilda with me!
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DURATION (Beat, Rhythm, Accent, Tempo)
Waltzing Matilda
 Everyone singing all verses and choruses
 1st Verse and chorus: BEAT (hit thighs/triangle)
 2nd Verse and chorus: ACCENT (stamp feet/drum)
 3rd Verse and chorus: RHYTHM (clap / sticks)
 4th Verse and chorus: 3 parts with different
instruments and body percussion
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DURATION (Beat, Rhythm, Accent, Tempo)
Beat: hit
Waltzing Matilda (MMADD CD) thighs/ Triangle
Once a jolly swagman camped by a billabong,
Under the shade of a coolibah tree.

And he sang as he watched and waited till his billy boiled,
You’ll come a-waltzing matilda with me!
CHORUS:
Waltzing matilda, waltzing matilda,
You’ll come a waltzing matilda with me!
And he sang as he watched and waited till his billy boiled,
You’ll come a-waltzing matilda with me!
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DURATION (Beat, Rhythm, Accent, Tempo)
Waltzing Matilda
Accent:
Group 2/
Drum
Down came a jumbuck, to drink at the waterhole,
Up jumped the swagman and grabbed him with glee.
And he sang as he shoved that jumbuck in his tucker bag,
‘You’ll come a-waltzing matilda with me!’
CHORUS:
Waltzing matilda, waltzing matilda,
You’ll come a waltzing matilda with me!
And he sang as he watched and waited till his billy boiled,
You’ll come a-waltzing matilda with me!
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DURATION (Beat, Rhythm, Accent, Tempo)
Rhythm: Group 3
Waltzing Matilda
/Sticks
Up rode the squatter, mounted on his thoroughbred,
Down came the troopers, one, two, three.
‘Who’s that jolly jumbuck,you’ve got in your tuckerbag?’
‘You’ll come a-waltzing matilda with me!’
CHORUS:

Waltzing matilda, waltzing matilda,
You’ll come a waltzing matilda with me!
And he sang as he watched and waited till his billy boiled,
You’ll come a-waltzing matilda with me!
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DURATION (Beat, Rhythm, Accent, Tempo)
Waltzing Matilda
All Groups:
All instruments
Up jumped the swagman and sprang into the billabong,
‘You’ll never catch me alive,’ said he!
And his ghost may be heard, as you pass by that billabong,
‘You’ll come a-waltzing matilda with me!
CHORUS:
Waltzing matilda, waltzing matilda,
You’ll come a waltzing matilda with me!
And he sang as he watched and waited till his billy boiled,
You’ll come a-waltzing matilda with me!
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Structure
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Page 83, MMADD text (also on vUWS and MMADD website)
STRUCTURE: The Storm Graphic score
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Music concepts
Music concepts, they number 5,
PITCH is high and low!
DURATION covers rhythm, beat and
tempo (fast and slow).
Listen to the TONE COLOUR of
different instruments
DYNAMICS play them loud and soft,
STRUCTURE, same and different!
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Programming for Music
MMADD p.
page
299
TNECAH
259

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K-6 MUSIC Education
For further information, see
Chapter 3 in MMADD:
About the Arts: An
introduction to Primary Arts
Education
by Deirdre Russell-Bowie,
published by Pearson
Education Australia
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