Lesson video

Hello, musicians, my name is Mrs. Steele, and I'll be guiding you through your music learning today.

In today's lesson, we're going to be singing, chanting, and playing games, and we're going to have a brilliant time.

Before we begin, please take a moment to gather together the listening examples that you'll need for this lesson as they don't feature in this video.

There's a teacher guidance slide at the beginning of the slide deck to help you with this.

Are you ready? Let's get going.

It's important to warm up our voices and body before every music lesson.

Join in with these warmups where you are.

Here comes the video.

(cheerful music) (cheerful music continues) (cheerful music continues) (cheerful music continues) (cheerful music continues) (cheerful music continues) <v ->Let's warm up our faces.

</v> Copy me.

Big face.

(playful music) Little face.

(playful music) Big face.

(playful music) Little face.

(playful music) Big face.

(playful music) Little face.

(playful music) Join in with me on this breathing exercise.

We are going to breathe in for four.

Hold for four.

Breathe out for four.

And hold for four, like a square.

Ready? (tapping) (inhaling) (tapping) (exhaling) (tapping) (inhaling) (tapping) (exhaling) (tapping) Let's warm up our voices with different modes of transport.

Join in with me.

Motorbike.

(imitating motorcycle purring) Steam train.

(imitating chugging) Sirens on emergency vehicles.

(imitating siren wailing) Submarine.

(raspberrying) The bell on a bike.

(imitates bells chiming) Well done.

<v Teacher>Swan swam over the sea.

</v> <v ->Swan swam over the sea.

</v> <v Teacher>Swim swan swim.

</v> <v ->Swim swan swim.

</v> <v Teacher>Swan swam back again.

</v> <v ->Swan swam back again.

</v> <v Teacher>Well swam swan.

</v> <v ->Well swam swan.

</v> <v ->These chants and songs will help us to warm up further</v> as they help us to move our body and use our voices in lots of different ways.

Let's start with "Slowly, Slowly." Here comes the video for you to join in.

♪ Ready steady off we go ♪ ♪ Slowly slowly ♪ ♪ Very slowly ♪ ♪ Creeps the garden snail ♪ ♪ Slowly slowly ♪ ♪ Very slowly ♪ ♪ Up the garden rail ♪ ♪ Quickly quickly ♪ ♪ Very quickly ♪ ♪ Runs their little mouse ♪ ♪ Quickly quickly ♪ ♪ Very quickly ♪ ♪ All about the house ♪ <v ->And now it's time for one of my favourites.

</v> It will make sure that you're alive, alert, awake, and enthusiastic.

Here's the video.

<v ->Join in with me on this warmup,</v> the tempo gets faster, so follow carefully.

♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert awake ♪ ♪ I'm awake alert alive ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert awake ♪ ♪ I'm awake alert alive ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert awake ♪ ♪ I'm awake alert alive ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ ♪ I'm alive alert awake ♪ ♪ I'm awake alert alive ♪ ♪ I'm alive alert ♪ ♪ Awake enthusiastic ♪ <v ->And finally, is the chant, "Rubber Chicken."</v> Here it comes.

♪ Ready chickens ♪ ♪ One two three four ♪ ♪ Five six seven eight ♪ ♪ One two three four ♪ ♪ Five six seven eight ♪ ♪ One two three four ♪ ♪ Five six seven eight ♪ ♪ One two three four ♪ ♪ Five six seven eight ♪ ♪ One two three four ♪ ♪ One two three four ♪ ♪ One two three four ♪ ♪ One two three four ♪ ♪ One two one two ♪ ♪ One two one two ♪ ♪ One one one one ♪ ♪ Rubber chicken ♪ ♪ Ready chickens ♪ ♪ One two three four ♪ ♪ Five six seven eight ♪ ♪ One two three four ♪ ♪ Five six seven eight ♪ ♪ One two three four ♪ ♪ Five six seven eight ♪ ♪ One two three four ♪ ♪ Five six seven eight ♪ ♪ One two three four ♪ ♪ One two three four ♪ ♪ One two three four ♪ ♪ One two three four ♪ ♪ One two one two ♪ ♪ One two one two ♪ ♪ One one one one ♪ ♪ Rubber chicken ♪ (imitating chickens clucking) <v ->Let's see if you're ready to sing.

</v> Does your body feel relaxed and ready? Is your voice warm? And are you focused? You're ready to go.

By the end of today's lesson, you will be able to change the tempo of a song or musical game, and explain how this makes it feel different.

Here are the keywords that will be important in our lesson today.

Beat, the playing or showing of the steady pulse, like the ticking of a clock.

Tempo, how fast or slow the music is played.

And pulse, the regular steady heartbeat of the music.

Let's begin by changing the tempo of our songs and chants.

It's time to sing "My Journey Song." Choose actions and move on the beat as you sing.

Here's the music.

♪ I'm driving in my car ♪ ♪ Engine purring it isn't far ♪ ♪ Oh yeah ♪ ♪ Driving in my car ♪ ♪ Oh yeah ♪ ♪ Driving in my car ♪ ♪ Driving flying sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh yeah ♪ ♪ Journey won't be long ♪ ♪ Driving flying sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh yeah ♪ ♪ It's my journey song ♪ ♪ I'm riding down the rails ♪ ♪ Stream train chuffing ♪ ♪ It never fails ♪ ♪ Oh yeah ♪ ♪ Riding on a train ♪ ♪ Oh yeah ♪ ♪ Riding on a train ♪ ♪ Driving flying sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh yeah ♪ ♪ Journey won't be long ♪ ♪ Driving flying sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh yeah ♪ ♪ It's my journey song ♪ ♪ I'm sailing on a boat ♪ ♪ Bobbing bouncing as I float ♪ ♪ Oh yeah ♪ ♪ Sailing on a boat ♪ ♪ Oh yeah ♪ ♪ Sailing on a boat ♪ ♪ Driving flying sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh yeah ♪ ♪ Journey won't be long ♪ ♪ Driving flying sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh yeah ♪ ♪ It's my journey song ♪ ♪ I'm flying in a plane ♪ ♪ Soaring over the clouds again ♪ ♪ Oh yeah ♪ ♪ Flying in a plane ♪ ♪ Oh yeah ♪ ♪ Flying in a plane ♪ ♪ Driving flying sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh yeah ♪ ♪ Journey won't be long ♪ ♪ Driving flying sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh yeah ♪ ♪ It's my journey song ♪ <v ->Now it's time for "Freedom Train,"</v> with your train actions in time to the steady pulse.

Here's the music for you to join in.

♪ This old freedom train is such a ♪ ♪ Long time comin' ♪ ♪ Ain't nobody can't afford it ♪ ♪ So you'd better get aboard it ♪ ♪ Gimme that ♪ ♪ Freedom ♪ ♪ Gimme that ♪ ♪ Freedom ♪ ♪ Gimme that freedom freedom freedom ♪ ♪ Chk-a-chk chk-a-chk chk-a-chk ♪ ♪ Chk-a-chk chk-a-chk ♪ <v ->We know that we can choose the tempo of our songs,</v> chants and singing games.

We can choose a slow tempo.

We can choose a steady tempo.

And we can choose a fast tempo.

It's time for a check-in.

Can you remember what tempo is? Do you think it's A, how high or low the music is played.

Do you think tempo is B, how quiet or loud the music is played.

Or is it C, how fast or slow the music is played.

Pause now to decide.

Could you remember what tempo is? It's C.

Tempo is how fast or slow the music is played.

Well done if you remembered that.

It's time to perform the chant, "Lemon Lime" with body percussion.

Here's a video to show you how it goes.

♪ Ready steady off we go ♪ ♪ Lemon lime keep in time ♪ ♪ Lemon lime keep in time ♪ ♪ Make it neat feel the beat ♪ ♪ Make it neat feel the beat ♪ ♪ Not too fast not too slow ♪ ♪ Not too fast not too slow ♪ ♪ Ready steady go go go ♪ ♪ Ready steady go go go ♪ ♪ Lemon lime keep in time ♪ ♪ Lemon lime keep in time ♪ ♪ Make it neat feel the beat ♪ ♪ Make it neat feel the beat ♪ ♪ Not too fast not too slow ♪ ♪ Not too fast not too slow ♪ ♪ Ready steady go go go ♪ ♪ Ready steady go go go ♪ ♪ Lemon lime keep in time ♪ ♪ Lemon lime keep in time ♪ ♪ Make it neat feel the beat ♪ ♪ Make it neat feel the beat ♪ ♪ Not too fast not too slow ♪ ♪ Not too fast not too slow ♪ ♪ Ready steady go go go ♪ ♪ Ready steady go go go ♪ <v ->It's your turn to perform "Lemon Lime" now where you are.

</v> Perform it with a steady tempo, a fast tempo, and a slow tempo.

Can you create your own body percussion to play on the beat? Pause now to give that a try using the audio tracks to help you if you'd like them.

It's time to play and sing the call and response game now called "Fox, Fox." Here's a video to remind you how it goes.

♪ Ready steady off we go ♪ ♪ Fox fox sniffed at a box ♪ ♪ Smelled something tasty ♪ ♪ And licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No we're not ♪ ♪ Ready steady off we go ♪ ♪ Fox fox sniffed at a box ♪ ♪ Smelled something tasty ♪ ♪ And licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No we're not ♪ ♪ Ready steady off we go ♪ ♪ Fox fox sniffed at a box ♪ ♪ Smelled something tasty ♪ ♪ And licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No we're not ♪ <v ->It's your turn now, foxes and chickens.

</v> Perform "Fox, Fox" with a steady tempo, a fast tempo, and a slow tempo.

Pause now to give that a try using the audio tracks to help you if you need them.

Let's check in with our learning about tempo.

Which of these three games has the slowest tempo? Here comes game A.

♪ Ready steady off we go ♪ ♪ Say say say ♪ (singing in foreign language) <v ->And listen carefully to game B.

</v> ♪ Ready steady off we go ♪ ♪ Say say say ♪ (singing in foreign language) <v ->And finally, here is game C.

</v> ♪ Ready steady off we go ♪ ♪ Say say say ♪ (singing in foreign language) <v ->Which one of those three</v> do you think has the slowest tempo? Which one did you think it was? It was game B.

Well done if you notice that.

Great listening.

Game A has a fast tempo.

Game B has a slow tempo, that was the slowest one.

And game C has a steady tempo.

Excellent work.

Chant and move to the steady pulse in "Engine Engine Number Nine." I wonder where you'd like to go on the train today.

Let's start by going to York.

Here we go.

Woo woo woo woo.

Pause now to chant "Engine Engine Number Nine," using the vocal support if you'd like it.

Can you perform "Engine Engine Number Nine" one more time.

This time show the steady tempo by moving your body on the beat.

Pause now to give that a try where you are.

Your next musical challenge is to imagine different journeys on different trains as you chant "Engine Engine Number Nine." Change the tempo to match your journey.

Perhaps you'll travel on a slow mountain train, or a rollercoaster, or travel fast underground.

Pause now to perform "Engine Engine Number Nine" with your different journeys, on different trains.

Let's see how these pupils got on with that challenge.

Watch the video and think about how these pupils show that they're able to feel the pulse, move on the beat, and follow the tempo.

Here they come.

<v ->Let's go on a train journey.

Where should we go today?</v> <v ->Bristol.

</v> <v ->Bristol.

</v> What kind of train should we go to Bristol on? <v ->Underground train</v> <v ->An underground train</v> ♪ Ready steady off we go ♪ ♪ Engine engine number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle see it shine ♪ ♪ Engine engine number nine ♪ ♪ Choot choot choot choot ♪ <v ->Here we are in Bristol.

</v> What can we see out the window? <v ->A cow.

</v> <v ->A cow.

</v> Where should we go next on our train journey? <v ->Scotland.

</v> <v ->Scotland.

</v> What kind of train should we go to Scotland on? <v ->An express train.

</v> <v ->An express train.

</v> ♪ Ready steady off we go ♪ ♪ Engine engine number nine ♪ ♪ Going down the Scotland line ♪ ♪ See it sparkle see it shine ♪ ♪ Engine engine number nine ♪ ♪ Choot choot choot choot ♪ <v ->Here we are in Scotland.

</v> What can we see out the window? I can see a castle.

Where should we go next? <v ->Lochness.

</v> <v ->Lochness.

</v> What kind of train should we go to Lochness on? <v ->Steam.

</v> <v ->A steam train.

</v> ♪ Ready steady off we go ♪ ♪ Engine engine number nine ♪ ♪ Going down the Lochness line ♪ ♪ See it sparkle see it shine ♪ ♪ Engine engine number nine ♪ ♪ Choot choot choot choot ♪ <v ->Here we are in Lochness.

</v> What can we see? <v ->A lochness monster.

</v> <v ->What did you notice?</v> Aisha spotted that the pupils all chanted together at the same time.

And Lucas noticed that their movements were on the beat and showed the steady pulse.

Alex says that the pupils were in time, that showed that they understood the tempo.

Well done if you spotted those things too.

It's time now to describe the effect of tempo changes.

The tempo of the music helps to create the mood or feeling and how we respond to it.

How does music with a slow tempo make you feel? Aisha's wondering how does music with a fast tempo make you feel? If you'd like to, you could pause now to talk about that where you are.

Music with a fast tempo might make you feel happy, energetic, or excited.

Have a listen to this listening example.

It's called "Musique a Grande Vitesse" by Michael Nyman.

It has a fast tempo.

How does this music make you feel? Pause now to find this listening example.

Music with a steady tempo might make you feel strong, focused, or calm.

This piece of listening is called "Montagues And Capulets," by Prokofiev, and it has a steady tempo.

I wonder how this music makes you feel.

Pause now to listen to this listening example.

I wonder if music with a slow tempo makes you feel thoughtful, rested, or quiet.

This listening example has a slow tempo.

It's by Florence Price.

How does this music make you feel? Pause now to find and listen to this listening example.

Let's play and sing the call and response game, "Hickety Tickety Bumblebee." Here's a video to remind you how it works.

♪ Steady steady off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Izzy ♪ ♪ Her name is Izzy ♪ ♪ Ready steady off we go ♪ ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Alex ♪ ♪ His name is Alex ♪ ♪ Ready steady off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Lucas ♪ ♪ His name is Lucas ♪ <v ->Good news, it's your turn to play</v> "Hickety Tickety Bumblebee" where you are now.

Play it with a steady tempo, a fast tempo, and a slow tempo.

Pause here to do that where you are using the audio tracks if you'd like them to help you.

When we change the tempo of a piece of music, we might be affecting how the music feels and how we respond to it.

Changing the tempo changes the mood and the success of our singing game.

Did you notice that in "Hickety Tickety Bumblebee?" How did the steady tempo feel? What about the fast tempo? Was it successful.

And how did the slow tempo change the mood of the game? If you'd like to, pause now to talk about that where you are.

It's not just tempo that gives music its mood or feeling.

All of the musical elements can affect the mood of the music.

Aisha says that high sounds can create a different feeling to low sounds.

That's pitch.

And the sound an instrument makes can affect how the music feels.

That's called timbre.

Music can be loud or quiet, and this will help to create a mood too, that's called dynamics.

And music with many layers feels different to music with only one layer, that's texture.

It's time to check in with our learning so far.

True or false, tempo is the only one of the musical elements that helps to create a piece of music's mood or feeling.

Do you think that's true or false? Here comes the answer.

That's false.

Well done if you spotted that.

All of the musical elements create music's mood or feeling, for example, loud music might give you a very different feeling to quiet music.

Here's another one of our singing games, "Hot Potato." Here's a video to remind you how to play it.

♪ Ready steady off we go ♪ ♪ Hot potato pass it on ♪ ♪ Hot potato pass it on ♪ ♪ Hot potato pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato pass it on ♪ ♪ Hot potato pass it on ♪ ♪ Hot potato pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato pass it on ♪ ♪ Hot potato pass it on ♪ ♪ Hot potato pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato pass it on ♪ ♪ Hot potato pass it on ♪ ♪ Hot potato pass it on ♪ ♪ Get rid of the hot potato ♪ <v ->Play and sing "Hot Potato" where you are now</v> to a steady tempo, a slow tempo, and a fast tempo.

As you play with each tempo, think about how the tempo used changes the mood, feeling and success of your game.

Pause now to play "Hot Potato" using the audio tracks to help you if you'd like them.

Here are some questions to answer about playing "Hot Potato" with each tempo.

Which tempo made it easiest to pass the ball on the beat? How did the slow tempo make the song and game feel? And did the fast tempo make it tricky to play the game successfully? Pause now to talk about your answers together.

Here are our Oak friends' answers.

I wonder if you thought the same thing.

Which tempo makes it easiest to pass the ball? Sam thought she found the steady tempo the easiest.

How did the slow tempo make song and game feel? Jun thinks it gave him time to pass, but he did find it harder to feel the beat.

I wonder if you thought the same with the slow tempo.

Did the fast tempo make it tricky to play the game successfully? Lucas says it did.

He panicked and rushed and that made him pass the ball too quickly.

I wonder if that happened to you too.

We've reached the end of our lesson today, so let's think about everything we've been learning.

We can describe the tempo of the music.

For example, the song has a steady tempo.

We know that the same piece of music can be performed at different speeds.

It can be played or sung at a slow, steady or fast tempo.

And we know that the tempo of a piece of music can change the mood of the music and how we respond to it too.

Fantastic musical learning about tempo today, everyone.

I can't wait till next time.

See you soon.

Bye.