Lesson video

Hi there, everybody.

Welcome back to our Compose and Create unit: High and low melodic responses.

This lesson is identifying high and low notes.

There's plenty of singing, plenty of games, and even a chance to get some instruments out.

So let's go and do that together.

Here we go.

By the end of this lesson, you will be able to say, "I can hear the difference between high and low notes in our songs." Let's have a look at today's keywords.

There are three.

The first one, pitch: how high or low a note is.

A note: that's a single sound in music.

And rhythm: the patterns of sound that we play and sing.

We want to make sure that we are warming up properly before our music lesson, so that when we sing, we sing safely and that our bodies and our minds are ready.

We want to make sure all of our muscles, even these tiny ones in our throat, are warm, so that we sing safely.

We want to keep our voices strong and healthy.

And so here come a set of warmups for you to join in where you are.

Off we go.

Let's begin by warming up our bodies because we know how important it is to warm up before we start making music and singing.

We'll begin with a stretch.

Arms high into the air, onto our tiptoes.

Hold onto a monkey bar, and we are going to not let go of that monkey bar, but we are going to lower our heels to the ground, so we're going to get taller.

Lowering to the count of four.

Here we go.

One, two, three, four.

Gosh, you're all super tall.

Drop your fingers and your wrists and your elbows and your shoulders.

Relax your knees and go (babbles lips) (class babbling) Very good.

Let's do that one more time.

Stretch up onto your tip toes.

Hold onto the monkey bar, lowering our heels to a count of four.

Go in one, two, three, four.

Gosh, you're so tall now.

Drop your fingers and your wrists and your elbows and your shoulders.

Relax your knees and.

(babbling) (class babbling) Very good.

Now let's take up as much space as we can.

Make a really, really big space.

Huge shapes, and we are going to shrink down into a titchy, tiny shape.

Tiny, tiny, tiny, tiny, tiny, like a little seed.

And we are now going to grow back to a big shape.

While you're ready.

one, two, three, go.

Grow, grow, grow, grow, grow, grow, grow.

And relax.

Feet slightly apart.

Arms by our sides.

Let's focus on our bodies now.

Wiggle your nose.

And your knees.

Fingers.

Toes.

Bottoms. Ears.

Back to nose.

(hums) And fingers and toes together.

And relax.

Really well done.

Time to get out our imaginary Plasticine.

Mine is kept behind my ear.

Take yours and squidge it into a ball and make a nice shape.

Let's make a body with two legs, arms, a head, some lovely hair, and a smiley face.

And let's give our character a name.

What should we call them? Bob? Right.

Now Bob works in the city and lives on the 38th floor of a high rise flat.

And Bob likes to sing when he finishes work and walks home.

Join in with me and Bob.

♪ Do, do-do, do-do ♪ ♪ Do, do-do, do-do ♪ ♪ Do, do-do, do-do ♪ And when he arrives, he needs to call the lift.

♪ Lift ♪ And the lift arrives and the doors open.

(mimics doors whooshing) And he steps in.

Reaches up to the 38th button.

Ding! And copy me and Bob as he goes up in the lift.

Ready to join in? Ooh! Whoop! Ding! (mimics door whooshing) And the door open.

Out steps Bob.

(gasps) Oh no! Someone's left a window open, and a huge gust of wind blows Plasticine Bob out of the window and he goes, "Ahhh!" Joining in.

"Ahhh!" (claps) Splat.

Let's make him again.

One more time.

Squidge.

Make a body.

Two legs.

Arms, head, beautiful hair, smiley face.

And let's give it another name.

Who should we have this time? Sue.

Good.

Right.

Now, Sue works in the city.

But she lives over there on the 39th floor of a high rise flat.

Friends with Bob.

And she likes to sing as she walks home from work.

Join in with Sue.

Here she goes.

♪ Do, do-do, do-do ♪ ♪ Do, do-do, do-do ♪ ♪ Do, do-do, do-do ♪ And she's gonna have to call the lift.

♪ Lift ♪ And the lift arrives.

(mimics doors whooshing) And she steps into the lift and reaches even higher, up to the 39th button.

Ding! And join in as Sue goes up in the lift.

Here she goes.

Ooh! Whoop! Ding! (mimics doors whooshing) Door's open and.

Oh, they didn't close the window! And the gust of wind takes Plasticine Sue out of the window and she goes sailing, join in.

"Ahhh!" (claps) Splat! Well done.

We are now going to warm up our mouths because this is going to help us sing well.

And we're going to do this with a tongue twister.

And the tongue twister says this: Cooks cook cupcakes quickly.

Which is good 'cause I really like cupcakes.

My turn, your turn.

Cooks- <v ->Cooks-</v> <v ->cook-</v> <v ->cook-</v> <v ->cupcakes-</v> <v ->cupcakes-</v> <v ->quickly.

</v> <v ->quickly.

</v> <v ->Cooks cook-</v> <v ->Cooks cook-</v> <v ->cupcakes quickly.

</v> <v Class>cupcakes quickly.

</v> <v ->Cooks cook cupcakes.

</v> <v Class>Cooks cook cupcakes.

</v> <v ->Cooks cook cupcakes.

</v> <v Class>Cooks cooks cupcakes.

</v> <v ->Cooks cook cupcakes quickly.

</v> <v Class>Cooks cook cupcakes quickly.

</v> <v ->Very good.

</v> We'll try it slowly and then we'll get a little bit faster.

Cooks cook cupcakes quickly.

<v Class>Cooks cook cupcakes quickly.

</v> <v ->Cooks cook cupcakes quickly.

</v> <v Class>Cooks cook cupcakes quickly.

</v> <v ->Cooks cook cupcakes quickly.

</v> <v Class>Cooks cook cupcakes quickly.

</v> <v ->Very well done.

</v> And in addition to those, there are three more chants and songs on the screen you can do where you are.

"Who Stole the Cookie from the Cookie Jar?" "Don't Clap this One Back." And then there is an audio track for "Warming up my Voice" for you to join in with too.

♪ Who stole the cookie from the cookie jar ♪ ♪ Alex stole the cookie from the cookie jar.

♪ ♪ Who, me ♪ ♪ Yes, you ♪ ♪ Couldn't have been ♪ ♪ Then who ♪ ♪ Lucas stole the cookie from the cookie jar ♪ ♪ Who, me ♪ ♪ Yes, you ♪ ♪ Couldn't have been ♪ ♪ Then who ♪ ♪ Jacob stole the cookie from the cookie jar ♪ ♪ Who, me ♪ ♪ Yes, you ♪ ♪ Couldn't have been ♪ ♪ Then who ♪ ♪ Andeep stole the cookie from the cookie jar ♪ ♪ Who, me ♪ ♪ Yes, you ♪ ♪ Couldn't have been ♪ ♪ Then who ♪ ♪ Izzy stole the cookie from ♪ (song fades) <v ->This is a game called "Don't Clap This One Back."</v> You'll hear me clapping different rhythms, like this one.

(claps rhythm) And that rhythm is actually our secret rhythm that we are never going to clap, because that rhythm says, (secret rhythm clapping) Don't clap this one back.

So if you hear it, you do nothing.

Any other rhythm you hear, we all clap together.

Let's try a couple.

(hands clap rhythm) (hands clap rhythm) (hands clap rhythm) Very, very good.

Now you're going to listen super carefully because if you hear, (hands clap rhythm) we don't clap that rhythm back.

Okay, let's play.

(hands clap rhythm) (hands clap rhythm) (hands clap rhythm) (hands clap secret rhythm) Did I catch any of you out? Let's try it one more time.

Here we go.

(hands clap rhythm) (hands clap rhythm) (hands clap rhythm) (hands clap rhythm) (hands clap secret rhythm) Very well done.

Now you can practise that where you are.

(bright piano music) ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a cat ♪ ♪ Sing this like a cat ♪ ♪ Meow, meow, just like that ♪ ♪ Meow, meow, just like that ♪ ♪ Me-eeh ♪ ♪ Ow ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a mouse ♪ ♪ Sing this like a mouse ♪ ♪ Eek, eek, round the house ♪ ♪ Eek, eek, in my house ♪ ♪ Ee-ee, ee-eek ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a cow ♪ ♪ Sing this like a cow ♪ ♪ Moo moo, I know how ♪ ♪ Moo moo, I know how ♪ ♪ Moo ooh ♪ ♪ Ooh ooh ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a bee ♪ ♪ Sing this like a bee ♪ ♪ Buzz buzz, just like me ♪ ♪ Buzz buzz, just like me ♪ ♪ Buzz ♪ ♪ Zzz ♪ <v ->Brilliant stuff.

</v> All of these warmups are designed to make sure that our body is feeling relaxed and awake, that our voice is warm and feeling safe, and that we're focused and ready to learn.

So if you are feeling those things, let's press on.

There are two learning cycles today.

The first one, identifying high and low notes, and then we get to play rhythms on unpitched percussion.

(tambour taps) Marvellous, the first one though, Identifying high and low notes.

Are we ready? We're gonna play a call and response game called Who Has the Penny? I'm gonna pop the clip on now so you can see how it goes, and then we'll pause so you can play it where you are.

Here it comes.

♪ Ready, steady, off you go ♪ ♪ Who has the penny ♪ ♪ I have the penny ♪ ♪ Who has the key ♪ ♪ I have the key ♪ ♪ Who has has the paperclip ♪ ♪ I have a paperclip ♪ ♪ Let us see ♪ <v ->Very good.

Now we know how to play.

</v> Pause the video and you can use the audio track if you'd like to, on the screen to help you play Who Has the Penny? where you are.

Off you go.

♪ Marvellous ♪ Well done.

Pitch.

Pitch is how high or how low the note sounds.

And our song that we've just sung has two pitches, a high pitch and a low pitch.

We're going to sing it again.

We're going to sing "Who Has the Penny?" And this time, you are going to show the high notes and the low notes in the call with our pitch actions.

So our high notes with our hands on shoulders and our lower notes on our knees.

♪ Ready, steady, off we go ♪ ♪ Who has the penny ♪ ♪ Who has the key ♪ ♪ Who has the paper clip ♪ ♪ Let us see ♪ <v ->Very good!</v> This time we're going to sing "Andeep's Shopping" call and response song.

And when you sing the responses, you'll notice there are two pitches there to the high and the low notes in the response.

And I'd like you to show those two different pitches with your actions as you sing.

So each time you sing the response, the higher pitch for "tell," on our shoulders the lower pitch for "me," on our knees.

Okay? So you're going to pause the video here and you're going to sing along to the track if you need to and show in the response, using your pitch actions, the higher and the lower.

Pause now.

I'll see you in a mo.

All right, well done.

Quick check in for you, make sure we all are really familiar with this word, "pitch." So, A: pitch is how fast or slow the music is played.

B: pitch is how high or how low the note sounds.

And C: pitch is the way the music is organised.

Is pitch A, B or C? I'll give you a moment.

Okay, well done.

If you pointed to B, then you are absolutely correct, because pitch is how high or how low a note sounds.

We know another high or low note call and response song.

It's "Lemonade." In a moment, you are going to choose a lemonade seller to sing the call, and then you're going to play the game.

As you sing and play, listen out very carefully for the two pitches, the high pitch and the low pitch when you sing the call.

And you're going to show those high and low notes with your pitch actions.

♪ Ready, steady, off we go ♪ ♪ Here I come ♪ ♪ Where from ♪ ♪ Bristol ♪ ♪ What's your trade ♪ ♪ Lemonade ♪ ♪ Give us some, don't be afraid ♪ <v ->Okay, so pause the video.

</v> You can use the audio track if you'd like to, and then we'll see how you did.

Off you go.

Very good.

Let's see how you did.

Your pitch actions should look like this.

♪ Ready, steady, off we go ♪ ♪ Here I come ♪ ♪ Where from ♪ ♪ Bristol ♪ ♪ What's your trade ♪ ♪ Lemonade ♪ ♪ Give us some, don't be afraid ♪ If you got all that right, really well done.

It's time for us to move on to Playing our rhythms on unhitched percussion.

Brill! We're now going to sing "Andeep's Shopping" call and response song.

And each time we get to those responses, I'd like you to use your pitch actions for the high and low pitch in the response.

So let's be ready, as here comes the track.

(sticks clicking in 4/4 time) ♪ Ready, steady, off we go ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me, tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Big, green, sweet pear ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me, tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Juicy, round, green grapes ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me, tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Purple, tangy, small plum ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me, tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Round, pink, sharp grapefruit ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me, tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Ripe, sweet, yellow melon ♪ ♪ What has Andeep in his basket ♪ ♪ Tell me, tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Bright, shiny, red apple ♪ <v ->Lovely.

</v> You are really getting to be familiar with the structure of our call and response song.

So now we're going to zoom in on the fruit rhythms and we're going to play them on unhitched percussion.

I'm using a tambour.

You can use what you have available in your classroom.

Now with unpitched instruments, they don't play different pitches.

We can't say play this high note, please or this low note.

They don't play high or low notes.

So they're a good match with our chanting voice and it's gonna help us concentrate on the rhythm.

You are going to echo each of these fruit rhythms on your instrument, and you'll chant as you play, and that's gonna help us to stay in time.

So if you hear me chant big, green, sweet pear, your response on your instrument will be: (tambour bangs) Ta Ta Ta Ta.

Okay? So let's be ready to chant our Tas and our Ta-di's.

Have your instruments ready too and we'll run through each fruit.

♪ Ready, steady, off I go ♪ ♪ Big, green, sweet pear ♪ ♪ Juicy, round, green grapes ♪ ♪ Purple, tangy, small plum ♪ ♪ Round, pink, sharp grapefruit ♪ ♪ Ripe, sweet, yellow melon ♪ ♪ Bright, shiny, red apple ♪ It's a good idea now, to pause the video and to practise those one more time, being as accurate as you can, playing and chanting the rhythms. When you do, my top tip is start with a ♪ Ready, steady, off we go ♪ Chant the fruit description first.

♪ Bright, shiny, red apple ♪ Keeping to the steady pulse.

Then Ta, Ta-di, Ta, Ta-di.

Okay? Pause now and practise that where you are.

Well done.

Brilliant.

Well done.

Right.

A quick check-in for you, then.

Rhythm is.

And what do we think the answer might be? I think some of us might know.

It's A: how high or low the note sounds, or is it B: the way the music's organised, or C: the patterns of sounds we play and sing? What is rhythm? High and low, the way the music's organised or the pattern of sounds we play and sing? Point to the one you think it is.

And I can tell you, you are right, hopefully.

It is C: Rhythm is the pattern of sounds we play and sing.

Right then, you wonderful lot.

It is time for the last task of today's lesson.

We are going to sing Andeep's call and response shopping song.

And at the end of every call and response verse, we're going to chant each fruit rhythm in turn and we'll play them on our unhitched percussion instruments.

There's two things I'd like you to remember.

When you chant the rhythm, for example, ♪ Ripe, sweet, yellow melon ♪ you'll keep a steady beat and also play it on your instrument while saying (tambour taping) ♪ Ta, Ta, Ta-di, Ta-di ♪ And then we don't play any instrument during the call and response singing bit.

So if we're singing, this stays quiet.

Okay? On each of the slides, you'll see the call and response sung section and then the rhythm section.

So we get: ♪ What has Andeep in his basket ♪ ♪ Tell me, tell me ♪ ♪ Name a fruit that's in his basket ♪ ♪ Tell me, tell me ♪ ♪ Big, green, sweet pear ♪ (tambour taps) ♪ Ta Ta Ta Ta ♪ And then it carries on to the next one.

And you'll sing again.

And then you'll say, ♪ Juicy, round, green grapes ♪ ♪ Ta-di Ta ♪ ♪ Ta Ta ♪ Back to the singing.

It follows all the way through for our plum, our grapefruit, our melon, and our apple.

There is an audio track if you would like to use it.

And I'd now like you to sing through that whole song, having your instruments ready and only playing them on the rhythm part and not while we're singing or chanting.

Have fun.

See you in a mo.

Wowee! That is a lot.

You've been singing, you've been chanting, you've been playing instruments, you've been keeping in time.

I think you've worked very hard.

Let's see how successful we were.

Jacob wants to know, "Did you sing, chant and play at the same time as the other people in your class or in your group?" And Andeep asks, "Did you chant Ta and Ta-di to help you play your rhythms correctly?" Laura says, "Did you chant the fruit rhythm first and then play an exact copy of the rhythm?" If you managed to do all those things, really, really well done.

You've put a lot together in this last part of the lesson.

Excellent.

And that's all we have time for.

So let's have a quick summary of all the things that we've learned today.

We know that pitch is how high or how low a note sounds, and that we can use actions with our body to help us hear those high and low notes in a song.

Unpitched percussion doesn't play higher or lower pitches that we ask it to.

And rhythms can be played on unpitched instruments like we created in our song.

When we chant as we play rhythms, that's really helping us keep in time.

Fantastic work today.

Really well done and I'll see you next time.

Bye-bye.