Lesson video

Hi again, everybody.

Welcome back to our music and movement unit, using symbols to represent pitch.

Now today's lesson is on notating three notes on our simplified musical stave.

Now I'm really excited about this lesson 'cause there's lots of singing, lots of moving, and we're really applying our learning that we've built up so far.

So here we go.

By the end of this lesson, you'll be able to say, "I can identify the notes of a three note song and place those notes on a musical stave." So let's begin by taking a look at today's keywords.

The first one is pitch.

That's how high or how low a note is.

Then melody, that combination of notes to make a memorable tune.

Note, a single sound in music.

Stave, our lines on which musical notes can be placed.

And notate, notate is a way of writing music down.

Now before our music lesson starts, we know that we must warm up.

This keeps our bodies nice and warm, our voices warm and safe so we're ready to move and sing.

We know that we warm up before things like PE, and we need to stretch and relax our vocal chords and our voice before singing.

Warming up will help us to prevent ourselves hurting our voice.

So I'd like you to follow these warm ups so that you are ready for singing.

Here they come.

♪ Reach up to the sky and down to the ground ♪ ♪ To the side, to the side ♪ ♪ Turn around and clap.

♪ ♪ Reach up to the sky and down to the ground ♪ ♪ To the side, to the side ♪ ♪ Turn around and clap ♪ ♪ Reach up to the sky and down to the ground ♪ ♪ To the side, to the side ♪ ♪ Turn around and clap ♪ <v ->Let's warm up all the muscles of our faces.

</v> Show me your happy face.

Show me your grumpy face.

Show me your big face.

Show me your small face.

Show me your silly face.

Show me your thinking face.

Join in with these breathing exercises.

Copy me.

(blowing on hands) S, s, s, ssss.

♪ Ah-ah ♪ ♪ Ah-Ah ♪ ♪ Ah-Ah ♪ She sells seashells by the sea shore.

She sells seashells by the sea shore.

<v ->Wonderful.

Really well done.

</v> Now there are three additional chants and songs that you can do where you are.

<v ->Jelly on a plate, jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v ->Jelly on a plate, jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v ->Jelly on a plate, jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v ->Jelly on a plate, jelly on a plate.

</v> Wibble wobble, wibble, wobble, jelly on a plate.

<v ->Jelly on a plate, jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v ->Jelly on a plate, jelly on a plate.

</v> Wibble wobble, wibble wobble, jelly on a plate.

<v Teacher>Let's walk.

</v> ♪ Oh, well you walk, and you walk ♪ ♪ And you walk and you stop ♪ ♪ Oh, well you walk, and you walk ♪ ♪ And you walk and you stop ♪ <v Teacher>Let's march.

</v> ♪ Oh, well, you march, and you march ♪ ♪ And you march and you stop ♪ ♪ Oh, well, you march, and you march ♪ ♪ And you march and you stop ♪ <v Teacher>Let's skip.

</v> ♪ Oh, well, you skip, and you skip ♪ ♪ And you skip and you stop ♪ ♪ Oh, well, you skip, and you skip ♪ ♪ And you skip and you stop ♪ <v Teacher>Let's hop</v> ♪ Oh, well, you hop, and you hop ♪ ♪ And you hop and you stop ♪ ♪ Oh, well, you hop, and you hop ♪ ♪ And you hop and you stop ♪ <v Teacher>Let's fly.

</v> ♪ Oh, well, you fly, and you fly ♪ ♪ And you fly and you stop ♪ ♪ Oh, well, you fly and you fly ♪ ♪ And you fly and stop ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh, dippy do ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh, dippy do ♪ ♪ Dip, dip, dippy do ♪ ♪ Dippy, do, oh, dippy do ♪ ♪ Dip, dip, dip, dip, dippy do ♪ ♪ Dippy do, oh, dippy do ♪ <v ->Really wonderful stuff.

Good.

</v> I'm hoping we're focused and we're ready.

Alex says his muscles are feeling loose, Aisha's throat is relaxed, and Lucas is feeling alert and ready to focus.

Hopefully you are feeling some of those things too.

Let's take a look at our learning cycles for today.

The first one is working with our three different notes, and the second, notating a three note song on our musical stave.

So let's begin with working on our three different notes.

This is a new way to play "Bounce High, Bounce Low." So this time we're going to stand in a circle and pass the ball back and forth to the person in the middle, and we add their name at the end of the song.

And each time we do, we choose someone new to be in the middle.

So watch the video to see how to play.

Here it comes.

♪ Ready, steady, off we go ♪ ♪ Bounce high, bounce low ♪ ♪ Bounce the ball to Laura ♪ ♪ Ready, steady, off we go ♪ ♪ Bounce high, bounce low ♪ ♪ Bounce the ball to Alex ♪ ♪ Ready, steady, off we go ♪ ♪ Bounce high, bounce low ♪ ♪ Bounce the ball to Sam ♪ <v ->Pause the video and try that where you are.

</v> Brilliant.

Great stuff.

I hope you enjoyed it.

Okay, here's a new song in game called "Plainsies Clapsies".

Now with this game, you're going to use something like a scarf or a beanbag and follow the directions in the song.

So the words that we're singing help us to know what actions to do.

It might take a bit of practise.

Here comes the video to explain.

♪ Ready, steady, off we go ♪ ♪ Plainsies, clapsies ♪ ♪ Turn around to backsies ♪ ♪ Right hand, left hand ♪ ♪ Toss it high, toss it low ♪ ♪ Touch your knee, touch your toe ♪ ♪ Touch your heel and through it goes ♪ <v ->Wonderful.

Okay, hope you've got that.

</v> Now it's your turn to pause the video and play "Plainsies Clapsies" where you are.

Take your time.

It might take a bit of practise.

See you in a bit.

Wow, impressive.

Really well done.

This time we're going to show the pitch in "Plainsies Clapsies".

Here's a clip to explain.

♪ Ready, steady, off we go ♪ ♪ Plainsies, clapsies ♪ ♪ Turn around to backsies ♪ ♪ Right hand, left hand ♪ ♪ Toss it high, toss it low ♪ ♪ Touch your knee, touch your toe ♪ ♪ Touch your heel and through it goes ♪ <v ->So as you can see,</v> you're going to use your scarf or a finger to show how the pitch moves up and down as you sing.

Pause the video and try that where you are.

Super, great stuff.

Well done.

Now I'd like you to watch this clip.

This is the pitch actions for "Plainsies Clapsies." And I want you to notice for a pattern in the way that the pitch moves in each line of the song.

Here it comes.

Have a careful watch.

♪ Ready, steady, off we go ♪ ♪ So, la, so, mi ♪ ♪ So, so, la, la, so, mi ♪ <v ->Okay, I'd like you to have a little pause now.

</v> Pause the video and describe how the pitch moves to a partner.

Off you go.

Alex says he noticed the pitch goes up first and then it goes down low, and Sam says, "The pitch moves the same way in each line of the song." Maybe you said something like that too.

The melody of "Plainsies Clapsies" uses three different pitches.

And they are the high pitch, which we call so, the higher pitch, which we call la, and the low pitch called mi.

Those are the three.

La, so, and mi.

What we're going to do is sing the lines, the first two lines of "Plainsies Clapsies." And we're going to use those Solfege syllables and perform them with the pitch actions, okay? Now, on the screen is a character showing the actions for so, la, so, mi.

Pause the video, and you can use the audio track if you'd like to sing the first two lines of "Plainsies Clapsies" using those Solfege syllables and performing the pitch actions.

Off you go.

Fantastic.

Quick question for you.

Do you recognise the melody, the tune? It's the same as another song that we know.

I wonder if you've got it.

So the first two lines of "Plainsies Clapsies" has the same melody as our song "Bounce High, Bounce Low." They follow you can see "Bounce high, bounce low.

Bounce the ball to Shiloh." And that's the same pattern, so, la, so mi, so, so, la, la, so, mi, which you've just sung and done the actions for.

So a quick check in.

True or false? Two songs can have the same melody but with different words.

Is that true or is that false? Have a think what we've just been up to.

Well done, it is true.

Good stuff.

Another game that we can use using mi, so, and la is "Bobby Shafto." Here comes a clip to show you how to sing and play.

♪ Ready, steady, off we go ♪ ♪ Bobby Shafto's gone to sea ♪ ♪ Silver buckles on his knee ♪ ♪ He'll come back to visit me ♪ ♪ Bonnie Bobby Shafto ♪ ♪ Ready, steady, off we go ♪ ♪ Bobby Shafto's gone to sea ♪ ♪ Silver Buckles on his knee ♪ ♪ He'll come back to visit me ♪ ♪ Bonnie Bobby Shafto ♪ <v ->I will pause the video here,</v> and use the audio clip if you need to to to play and sing "Bobby Shafto" in your class.

Off you go.

Fantastic.

What a lot of fun.

Okay, "Bobby Shafto" can have different actions.

Have a watch of these actions.

♪ Ready, steady, off we go ♪ ♪ Bobby Shafto's gone to sea ♪ ♪ Silver buckles on his knee ♪ ♪ He'll come back to visit me ♪ ♪ Bonnie Bobby Shafto ♪ <v ->Now did you see what those new actions are showing?</v> Could you tell the person next to you what did those actions show? And as Lucas said, "The new actions are showing the pitch." So we can see when it's high, higher, and low.

Here's your first task.

I'd like you to show the pitch in "Bobby Shafto" in a new way.

So with a partner, you're going to practise some hand clapping actions.

If the note is high, our so note, we clap.

If it's la, the higher note, we clap a partner's hands above our heads.

And if it's our low note, mi, we tap our knees, okay? Here comes a clip to show you.

♪ Ready, steady, off we go ♪ ♪ Bobby Shafto's gone to sea ♪ ♪ Silver buckles on his knee ♪ ♪ He'll come back to visit me ♪ ♪ Bonnie Bobby Shafto ♪ <v ->Super.

</v> Now pause the video and practise that where you are.

Off you go.

Really well done.

Really good partner work, lovely singing.

Okay, how did we show the pitch with the new actions? How did we show that pitch? Have a think.

Andeep tells us, "We showed the higher pitch by clapping above our heads, and the lower pitch by patting our knees." I wonder if you spotted a pattern with the clapping actions.

Was there anything similar? Was there a pattern that you found? Sofia tells us, "Well, first we clapped, tapped our partner's hands, clapped again, followed by patting our knees.

And that pattern repeated a second time." You are doing brilliantly, and it's time to move on to our second learning cycle, notating a three note song on a musical stave.

We remember we can write down a melody of a song to be remembered for another day.

And Aisha says, "We can use a musical stave to write music down." When we write it down, the word we use, it's one of our keywords, it's notation.

The stave shows us how high or how low a note is.

We have our two lines on our simplified stave.

We have our low line and our higher line.

And we know we can also place a note higher.

Mi is our lowest note of the three in this stave, and we're placing that on the low line.

Then so has a higher pitch than mi, and that's placed on the high line.

And then one higher is la.

That's the highest of the three that sits on this stave.

That sits on the top of the top line.

So notice the difference where some are through the middle of the line, and that la is slightly different because it sits on the top of the line.

Here is our song "Plainsies Clapsies" notated on the stave.

Have a watch.

So, la, so, mi for "Plainsies Clapsies." What I'd like you to do now, the track's going to come on and you're going to sing the first two lines of the song as you point to the stave, okay? Have you pointing finger ready.

Here it comes.

♪ Plainsies clapsies ♪ ♪ Turn around to backsies ♪ <v ->Wonderful, great stuff.

Really good.

</v> And you are following the music as you sing.

Excellent.

Here's a check.

Can you name the soul Solfege syllables on this stave? We've had three.

There are three syllables we've been using.

Can you put the right ones in or on the right line of the stave? Have a check.

Which one goes where? And I can show you that we have mi on our low line, so on our high line, and la sitting higher.

Well done.

When we notate a song, we need to know which notes make up that melody, which notes are we using for the tune of the song.

And Sam explains it's really useful to use pitch actions to help us work out the notes in the songs we sing.

Watch this clip.

This is "Apple Tree" using pitch actions.

Here it is.

♪ Apple tree, apple tree ♪ ♪ Will your apples fall on me ♪ ♪ I won't cry and I won't shout ♪ ♪ If your apples knock me out ♪ <v ->And Alex says that he can feel the pitch</v> going higher or lower when he performs the actions.

It's a really clear way to feel and see in our bodies if the pitch is getting higher or lower.

The first line of "Apple Tree" looks like this on our stave.

We have so, so, mi, so, so, mi.

Have a listen and follow it.

Here comes the music.

♪ Apple tree, apple tree ♪ <v ->You're going to sing the words first</v> and then sing the Solfege symbols as you point to them on the stave.

So it's probably best to pause the video here.

Use that audio track to sing the lyrics, sing "Apple tree, apple tree," and then sing the Solfege syllables of so, so, mi, so, so, mi.

Pause the video and try that where you are.

Beautiful singing.

Great job, well done.

Now, which of the following, a or b, is going to show the second line of "Apple Tree?" Now it's probably a good idea to use the pitch actions to see which answer fits the melody, okay? You could, if you'd like to, pause the video here and sing it through with the actions.

That might help you.

Our two choices are a, that says so, so, mi, mi, so, so, mi, or b, so, so, la, la, so, so, mi, okay? Which direction are those actions going? I'll give you a few seconds to decide on your answer.

Excellent.

It is b.

"Will your apples." Apples is our highest note that we're using for la.

Well done.

"We are Dancing in the Forest" can also be sung using pitch actions.

There's going to be a clip to explain, and what I'd like you to notice is the pattern as the pitch moves up and then down.

Have a watch.

♪ Ready, steady, off we go ♪ ♪ We are dancing in the forest ♪ ♪ While the wolf is far away ♪ ♪ Who knows what will happen to us ♪ ♪ If he finds us at our play ♪ <v ->Great, and now pause the video and sing,</v> "We are Dancing in the Forest" using the pitch actions in your classroom.

Off you go.

Beautiful, well done.

Now we're familiar with knowing which is our higher, high, and low notes in that song, we can look at our staves.

And there's two missing Solfege syllables in our song.

I've missed two off.

It's where "wolf is," two blanks.

So have a look at, "We are dancing in the forest, While the wolf is far away." Which two Solfege syllables are missing? You might work it out using pitch actions, and then you'll know if it's so, la, or mi.

Have you got it? Those two are la.

So, so, la, la, so, so, mi.

Great job.

Well done.

Now your second task is to notate the song "Bounce High, Bounce Low" on our stave.

So the first thing we'll do is we'll sing the song using pitch actions, that's gonna help us work out the notes, and then you can write them.

You could write them on your stave, you can place them using counters, whatever works in your classroom.

But pause the video, use the audio track to sing through with the actions, and then place the correct Solfege syllables on our musical stave.

Off you go.

Let's have a check to see if we were right.

Have a look here, we have so, la, so mi, so, so, la, la, so, mi.

You can always pause the video and sing along with your work to see if your syllables are in the right place.

Are those notes on your stave going up at the right time and down? Pause the video and have a check.

Great job.

We can see la is that note that sits on the top of the line, touching the high line, and we can see that so and mi have the line going through the middle of them.

That's really important, so do check that yours are correct.

Really well done.

And that's about all we have time for today.

So let's have a recap of what we've learned.

We always remember to warm our voices up before singing to keep them safe and stop them being injured.

And we used the word pitch.

That word pitch describes how high or how low a note is.

We can show pitch using our actions as we sing, and that helps us know if the notes are higher or lower.

We remember music can be written down and remembered for another day, and we call that, one of our keywords, notation.

And lastly, we can notate songs using those Solfege syllables.

And so far, we've used mi, so, and la, and placed them on our musical stave.

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

Bye.