Lesson video

Hi everybody.

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

This lesson is called "Placing our higher note on a simplified musical stave", and we're going to learn how to do that together.

By the end of this lesson, you'll be able to say, "I can hear the highest note of a song and place that note on a musical stave." So let's start by looking at today's key words.

We start with pitch.

That is how high or how low a note is.

Then melody.

Melody is a combination of notes to make a memorable tune.

Note.

A single sound in music.

Then notation.

That's a way of writing music down.

And lastly today, stave.

The lines on which musical notes can be placed.

We know before each music lesson begins, we warm up.

We warm our bodies and our voices so that we're ready to move and sing together.

Just like we'd stretch our muscles before exercising, we gently warm up our vocal cords before singing.

And that warming up helps prevent us from injuring our voices, so it's really important.

Follow these warmups so that you are ready to sing.

Here they come.

(metronome ticks) <v ->Reach up to the sky and down to the ground.

</v> To the side.

To the side.

Turn around and clap.

(metronome ticks) Reach up to the sky and down to the ground.

To the side.

To the side.

Turn around and clap.

(metronome ticks) Reach up to the sky and down to the ground.

To the side.

To the side.

Turn around and clap.

Let's warm up all the muscles of our faces.

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.

(blows air) (hisses through teeth) (vocalises) She sells sea shells by the sea shore.

She sells sea shells by the sea shore.

<v ->Wonderful.

</v> Now to finish our warmup, there are three chanting songs below to help us warm up a bit further.

There's "Two, Four, Six, Eight", "Walk and Stop", and "Dipidu", that Ugandan greeting song.

Off you go.

(metronome ticks) <v ->[Female Music Teacher] Ready, steady, off we go.

</v> <v Whole Class>Two, four, six, eight.

</v> Meet me at the garden gate.

If I'm late, don't wait.

Two, four, six, eight.

<v ->[Female Music Teacher] Let's walk.

</v> (piano plays lively tune) ♪ A well you walk and you walk ♪ ♪ And you walk and you stop ♪ ♪ A well you walk and you walk ♪ ♪ And you walk and you stop ♪ <v ->[Female Music Teacher] Let's march.

</v> (lively piano tune plays) ♪ A well you march and you march ♪ ♪ And you march and you stop ♪ ♪ A well you march and you march ♪ ♪ And you march and you stop ♪ <v ->[Female Music Teacher] Let's skip.

</v> (lively piano tune plays) ♪ A well you skip and you skip ♪ ♪ And you skip and you stop ♪ ♪ A well you skip and you skip ♪ ♪ And you skip and you stop ♪ <v ->[Female Music Teacher] Let's hop.

</v> (lively piano tune plays) ♪ A well you hop and you hop ♪ ♪ And you hop and you stop ♪ ♪ A well you hop and you hop ♪ ♪ And you hop and you stop ♪ <v ->[Female Music Teacher] Let's fly!</v> (lively piano tune plays) ♪ A well you fly and you fly ♪ ♪ And you fly and you stop ♪ ♪ A well you fly and you fly ♪ ♪ And you fly and you stop ♪ ♪ Good day ♪ ♪ Good day to you ♪ ♪ Good day ♪ ♪ Oh dipidu ♪ ♪ Good day ♪ ♪ Good day to you ♪ ♪ Good day ♪ ♪ Oh dipidu ♪ ♪ Dip dip dipidu ♪ ♪ Dipidu oh dipidu ♪ ♪ Dip dip dip dip dipidu ♪ ♪ Dipidu oh dipidu ♪ <v ->Fantastic!</v> So if we've warmed up, as Alex says, his muscles feel loose, as Aisha says, her throat is feeling more relaxed, and Lucas is alert and ready to focus.

If you're feeling that too, let's press on.

With our lesson outline today, there are two learning cycles.

The first one says, "Identifying a new higher note," and then in the second one, "Placing that new higher note on a musical stave." So let's begin, and identify our new higher note.

We know that we can explore pitch in the songs that we sing, and as Lucas says, we've done that moving our bodies with the pitch, and that can help us here when the pitch is high or when it's low.

Here is a new way to play "Bounce High, Bounce Low." This is a wonderful circle game.

Here comes the clip.

Enjoy, and then we'll pause the video, so you get a chance to play where you are.

Here it comes.

♪ Ready steady off we go ♪ ♪ Bounce high bounce low ♪ ♪ Bounce the ball to Shiloh ♪ ♪ Bounce high bounce low ♪ ♪ Bounce the ball to Shiloh ♪ ♪ Bounce high bounce low ♪ ♪ Bounce the ball to Shiloh ♪ <v ->Okay, you've got that?</v> Pause the video now and you can use the audio button to play it where you are.

Off we go.

We can also sing "Bounce High, Bounce Low" with pitch actions.

So when our action is higher, the pitch is higher.

Have a watch of this clip.

♪ Ready steady off we go ♪ ♪ Bounce high bounce low ♪ ♪ Bounce the ball to Shiloh ♪ <v ->Okay, got that?</v> Now it's your turn to sing and do those pitch actions.

See how many different actions you do.

Off you go.

Okay, well done! So how many different pitches can you hear in the melody? It might be a clue to think how many different actions you did.

Have a check, and I can tell you, or Laura can tell you, "We did three different pitch actions." And so Aisha says, "Well that means there must be," how many different pitches? Do you know? It is three.

There are three different pitches in "Bounce High, Bounce Low." And those three pitches that we use to sing "Bounce High, Bounce Low" are, ♪ So ♪ That's our high pitch.

♪ La ♪ That's our higher pitch.

♪ And mi ♪ Our low pitch.

And we can use actions to show the pitch of those notes.

We can put our hands on our knees for ♪ Mi ♪ On our shoulders for ♪ So ♪ And on our heads for ♪ La ♪ Right.

We are going to echo each line of the song using our Solfege syllables.

So so, la, and mi.

And we're going to show the pitch actions as we sing.

Take a look at this video to see what I mean.

♪ Ready steady off we go ♪ ♪ So la so mi ♪ ♪ So so la la ♪ ♪ So mi ♪ <v ->Okay, got that?</v> Time to pause the video.

You can use the audio track to practise that where you are.

Off you go.

And this time, we're going to sing the song again following the shape of the pitch with our fingers in the air.

So have your fingers at the ready, and the track will come on, and you will ♪ Bounce high ♪ ♪ Bounce low ♪ With your finger.

Here comes the track.

Off you go.

(metronome ticks) ♪ Ready steady off we go ♪ ♪ Bounce high ♪ ♪ Bounce low ♪ ♪ Bounce the ball to Shiloh ♪ <v ->Wonderful!</v> And now we'll do that again, singing the Solfege syllables.

So this time, it will be with, ♪ So la so mi ♪ And so on.

Here comes the track.

Be ready to join in.

♪ Ready steady off we go ♪ ♪ So la so mi ♪ ♪ So so la la so mi ♪ <v ->Superb! Really well done!</v> Okay, here's a new song and game using our so, mi, and la.

This is, "We Are Dancing in the Forest".

Watch how this song and game is played.

Here comes the clip.

♪ 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 ♪ ♪ Wolf ♪ ♪ Are you there ♪ <v ->No, I'm brushing my teeth!</v> ♪ 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 ♪ ♪ Wolf ♪ ♪ Are you there ♪ <v ->No, I am putting on my pyjamas.

</v> ♪ 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 ♪ ♪ Wolf ♪ ♪ Are you there ♪ <v ->Yes!</v> ♪ 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 ♪ ♪ Wolf ♪ ♪ Are you there ♪ <v ->Okay.

</v> Now you've seen it, why not pause the video and play this where you are? Off you go.

Have fun! And just like our other songs, we can sing, "We Are Dancing in the Forest" with pitch actions.

Have a watch of the clip to see what I mean.

♪ 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 ->Alright then, I think you've got that.

</v> It's now time for you to pause the video and to sing "We Are Dancing in the Forest" with the pitch actions for high, higher, and low.

Pause the video.

Off you go! Fantastic.

Really well done.

Okay, which action that you did showed the higher pitch of la? Show me that action now.

Very well done.

Yes.

As Jun says, "We touched our heads when singing the higher pitch." And the second question, "What was the highest pitch in the song?" What was the name we gave to that pitch? What's its Solfege syllable? I'll give you a clue.

It could be so or mi or la.

And that's it, well done! In this song, la was our highest pitch.

Great start! Okay, can you recognise then, the higher pitch that we're learning, la, in our song, "Apple Tree"? I think you can.

What we're going to do is you're going to sing that song using the pitch actions to see when the pitch is highest.

So pause the video.

If you need a reminder of how "Apple Tree" goes with the actions, there's a clip there to help you.

Which words in that song have our highest pitch, la? Off you go! Great singing, great actions.

Did we identify our higher pitch la? So there's our song, sung by Aisha.

And we touched our heads when the pitch was highest, and we did that in the second line of the song, and we did it in the last line.

Did you clock which words they were? There we go.

It was, "Apple tree apple tree, will your apples fall on me? I won't cry, I won't shout, if your apples knock me out." Really well done if you got that right.

Superb.

You've identified our higher pitch, la.

You are doing wonderfully so far.

So let's move on to the second half of our lesson, placing that new higher note on a musical stave.

We know that we can write music down.

It's called notation, and that means that we can remember it, use it again, and share it with others.

Now one way of writing music down is by putting notes on a musical stave.

Here's a simple stave that show us a high note and a low note.

On this stave, the so is placed on the high line, and the mi on the lower line.

♪ So mi ♪ So has a higher pitch than mi.

What do you notice about how the notes are placed on the lines? And hopefully you'll spot, just like Laura did, that the line is going right through the middle of the notes.

It's like a bead threaded on.

There's the first one, and there's our lower line underneath.

We can see so and mi on the stave in our song, "Seesaw".

Have a listen to the track.

Here it comes.

♪ Seesaw ♪ ♪ Up and down ♪ Right, let's have a quick check to see how we're doing.

On the screen is our simplified stave.

It has the high line and the low line.

And you can see there's a higher note and a lower note.

My question is, can you name the Solfege syllables for each note on the stave? Well done.

Let's see if we were right.

Our higher note is called so, and our low note is mi.

Brilliant.

Okay, let's listen to this song, sung with the Solfege syllables.

Do you recognise it? Have a listen.

♪ Ready steady off we go ♪ ♪ So la so mi ♪ Maybe that ball's a bit of a clue.

Yep.

"Bounce High, Bounce Low".

In our song, "Bounce High, Bounce Low", we can see that there are three pitches on the stave.

So now we have our low note, our high note, and then our higher.

Our higher pitch is our Solfege syllable, la.

That higher pitch, la, is placed above the line on the stave.

Alex says, "La sits on top of the line, while so has the line running through its middle." That's a good way to remember it.

Here's a quick check-in.

True or false? Notes with a higher pitch are placed higher on the stave and notes with a lower pitch are placed lower on the stave.

Is that true or false? What do we think? Well done.

It is true.

Great stuff.

Now we recognise our higher pitch is la, can we recognise it in our song, "We Are Dancing in the Forest"? In a moment, the track will come on, and you are going to sing the song and point to the notes as you sing.

See if you can spot when our higher note, la, is being sung.

Here comes the track.

♪ 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 ->This time, instead of singing the words,</v> "We Are Dancing in the Forest", you're going to use the Solfege syllables.

So we've got so, la, and mi.

They're written out on the stave.

Here comes the track.

I'd like you to sing along.

♪ So so la la so so mi mi ♪ ♪ So so la la so so mi mi ♪ <v ->Great stuff.

</v> You're getting very good at this.

Okay, quick check-in.

Which Solfege syllable is the highest one.

Is it so, la, or mi? They're there on the stave on the screen.

Have a check and decide which is the highest.

All got that? It is la.

As Jun says, "The highest pitch on this stave is la." Here's a new singing game called, "Button you must Wander".

Have a watch of this clip to find out how it sounds and how it's played.

♪ Ready steady off we go ♪ ♪ Button you must wander ♪ ♪ Wander ♪ ♪ Wander ♪ ♪ Button you must wander ♪ ♪ Everywhere ♪ ♪ Bright eyes will find you ♪ ♪ Sharp eyes will find you ♪ ♪ Button you must wander ♪ ♪ Everywhere ♪ ♪ Who has the button ♪ ♪ I have the button ♪ <v ->Great, now you can swap!</v> ♪ Ready steady off we go ♪ ♪ Button you must wander ♪ ♪ Wander ♪ ♪ Wander ♪ ♪ Button you must wander ♪ ♪ Everywhere ♪ ♪ Bright eyes will find you ♪ ♪ Sharp eyes will find you ♪ ♪ Button you must wander ♪ ♪ Everywhere ♪ ♪ Who has the button ♪ ♪ I have the button ♪ (child coughs) ♪ Ready steady off we go ♪ ♪ Button you must wander ♪ ♪ Wander ♪ ♪ Wander ♪ ♪ Button you must wander ♪ ♪ Everywhere ♪ ♪ Bright eyes will find you ♪ ♪ Sharp eyes will find you ♪ ♪ Button you must wander ♪ ♪ Everywhere ♪ <v ->Now you can pause the video</v> and play that where you are.

Well done.

Okay.

We're just going to focus on the call and response part in that song.

So "who has the button?" is the call, and "I have the button" is the response.

I'd like you to sing along to the track.

Here it comes.

♪ Who has the button ♪ ♪ I have the button ♪ <v ->Now then, did you notice that the call and the response</v> have the same melody? Did you clock that? So, which word in our call and in our response has the highest pitch? Here comes the track again.

Show the pitch with your finger as you sing it, and that should help you determine which word has the highest pitch.

Here it comes.

♪ Who has the button ♪ ♪ I have the button ♪ <v ->And as Jacob says,</v> and I'm sure you've got right yourself, the word "the" has the highest pitch.

This time we're going to sing the call using the words, and we're going to sing the response using the Solfege syllables.

Now you can choose to do this in two groups, and then maybe swap parts.

So pause the video here and use the track to sing along to.

Off you go.

Really well done! Now we're going to place the notes on the stave to show the response.

So Lucas sings the call, ♪ Who has the button ♪ And our reply ♪ I have the button ♪ Using our Solfege syllables, ♪ So mi la so mi ♪ You could practise that using your finger to know which is the highest and the lowest notes and place them on the stave.

Pause the video here, and complete that where you are.

Fantastic.

Well done.

And you can check to see if your notes are correctly positioned on the stave with ♪ So mi la so mi ♪ Pause the video if you need to, maybe sing along, following with your finger where your notes are on your stave.

And that is the end of today's lesson.

Let's check to see what we've learned.

We remember we always warm our voices up before singing to prevent any injury.

We use the word "pitch" to describe how high or how low a note is.

And we can show pitch with actions as we sing, and that helps us hear when the notes are high or low.

We also remember that music can be notated.

It can be written down to be remembered for another day.

And we use a musical stave to do this.

And lastly, we can show our three notes, so, mi, and la, on our musical stave.

Really well done for today.

See you next time.