Lesson video

Hello, everybody.

My name is Mrs. Steele, and I'm back with another music lesson for us today.

I'm excited about this one because we're going to be reading and playing using simplified notation.

We're gonna have a brilliant time together.

Let's get going.

By the end of today's lesson, you will be able to read and play rhythms and melodies using simplified notation, keeping a steady pulse.

Here are the key words that we'll need in our learning today.

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

Rhythm: the pattern of sounds that we play and sing.

Syllable: a part of a word.

Stick notation: a way of writing rhythms down, and call and response: a question and answer musical structure.

We know that it's important to warm up our bodies and voices before every music lesson so that we we're ready to move and ready to sing.

Join in with these warmups where you are.

Here comes the video.

(metronome clicking) ♪ Reach up to the sky and down to the ground ♪ ♪ To the side ♪ ♪ To the side ♪ ♪ Turn around and clap ♪ (kids and Mrs. Steele clap) (metronome clicking) ♪ Reach up to the sky and down to the ground ♪ ♪ To the side ♪ ♪ To the side ♪ ♪ Turn around and clap ♪ (kids and Mrs. Steele clap) (metronome clicking) ♪ Reach up to the sky and down to the ground ♪ ♪ To the side, to the side ♪ ♪ Turn around and clap ♪ (kids and Mrs. Steele 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.

(hands scratching) (Mrs. Steele blows) (Mrs. Steele exhaling) ♪ Ah, aw ♪ ♪ Ah, aw ♪ ♪ Ah, aw ♪ She sells sea shells by the sea shore.

She sells sea shells by the sea shore.

Here are some more songs and chants to help us warm up further.

They help us to move our bodies and use our voices in all sorts of different ways.

The first one is "Dipidu." Here comes the video for you to join in.

♪ 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 And now it's "Walk and Stop." Here it comes.

Let's walk.

(upbeat music) ♪ Oh, well, you walk ♪ ♪ Oh, well, you walk ♪ ♪ And you walk ♪ ♪ And you walk ♪ ♪ And you walk, and you stop ♪ ♪ And you walk, and you stop ♪ ♪ Oh, well, you walk, and you walk ♪ ♪ And you walk, and you stop ♪ <v Mrs. Steele>Let's march.

</v> (upbeat music) ♪ Oh, well, you march ♪ ♪ Oh, well, you march ♪ ♪ And you march ♪ ♪ And you march ♪ ♪ And you march, and you stop ♪ ♪ And you march, and you stop ♪ ♪ Oh, well, you march ♪ ♪ Oh, well, you march ♪ ♪ And you march ♪ ♪ And you march ♪ ♪ And you march, and you stop ♪ ♪ And you march, and you stop ♪ <v Mrs. Steele>Let's skip.

</v> (upbeat music) ♪ Oh, well, you skip ♪ ♪ Oh, well, you skip ♪ ♪ And you skip ♪ ♪ And you skip ♪ ♪ And you skip, and you stop ♪ ♪ And you skip, and you stop ♪ ♪ Oh, well, you skip ♪ ♪ Oh, well, you skip ♪ ♪ And you skip ♪ ♪ And you skip ♪ ♪ And you skip, and you stop ♪ ♪ And you skip, and you stop ♪ <v Mrs. Steele>Let's hop.

</v> (upbeat music) ♪ Oh, well, you hop ♪ ♪ Oh, well, you hop ♪ ♪ And you hop ♪ ♪ And you hop ♪ ♪ And you hop and you stop ♪ ♪ And you hop and you stop ♪ ♪ Oh, well, you hop ♪ ♪ Oh, well, you hop ♪ ♪ And you hop ♪ ♪ And you hop ♪ ♪ And you hop and you stop ♪ ♪ And you hop and you stop ♪ <v Mrs. Steele>Let's fly.

</v> (upbeat music) ♪ Oh, well, you fly ♪ ♪ Oh, well, you fly ♪ ♪ And you fly ♪ ♪ And you fly ♪ ♪ And you fly and you stop ♪ ♪ And you fly and you stop ♪ ♪ Oh, well, you fly ♪ ♪ Oh, well, you fly ♪ ♪ And you fly ♪ ♪ And you fly ♪ ♪ And you fly, and you stop ♪ ♪ And you fly, and you stop ♪ <v ->And finally join in with "Kumala Vista."</v> Here's the video for you.

♪ Kumala, Kumala, Kumala Vista ♪ ♪ Kumala, Kumala, Kumala Vista ♪ ♪ Oh, no, no, no, no vista ♪ ♪ Oh, no, no, no, no vista ♪ ♪ Eenie-meenie, desa-meenie, ooh, ah, la, eenie-meenie ♪ ♪ Eenie-meenie, desa-meenie, ooh, ah, la, eenie-meenie ♪ ♪ Scat n' doot'n, rat n' doot'n, rah, rah, rah ♪ ♪ Scat n' doot'n, rat n' doot'n, rah, rah, rah ♪ ♪ Kumala, Kumala, Kumala Vista ♪ ♪ Kumala, Kumala, Kumala Vista ♪ ♪ Oh, no, no, no, no vista ♪ ♪ Oh, no, no, no, no vista ♪ ♪ Eenie-meenie, desa-meenie, ooh, ah, la, eenie-meenie ♪ ♪ Eenie-meenie, desa-meenie, ooh, ah, la, eenie-meenie ♪ ♪ Scat n' doot'n, rat n' doot'n, rah, rah, rah ♪ ♪ Scat n' doot'n, rat n' doot'n, rah, rah, rah ♪ ♪ Kumala, Kumala, Kumala Vista ♪ ♪ Kumala, Kumala, Kumala Vista ♪ ♪ Oh, no, no, no, no vista ♪ ♪ Oh, no, no, no, no vista ♪ ♪ Eenie-meenie, desa-meenie, ooh, ah, la, eenie-meenie ♪ ♪ Eenie-meenie, desa-meenie, ooh, ah, la, eenie-meenie ♪ ♪ Scat n' doot'n, rat n' doot'n, rah, rah, rah ♪ ♪ Scat n' doot'n, rat n' doot'n, rah, rah, rah ♪ ♪ Kumala, Kumala, Kumala Vista ♪ ♪ Kumala, Kumala, Kumala Vista ♪ ♪ Oh, no, no, no, no vista ♪ ♪ Oh, no, no, no, no vista ♪ ♪ Eenie-meenie, desa-meenie, ooh, ah, la, eenie-meenie ♪ ♪ Eenie-meenie, desa-meenie, ooh, ah, la, eenie-meenie ♪ ♪ Scat n' doot'n, rat n' doot'n, rah, rah, rah ♪ ♪ Scat n' doot'n, rat n' doot'n, rah, rah, rah ♪ Is everybody ready to sing? Do your muscles feel loose? Is your throat relaxed? Are you alert and ready to focus? Brilliant news.

Here we go.

We're going to begin by learning about syllables and stick notation.

When we sing or play music, it's important to feel the steady pulse.

Sofia's telling us that keeping the beat whilst we sing or play music can help us to stay in time when we perform with others.

That's right, Sofia.

Here's a new rhyme and game to help us practise the steady beat.

It's called Bakery Shop, and it sounds delicious.

Listen to how it goes.

(metronome clicking) ♪ Ready, steady, off we go ♪ ♪ Down on the corner at the bakery shop ♪ ♪ There were five little cupcakes with sprinkles on top ♪ ♪ Along came Laura, all alone ♪ ♪ She bought one cupcake and took it home ♪ ♪ Down on the corner at the bakery shop ♪ ♪ There were four little cupcakes with sprinkles on top ♪ ♪ Along came Lucas, all alone ♪ ♪ He bought one cupcake and took it home ♪ ♪ Down on the corner at the bakery shop ♪ ♪ There were three little cupcakes with sprinkles on top ♪ ♪ Along came Izzy all alone ♪ ♪ She bought one cupcake and took it home ♪ ♪ Down on the corner at the bakery shop ♪ ♪ There were two little cupcakes with sprinkles on top ♪ ♪ Along came Andeep, all alone ♪ ♪ He bought one cupcake and took it home ♪ ♪ Down on the corner at the bakery shop ♪ ♪ There was one little cupcake with sprinkles on top ♪ ♪ Along came Jun, all alone ♪ ♪ He bought one cupcake and took it home ♪ Now it's your turn to join in.

Say the rhyme while tapping the beat on your knees.

When we tap the beat, we're showing the steady pulse.

Pause now to perform "Bakery Shop," and you can use the audio to help you if you'd like to.

We can turn the rhyme "Bakery Shop" into a game too.

Watch the video of these pupils playing the game.

Then you might like to pause and play it where you are.

♪ Ready, steady, off we go ♪ ♪ Down on the corner ♪ ♪ Down on the corner ♪ ♪ At the bakery shop ♪ ♪ At the bakery shop ♪ ♪ There were five ♪ ♪ There were five ♪ ♪ Little cupcakes ♪ ♪ Little cupcakes ♪ ♪ With sprinkles on top ♪ ♪ With sprinkles on top ♪ ♪ Along came ♪ ♪ Along came ♪ ♪ Lucas all alone ♪ ♪ He bought one cupcake ♪ ♪ He bought one cupcake ♪ ♪ And took it home ♪ ♪ And took it home ♪ ♪ Down on the corner ♪ ♪ Down on the corner ♪ ♪ At the bakery shop ♪ ♪ At the bakery shop ♪ ♪ There were ♪ ♪ There were ♪ ♪ Four little cupcakes ♪ ♪ Four little cupcakes ♪ ♪ With sprinkles on top ♪ With sprinkles on top ♪ Along came Alex all alone ♪ ♪ He bought one cupcake ♪ ♪ He bought one cupcake ♪ ♪ And took it home ♪ And took it home ♪ Down on the corner ♪ ♪ Down on the corner ♪ ♪ At the bakery shop ♪ ♪ At the bakery shop ♪ ♪ There were ♪ ♪ There were ♪ ♪ Three little cupcakes ♪ ♪ Three little cupcakes ♪ ♪ With sprinkles on top ♪ ♪ With sprinkles on top ♪ ♪ Along came Laura, all alone ♪ ♪ She bought one cupcake ♪ ♪ She bought one cupcake ♪ ♪ And took it home ♪ ♪ And took it home ♪ ♪ Down on the corner ♪ ♪ Down on the corner ♪ ♪ At the bakery shop ♪ ♪ At the bakery shop ♪ ♪ There were ♪ ♪ There were ♪ ♪ Two little cupcakes ♪ ♪ Two little cupcakes ♪ ♪ With sprinkles on top ♪ ♪ With sprinkles on top ♪ ♪ Along came Sofia, all alone ♪ ♪ She bought one cupcake ♪ ♪ She bought one cupcake ♪ ♪ And took it home ♪ ♪ And took it home ♪ ♪ Down on the corner ♪ ♪ Down on the corner ♪ ♪ At the bakery shop ♪ ♪ At the bakery shop ♪ ♪ There was ♪ ♪ There was ♪ ♪ One little cupcake ♪ ♪ One little cupcake ♪ ♪ With sprinkles on top ♪ ♪ With sprinkles on top ♪ ♪ Along came Jacob, all alone ♪ ♪ He bought one cupcake ♪ ♪ He bought one cupcake ♪ ♪ And took it home ♪ ♪ And took it home ♪ <v ->It's time for a check-in with our learning.

</v> True or false, when we move or tap along to the steady pulse, we are performing the beat? Do you think that's true or false? Pause now to decide.

Here comes the answer.

That's true.

The beat is the sounding of the steady pulse, like the ticking of the clock.

Great understanding, everyone.

Some of our Oak friends are wondering what else they might buy at the bakery.

Aisha's going to buy apple pie.

Andeep fancies jam donuts.

Jun is going to buy bread rolls, and Sofia would like some lemon drizzle.

I like the sound of all of those.

We can use our delicious bakery treats to create rhythms too.

By clapping the syllables of a word, we can create a pattern of sounds, which we call rhythm.

Lucas is telling us that a syllable is a part of a word.

We can clap our rhythms, thinking about how many syllables are in each word.

Let's look at this example together.

A-pple pie.

(Mrs. Steele clapping) A-pple has two syllables and pie has one syllable.

Aisha spotted that too.

Well done, Aisha.

Let's check in with our learning about syllables.

Your challenge is to clap the following rhythms. How many syllables are in each word? I'll show you each bakery treat.

Then you can pause to clap it and work out how many syllables you think there are in each word.

Here's the first one.

Here comes the answer.

Bread has one syllable, and roll has one syllable.

Here's your next challenge.

Have a look and then press pause to clap it.

Here's the answer.

Jam has one syllable and donut has two.

Here's your final challenge.

Have a look and then press pause.

What did you think about this one? Here's the answer.

Le-mon has two syllables, and driz-zle has two as well.

Great syllable understanding, everyone.

We can use stick notation to write our rhythms. Have a listen to these four bakery treat examples that are written in stick notation.

We'll play them one after the other.

Here they come.

♪ Apple pie, jam donut, ♪ bread rolls, lemon drizzle.

Using our bakery rhythms, we can create call and response structured patterns.

Let's clap the question and answer.

My turn first for the call.

♪ What treat did you buy ♪ (Mrs. Steele clapping) Excellent.

Let's do the response now.

My turn, then your turn.

♪ I bought lemon drizzle ♪ (Mrs. Steele clapping) Well done, everyone.

Have a listen again to the call.

Here it is.

♪ What treat did you buy ♪ (Mrs. Steele clapping) Use the bakery rhythms to clap different responses.

You might choose ♪ I bought apple pie ♪ (Mrs. Steele clapping) Or ♪ I bought bread rolls ♪ (Mrs. Steele clapping) You might like to pause now and have a go at that where you are.

It's time for another check-in with our learning.

Listen very carefully.

Which bakery rhythm can you hear? Do you think it's ♪ I bought bread rolls ♪ ♪ I bought apple pie ♪ or ♪ I bought lemon drizzle ♪ Listen carefully to the rhythm, then press pause to decide.

Here it comes.

(metronome clicking) Which bakery rhythm did you spot? Here comes the answer.

It was the b.

♪ I bought apple pie ♪ Great listening, everybody.

Let's practise that with a musical challenge.

Working with a partner, use our bakery rhythms to improvise call and response patterns.

You can do this by taking turns, clapping, or playing the call.

♪ What treat did you buy ♪ (Mrs. Steele clapping) And then your partner takes turns improvising a response by choosing a bakery treat.

Let's have a look at some of the examples that you could choose.

Here they are.

I wonder which bakery rhythm you'll choose on the spot to improvise your response.

When your partner taps the call, be ready to tap your response without leaving a gap, and aim to keep a steady pulse as you clap or play your call and response patterns.

I'm excited about this challenge.

Press pause to complete that where you are.

Welcome back.

How did it go? Our Oak friends had a lot of success with that challenge, and I expect you did too.

Jacob says, "My partner and I worked together, keeping a steady pulse as we tapped the rhythms." Sofia and her partner took turns clapping the call and response.

They tried it with claves too, and Alex says they were able to clap the rhythm while saying the bakery treats in their heads.

Well done if you did any of those things.

Fantastic music making.

Now let's do some reading and playing from stick notation.

We use stick notation to read and play melodies from our pitched percussion instruments.

For this lesson, we're going to be using the following bars on our pitched percussion.

They are C, do, E, mi, G, so, and A, la.

We can notate melodies on a musical stave like this, but this is only one type of notation.

We can also read melodies from stick notation, like this.

Here's a song written in stick notation.

Can you clap and chant the rhythm? Here it comes.

♪ Ta-di-ta, ta-di-ta, ta-di, ta-di, ta-di-ta ♪ ♪ Ta-di, ta-di, ta-di, ta-di-at ♪ ♪ Ta-di, ta-di, ta-di, ta-di-ta ♪ <v ->Did you recognise this song by its rhythm?</v> I wonder if you did.

Here's the rhythm again, this time with the melody.

Sing the melody and tap the rhythm.

Here comes the music for you to join in.

♪ Ready, steady, off we go ♪ ♪ So, so, mi, so, so, mi ♪ ♪ So, so, la, la, so, so, mi ♪ ♪ So, so, mi, mi, so, so, mi ♪ ♪ So, so, la, la, so, so, do ♪ Did you recognise what it is? Aisha did.

She's noticed that this melody sounds like our song, "Apple Tree." Well done if you spotted that too.

We can read melodies from stick notation to help us practise.

When we practise playing a song, it's helpful to break it down into smaller parts.

Laura says, "Practising helps me to improve." That's very true.

Jacob practises one line at a time, and he notices that that helps him get better at playing.

That's true too.

Here's the first line of the song "Apple Tree" written in stick notation.

Practise playing the first line of "Apple Tree" on your pitched percussion instrument.

First, watch the video of how it goes, then press pause to play it where you are.

Here comes the video.

(upbeat music) And now here's the next line of "Apple Tree." Same thing again, practise playing the second line on your pitched percussion instrument.

Watch the video to have a look, then press pause to try it yourselves.

Here it comes.

(upbeat music) Here's the stick notation for the next line.

Watch the video, then play it on your pitched percussion.

7 (upbeat music) And here's the last line in stick notation.

Watch the video, then press pause to play the last line on your instruments.

(upbeat music) So let's improve our music making by practising now.

It's your turn to practise "Apple Tree" on your pitched percussion instrument following the stick notation.

Continue to practise each line separately until you feel more confident.

Then you can practise the whole song, keeping a steady pulse throughout and playing the rhythm and notes accurately.

That's a big musical challenge that will take a lot of practise, and I know you're going to be brilliant.

You'll want to do this at your own pace where you are.

So I'm going to show you all of the stick notation now.

Then at the end of that, you can press pause to play.

If you'd like to, you could always go back a bit and pause at a particular slide of stick notation if you need it.

Here they all come.

There you go.

Press pause now to practise "Apple Tree" on your pitched percussion instruments.

Good luck.

See you soon.

And now here's your next musical challenge.

When you're ready, perform "Apple Tree" together, working in two groups.

One group will play the beat on claves or another unpitched percussion instrument, and the other group will play the melody on pitched percussion.

I bet this is going to sound amazing.

Pause now to perform "Apple Tree" in two groups.

How did it go? Did you notice that your playing improved the more you practised? Did your practising help you to perform as a group? Did you manage to play the melody accurately, keeping a steady pulse, and did you keep in time with the whole group as you played? Well done if you did any or all of those things.

That sounds like brilliant music making.

Well done, all.

As we come to the end of our music lesson for today, let's take a moment to think about everything we've learned together.

It's been a lot.

We can keep a steady beat whilst we sing or play music, and we know that this can help us keep in time when we perform with others.

We can create rhythms using our understanding of syllables.

We know that stick notation helps us to read and play rhythms, and we can read and play melodies using stick notation with note names.

What amazing musical learnings day, everyone.

I'm already looking forward to next time.

Bye.