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Hello, everyone, my name is Mrs. Steele, and I'm so excited that we're going to be learning together today.

Today's music lesson is all about responding to tempo changes in songs or pieces of music.

Before we get started, please take a moment to get ready the listening examples that you'll need for today's lesson, as some of them don't feature in the video.

There are some teacher guidance slides at the beginning of the slides for this lesson to help you with this.

Are you ready? Let's get started.

To help keep our voices strong and healthy, it's important to warm up our voices and bodies before every music lesson.

Join in with these warmups so that you're ready for singing.

Here comes the video.

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

Copy Me.

</v> Big face.

(gentle piano music) Little face.

Big face.

(gentle piano music continues) Little face.

Big face.

(gentle piano music continues) Little face.

<v ->Join in with me on this breathing exercise.

</v> We are going to breathe in for four, hold for four, breathe out for four, and hold for four like a square.

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

Join in with me.

Motorbike.

(instructor imitating motorbike) Steam train.

(instructor imitating train) Sirens on emergency vehicles.

(instructor imitating sirens) Submarine.

(instructor flapping laps) The bell on a bike.

(instructor imitating bike bell) Well done.

<v Mrs. Steele>Swan swam over the sea.

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

</v> <v Mrs. Steele>Swim, swan, swim.

</v> <v Students>Swim, swan, swim.

</v> <v Mrs. Steele>Swan swam back again.

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

</v> <v Mrs. Steele>Well swum, swan.

</v> <v Students>Well swum, swan.

</v> <v ->These songs and chants will help us</v> to warm up even further.

They help us to use our bodies and our voices in lots of different ways.

Let's begin by joining in with "Slowly, Slowly." Here's the video, ♪ 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 the little mouse ♪ ♪ Quickly, quickly, very quickly, all about the house ♪ <v ->Now, join in with the actions in the warmup song,</v> "Let's Warm Up." Here comes the music.

(gentle piano music) ♪ Let's walk strong and tall ♪ ♪ 'Round the room, in the hall ♪ ♪ Let's walk strong and tall ♪ ♪ Singing as we go ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Crouch down, touch the floor ♪ ♪ Let's warm up some more ♪ (gentle piano music continues) ♪ Let's jump really high ♪ ♪ Bouncing up to the sky ♪ ♪ Let's jump really high ♪ ♪ Singing as we go ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Crouch down, touch the floor ♪ ♪ Let's warm up some more ♪ (upbeat piano music) ♪ Let's run extra fast ♪ ♪ It's a race, don't be late ♪ ♪ Let's run extra fast ♪ ♪ Singing as we go ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Crouch down, touch the floor ♪ ♪ Let's warm up some more ♪ (gentle piano music) ♪ Let's move super slow ♪ ♪ Creep about, here we go ♪ ♪ Let's move super slow ♪ ♪ Singing as we go ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Crouch down, touch the floor ♪ ♪ Let's warm up some more ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Sit down, it's been fun ♪ ♪ Warming up is done ♪ <v ->And finally, it's "The Penguin Song."</v> Penguins attention! Are you ready to go? Here's the video.

(upbeat piano music) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins attention ♪ ♪ Penguins begin, right arm ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins attention ♪ ♪ Penguins begin, right arm ♪ ♪ Left arm ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins attention ♪ ♪ Penguins begin, right arm ♪ ♪ Left arm ♪ ♪ Right leg ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins attention ♪ ♪ Penguins begin, right arm ♪ ♪ Left arm ♪ ♪ Right leg ♪ ♪ Left leg ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins attention ♪ ♪ Penguins begin, right arm ♪ ♪ Left arm ♪ ♪ Right leg ♪ ♪ Left leg ♪ ♪ Nod your head ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins attention ♪ ♪ Penguins begin, right arm ♪ ♪ Left arm ♪ ♪ Right leg ♪ ♪ Left leg ♪ ♪ Nod your head ♪ ♪ Stick out your tongue ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins attention ♪ ♪ Penguins, sit down ♪ <v ->Does your body feel relaxed and ready? Is your voice warm?</v> And are you focused? Great news, you/'re ready to sing.

Let's get started.

By the end of today's lesson, you will be able to hear tempo changes in a piece of music and respond by moving in time to the beat.

Let's take a look at some of the key words that will be important in our learning today.

Tempo, how fast or slow the music is played.

Accelerando, gradually getting faster, and rallentando gradually getting slower.

We're going to start by responding to tempo changes.

Can you join in with the echoes in the chant, "Boom Chicka Boom?" Here comes a video of me.

When it's my turn, my hands are here, and this means it's your turn to echo me.

Can you notice when we chant at a fast tempo? Here comes the video.

(sticks tapping rhythmically) ♪ I said a-boom chicka boom ♪ ♪ I said a-boom chicka boom ♪ ♪ I said a-boom chicka rocka chicka rocka chicka boom ♪ ♪ Aha, ehe ♪ ♪ One more time, like a robot ♪ ♪ I said a-boom chicka boom ♪ ♪ I said a-boom chicka boom ♪ ♪ I said a-boom chicka rocka chicka rocka chicka boom ♪ ♪ Aha, ehe ♪ ♪ One more time underwater ♪ ♪ I said a-boom chicka boom ♪ ♪ I said a-boom chicka boom ♪ ♪ I said a-boom chicka rocka chicka rocka chicka boom ♪ ♪ Aha, ehe ♪ ♪ One more time ♪ ♪ Speedy, I said a-boom chicka boom ♪ ♪ I said a-boom chicka boom ♪ ♪ I said a-boom chicka rocka chicka rocka chicka boom ♪ ♪ Aha, ehe ♪ <v ->We know that music can have a slow, steady, or fast tempo.

</v> Music can also slow down or speed up.

Music can slow down.

We call this a rallentando.

Rallentando.

Well done.

Music can also get faster.

We call this an accelerando.

Accelerando.

Great stuff.

Here comes our first listening example.

This piece is called "The Little Train of Caipira," and the music describes a train journey carrying Brazilian farm workers to the fields to pick fruit.

Listen carefully.

Can you hear the steam train accelerating at the beginning as it starts its journey? That means getting faster.

And can you notice when the steam train begins decelerating, getting slower, as it reaches its final destination? Pause now to find and listen to this music example.

It's time for a check-in with our learning so far.

True or false? Music with a slow tempo cannot get faster, an accelerando.

Music with a slow tempo cannot get faster.

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

That's false.

Well done if you remembered that.

Music can change tempo.

It can speed up, an accelerando, or slow down.

We call this a rallentando.

It's time for a new song now.

It's called "Page's Train." Can you show fast and slow train actions as the tempo changes? Listen carefully to spot when it does.

Here comes the music.

(sticks tapping rhythmically) (gentle music) ♪ Page's trains goes so fast ♪ ♪ Can't see nothing but the window glass ♪ (gentle music continues) ♪ Page's train goes so slow ♪ ♪ Can't hear nothing but the whistle blow ♪ ♪ Page's train accelerates ♪ ♪ Passengers waiting, can't be late ♪ ♪ Page's train slowing down ♪ ♪ Into the station in the town ♪ <v ->It's your turn to sing along with "Page's Train" now.

</v> Can you hear and feel the changing tempo as you sing? Here's the music (sticks tapping rhythmically) (gentle music) ♪ Page's train, goes so fast ♪ ♪ Can't see nothing but the window glass ♪ ♪ Page's train, goes so slow ♪ ♪ Can't hear nothing but the whistle blow ♪ ♪ Page's train, accelerates ♪ ♪ Passengers waiting, can't be late ♪ ♪ Page's train, slowing down ♪ ♪ Into the station in the town ♪ <v ->It's time for another check-in.

</v> Listen to these three examples.

Decide if the tempo stays the same, or if there's an accelerando, that means to speed up, or a rallentando.

Remember that that means to slow down.

Here comes example A, what happens to the tempo in this one? ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ <v ->And here's B.

</v> Does the tempo stay the same, or is there an accelerando or rallentando? ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ <v ->And finally, here's example C.

</v> What can you notice this time? ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ <v ->Excellent.

</v> You might want to pause the video now to decide.

Here come the answers.

In A, there's an accelerando.

The music speeds up.

Well done if you noticed that.

In example B, the tempo stayed the same.

And in example C, there's a rallentando.

The music slowed down that time.

Excellent listening, everyone.

Let's sing "Freedom Train" together, moving our train actions in time to the steady pulse.

Here's the music for you.

</v> Listen carefully.

What do you notice? Here's the music.

(gentle piano music) ♪ 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 ♪ ♪ 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 ♪ ♪ 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 ->It's your turn to join in with this version now.

</v> Using your train actions, show the accelerating tempo by moving to the beat, singing at the same time if you can.

How does the changing tempo make the song feel? I wonder what you can imagine is happening on your train journey.

Here's the music again for you to join in.

How did the changing tempo make the song feel? Did you think it made it sound really exciting? I know I did, and I wonder what you imagined was happening on your train journey.

Now, it's time to create tempo changes in our songs and chants.

We know that we can choose the tempo for our songs, chants, and singing games.

We can choose a slow tempo, we can choose a steady tempo, or we can choose, yes, a fast tempo too.

We can also change the tempo as we sing and play.

We can slow down, that's a rallentando, or we can speed up, an accelerando.

It's time to check in with our learning.

When music speeds up, what do we call this? Is it A, rallentando, or B, accelerando? Which one do you think it is? Pause now to decide.

Could you remember which word means to speed up? It's accelerando.

When music gradually gets faster, there is an accelerando.

Well done if you remembered that new tricky keyword.

It's time to march and chant to the beat in our chant "Marching Feet." Let's start with a slow tempo.

Remember to jump and change direction every time you say where, and every time you start the chant again, we're going to get a little bit faster.

Can you stay in control of the beat, your body, and the chant as we get faster and faster? Here comes a video to show you how it works.

You could join in with this, or after the video, press pause and have a go on your own.

Here come these pupils giving that a go.

(sticks tapping rhythmically) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat everywhere ♪ (sticks tapping rhythmically) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat everywhere ♪ (sticks tapping rhythmically) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat everywhere ♪ (sticks tapping rhythmically) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat everywhere ♪ <v ->Let's check in</v> with another of our tricky keywords from today.

In which example does the music rallentando? Sofia's reminding us that rallentando means slow down.

Here's example A.

Does this music rallentando? (sticks tapping rhythmically) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat everywhere ♪ <v ->And here comes example B.

</v> Listen carefully.

♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat everywhere ♪ <v ->And now, here's example C.

</v> You might want to pause after this one to give yourselves time to decide.

♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat everywhere ♪ <v ->Here comes the answer.

</v> In C, the music rallentandos.

It gets slower.

The tempo of example B gets faster, and the tempo stayed the same in example A.

Fantastic listening, musicians, well done.

Let's chant and move three times to "Engine, Engine Number Nine." Can you accelerando as you leave the station and rallentando as you arrive at your destination? I wonder what train you'd like to go on today and where you're travelling to.

I'm going to start off going down the Brighton line.

Here comes the music for you to join in, or if you'd like to, after you've listened, you could press pause and have a go on your own where you are.

♪ Ready, steady, off we go ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Brighton line ♪ ♪ See it sparkle, see it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Woo, woo, woo, woo ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Brighton line ♪ ♪ See it sparkle, see it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Woo, woo, woo, woo ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Brighton line ♪ ♪ See it sparkle, see it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Woo, woo, woo, woo ♪ <v ->It's time to check in again with our learning.

</v> In which example does the music have an accelerando? Remember, accelerando means speed up.

Here's example, A ♪ Engine, engine, number nine ♪ ♪ Going down the Brighton line ♪ ♪ See it sparkle, see it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Woo, woo, woo, woo ♪ <v ->And here comes music B.

</v> ♪ Ready, stead, off we go ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Brighton line ♪ ♪ See it sparkle, see it shine ♪ ♪ Engine, engine, number nine ♪ <v ->And finally, listen carefully to example C.

</v> You might like to pause after this one to give yourselves time to decide your answer.

♪ Engine, engine, number nine ♪ ♪ Going down the Brighton line ♪ ♪ See it sparkle, see it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Woo, woo, woo, woo ♪ <v ->Did you notice an accelerando?</v> It was in example B.

The tempo slows down in example A, a rallentando, it gets faster, an accelerando, in example B, and the tempo stayed the same the whole way through in example C.

Fantastic work, musicians.

Our singing game "Fox, Fox" has a call and response structure.

Can you play the game with a steady tempo? Here comes a video to remind you of how it works.

Then you can press pause and play the game where you are, using the audio to help you if you need it.

♪ 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 ->Let's play "Fox, Fox" again,</v> but this time let's make each call faster.

We'll start off steady with the call, then fast, then even faster the third time.

Make sure that your responses match the new tempo each time.

Keep moving on the beat and jump in time on the word not.

Pause now to complete that musical challenge where you are, and there's audio to help you if you'd like it.

Okay, foxes and chickens, let's make each call slower this time.

We'll start off steady with the call, then slow, and the third time even slower.

I wonder which game you liked the best and why, which felt the easiest and the trickiest.

Pause now to make your calls slower each time in "Fox, Fox." Did you manage to follow the beat and move to the new tempo each time? What game did you like and why? I wonder which you felt was the easiest and the trickiest.

Here are what some of our Oak friends thought.

You might like to pause now and talk about your ideas where you are.

We've reached the end of our lesson today.

Let's have a think about everything that we've been learning.

We know that tempo can change within a piece of music.

We can use movement to help us feel, show, and hear the changing tempo.

We know that a piece of music can speed up, accelerando, or slow down, rallentando.

When the tempo changes within a piece of music, we know that it can change how the music feels and can help us create stories in our mind.

What fantastic listening, playing, chanting, singing, and learning today.

I can't wait to see you for the next one.

Bye, everyone.

I've finished the video