Lesson video

Hello, everybody.

My name is Ms. Kilpatrick.

Welcome to My Music Room.

So what are we learning today? By the end of this lesson, we will be able to describe contrasting timbres.

We'll be performing contrasting timbres and composing using contrasting timbres.

Today, you will need your body and your voice.

Let's get going.

We'll start our lesson today with a hello song.

I'm going to sing it through once first, then I'll sing it again and you can join me with the underlined answers to my questions.

Here we go.

♪ Hello everybody, it's time for music ♪ ♪ Hello everybody, it's time to sing ♪ ♪ Have you brought your listening ears ♪ ♪ Yes, I've brought my listening ears ♪ ♪ Have you brought your singing voice ♪ ♪ Yes, I've brought my singing voice ♪ ♪ Have you brought your clapping hands ♪ ♪ Yes, I've brought my clapping hands ♪ ♪ Hello everybody, it's time for music ♪ ♪ Hello everybody, it's time to sing ♪ Now, it's your turn to help me sing the song.

Have a look at all the lines that are underlined on the screen.

That's where you need to answer me in the same melody that I sing.

Let's try it from the beginning.

♪ Off we go ♪ ♪ Hello everybody, it's time for music ♪ ♪ Hello everybody, it's time to sing ♪ ♪ Have you brought your listening ears ♪ ♪ Have you brought your singing voice ♪ ♪ Have your clapping hands ♪ ♪ Hello everybody, it's time for music ♪ ♪ Hello everybody, it's time to sing ♪ So what is timbre? We're going to be using it for performing and composing today.

We need to know what it is.

Timbre is the quality of sound that an instrument makes.

That might be to do with what it's made of.

Metal instruments like the trumpet make a particular type of sound, but metal instruments like a triangle would make a very different sound.

We're going to be using some words to describe the sounds that we hear, the quality of the sound that the instrument makes.

I want you to use those listening ears as we try to think about the quality of sound, the timbre that these instruments create.

So here we go.

I'm going to be playing two pieces of music, both use metallic instruments, but they make a very different quality of sound.

I put some words on the slide that might help you to give some idea about how you might describe that sound.

You might describe it as bright and clear.

You might describe it as glittery and shimmery, maybe imagining an icicle cave.

Maybe you describe it as eerie and haunting, like the sound in a dark forest or crunchy and scratchy like autumn leaves.

You might think of your own words to use to describe the music that you hear.

Let's have a listen to piece number one.

So how would you describe the sound of the trumpet in that piece? You can point to any of the words that I've written, bright and clear, glittery or shimmery, eerie and haunting, crunchy and scratchy or you can shout out your own words.

What do you think? Some great ideas there.

I think I would say it was bright and clear.

Let's have a listen to our next metallic instrument.

What about the wind chimes? How would you describe those? Perhaps eerie and haunting or maybe glittery and shimmery.

Did you hear the waves in the background? You can go back and have a listen, two very different timbre or qualities of sound from instruments made of the same material.

Now it's time for a performing challenge.

We're going to be using our bodies to create contrasting timbres, qualities of sound.

You might think about the bright snapping sound of a clap or the clicking sound of your fingers.

What about the deeper bass sound of your chest? How many different sounds can we make just using our bodies? What sound could you make with your feet? What sound can you make tapping your knees? Your challenge is to pause the video to see how many different sounds, different contrasting timbres you can make with just your body.

Once you think you found them all, you can press play.

How did you get on? How many sounds did you find? Did you click your fingers, tap your chest, clap your hands, stamp your feet? I'm sure you've got a huge list and I'm really looking forward to seeing some of your work later, but now you've got a composing challenge.

Think about all those different sounds that you found using your body.

We're going to watch a video of some children using body percussion sounds, the sounds made just with our bodies in a piece of music.

Each group has a different rhythmical pattern that they use with their bodies that goes together to create a whole piece of music.

We're going to watch the video and I'm going to give you your challenge at the end.

Here we go.

Did you enjoy that? Were you counting how many different sounds they made together? There was also a part where they all made the same sound and it went like this.

It started with their mouth.

It's going to be my turn, then your turn.

♪ Sh-sh-sh-sh-sh ♪ ♪ Sh-sh-sh-sh-sh ♪ And then they added some taps on their legs, which went like this.

It might be easier to say it out loud, so you get the feel of that rhythm.

♪ Digga, digga, digga, digga-ga ♪ ♪ Digga, digga, digga, digga-ga ♪ So altogether, it went like this, my turn then your turn.

♪ Sh-sh-sh-sh-sh ♪ ♪ Digga, digga, digga, digga-ga ♪ ♪ Sh-sh-sh-sh-Sh ♪ Your challenge today is to watch that video again and try to create a pattern of your own that will go with the video as if you were part of the performance.

Can you put together your own contrasting timbre body percussion pattern that matches their performance? And when it comes to it, you can perform with them in the part where they speak and tap all together.

Let's have some ideas.

We could start nice and simply.

One, two, three, four, click, tap, click, tap.

Join in.

Here we go, click, tap, click, tap, click, tap, click, tap.

Maybe you want to add a different sound.

Let's have a go.

I'll do it first, then it's your turn.

Your turn.

What about this sound? You can make your sounds of anything you like.

Your challenge begins.

Pause the video to compose your own body percussion rhythm using as many contrasting timbres as you can.

Play it against the video to see if yours will fit in the performance, maybe performance to some people in your family.

When you're finished, you can press play.

Today, you have learned to describe contrasting timbres.

You've performed contrasting timbres, making different qualities of sound with your bodies, and you composed your own rhythm so that you could perform your rhythm pattern along with other performers using contrasting timbres on your body percussion.

Well done, everybody.

What great work! All we have left to do is to sing a goodbye song.

♪ Off we go ♪ ♪ Goodbye everybody, it's time for us to go ♪ ♪ Goodbye everybody, it's time for us to go ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ It's time for us to go ♪ Bye, everybody.

I hope to see you again in My Music Room really soon.

I really enjoyed teaching you today.

I hope you've had great fun finding all of those contrasting timbres with your body and with other instruments or objects around your home.

I love to see some of the work you've produced today, and you can share your work with us @OakNational.

If you can, ask a parent or a carer to share your work on Instagram or Facebook or Twitter, tagging @OakNational, #LearnwithOak.

I'll see you again really soon.

Bye, everybody.