Lesson video

Hello, everyone.

It's Mrs. Steele here, and I'm so excited that we're going to be learning together today.

Today's music lesson is all about feeling the pulse in music with a slow or fast tempo.

Please take a moment before we begin to gather together the listening examples that you'll need for this lesson as they don't feature in this video.

There's a Teacher Guidance slide at the beginning of the slide deck for this lesson to help you with this.

Let's get started with our learning together today.

Here we go.

It's important to warm up our voices and body for every music lesson.

This is because we need to make sure that all of our muscles, even the teeny tiny ones in our throat are ready to move and ready to sing.

This means that we can sing safely and keep our voices healthy.

Follow these warmups so that you are ready for singing.

Here comes the video.

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

</v> Copy me.

Big face.

(vibrant piano music) Little face.

(gentle piano music) Big face.

(vibrant piano music) Little face.

(gentle piano music) Big face.

(vibrant piano music) Little face.

(gentle piano music) <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? (deeply inhales) (metronome tapping) (deeply exhales) (metronome tapping) (deeply inhales) (metronome tapping) (deeply exhales) (metronome tapping) Let's warm up our voices with different modes of transport.

Join in with me.

Motorbike.

(teacher imitates motorbike droning) Steam train.

(teacher imitates train choo-chooing) Woo-hoo.

Sirens on emergency vehicles.

(teacher imitates sirens wailing) <v ->Submarine.

</v> (teacher imitates submarine gurgling) The bell on a bike.

Bling-bling, bling-bling, bling-bling, bling-bling.

Well done.

<v Lecturer>Swan swam over the sea.

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

</v> <v Lecturer>Swim, Swan, swim.

</v> <v ->Swim, Swan, swim.

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

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

</v> <v Lecturer>Well swam, Swan.

</v> <v ->Well swam, Swan.

</v> <v ->These songs and chants will help us to warm up further</v> as they help us to use our body and our voices in lots of different ways.

First up, it's "Have You Brought Your Singing Voice?" Join in with me in this video.

<v ->Remember to answer, "Yes, I have, yes, I have."</v> Copy my voice.

Have you brought your speaking voice? Have you brought your mouse voice? Have you brought your lion voice? Have you brought your sheep voice? ♪ Have you brought your singing voice? ♪ <v ->Now it's time for one of my favourite warmups.

</v> It's called "Alive, Alert, Awake, Enthusiastic." It's got tricky actions and the tempo gets faster.

Have fun.

Here comes the video for you to join in.

<v ->Join in with me on this warmup.

</v> The tempo gets faster, so follow carefully.

♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake ♪ ♪ I'm awake, alert, alive ♪ ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake ♪ ♪ I'm awake, alert, alive ♪ ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake ♪ ♪ I'm awake, alert, alive ♪ ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) ♪ I'm alive, alert, awake ♪ ♪ I'm awake, alert, alive ♪ ♪ I'm alive, alert, awake, enthusiastic ♪ (hands clapping) (fingers snapping) <v ->And finally, it's another silly one.

</v> This will help our bodies to warm up and for us to feel focused.

It's called "Rubber Chicken." Here's the video.

(energetic piano music) ♪ Ready, chickens, ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four.

♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, one, two, one, two, one, two.

♪ ♪ One, one, one, one, Rubber Chicken ♪ (energetic piano music) ♪ Ready, chickens, ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ One, two, three, four, five, six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, one, two, one, two, one, two ♪ ♪ One, one, on, Rubber Chicken ♪ (everybody imitating chickens cackling) <v ->Does your body feel relaxed and ready?</v> Is your voice warm and are you feeling focused? Fantastic.

You are ready.

Let's go.

By the end of this lesson, you will be able to describe the tempo of music as fast, slow, or steady.

Let's take a look at the keywords that we'll need in our learning today.

Pulse, the regular steady heartbeat of the music.

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

And tempo, how fast or slow the music is played.

Now it's time for feeling the beat and describing the tempo.

Now it's time to chant and move to the steady pulse in this chant, "Engine, Engine, Number Nine." I wonder where you'd like to go on "Engine, Engine, Number Nine," today.

Can you chant and move to the steady pulse? I'm going to have a go first.

Have a listen.

♪ Engine, engine, number nine, ♪ going down the Bristol line.

See it Sparkles, see it shine.

Engine, engine, number nine, toot, toot, toot.

Pause the video now and give that a go.

If you'd like to, you could find the vocal support to help you with this.

Listen to my journey song, choose actions, and show these with a steady sense of pulse.

Here comes the music.

(energetic music) ♪ I'm driving in my car, engine purring, it isn't far ♪ ♪ Oh, yeah, driving in my car ♪ ♪ Oh, yeah, driving in my car ♪ ♪ Driving, flying, sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh, yeah, journey won't be long ♪ ♪ Driving, flying, sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh, yeah, it's my journey song ♪ ♪ I'm riding down the rails ♪ ♪ Steam train chuffing, it never fails ♪ ♪ Oh, yeah, riding on a train ♪ ♪ Oh, yeah, riding on a train ♪ ♪ Driving, flying, sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh, yeah, journey won't be long ♪ ♪ Driving, flying, sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh, yeah, it's my journey song ♪ ♪ I'm sailing on a boat ♪ ♪ Bobbing, bouncing as I float ♪ ♪ Oh, yeah, sailing on a boat ♪ ♪ Oh, yeah, sailing on a boat ♪ ♪ Driving, flying, sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh, yeah, journey won't be long ♪ ♪ Driving, flying, sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh, yeah, it's my journey song ♪ ♪ I'm flying in a plane ♪ ♪ Soaring over the clouds again ♪ ♪ Oh, yeah, flying in a plane ♪ ♪ Oh, yeah, flying in a plane ♪ ♪ Driving, flying, sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh, yeah, journey won't be long ♪ ♪ Driving, flying, sailing by ♪ ♪ On the sea or in the sky ♪ ♪ Oh, yeah, it's my journey song ♪ <v ->Listen to this next song.

</v> It's called "Freedom Train." As you listen, can you join in with train actions in time to the steady pulse? It might look a bit like this.

♪ This old freedom train is such a long time comin' ♪ ♪ Ain't nobody can't afford it ♪ ♪ So you'd better get aboard it ♪ Have fun.

Here comes the music (energetic 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 ♪ ♪ Chik-a-chik, chik-a-chik, chik-a-chick ♪ ♪ Chik-a-Chick, chik-a-chick ♪ <v ->It's time for a check-in.

</v> Who do you agree with? Jun says, "I always listen carefully to our new songs and chants and try to move with the steady pulse." Aisha says, "When we're learning our new songs, I try to move really quickly, like a really fast train." Who do you agree with? Pause the video now to decide.

<v ->What did you think?</v> Here comes the answer.

If you agreed with Jun, well done.

It's important to always listen carefully to our new songs and chants and try to move with the steady pulse.

Great work.

Music can be fast, music can be slow.

Music can be any different speed, and we call this the music's tempo.

Tempo.

Tempo.

The tempo of the music is how fast or slow the music is played.

We can feel the tempo of the music by feeling the pulse and hearing the beat.

Andeep says, "When the beat is fast, the music has a fast tempo." That's right, and Sofia's telling us, "When the beat is slow, the music has a slow tempo." That's right too.

Listen to "Strip the Willow," played by Kinlochard Ceilidh Band.

This piece of music has a fast tempo.

You might want to pause the video now and find the media that you sorted out at the beginning of this lesson, or if you'd like, you could choose a different piece of music with a fast tempo.

This next piece of music is called "Daydreaming." This music has a slow tempo.

Lucas says, "The tempo of this piece is slow.

It makes me want to lie down and look at the clouds." As you are listening, I wonder what the music makes you want to do.

Pause now to find this listening example.

When a piece of music is neither fast nor slow, we say it has a walking pace or a steady tempo.

Have a listen to "Superstition" by Stevie Wonder.

This piece of music has a steady tempo.

We sing and play most of our singing games at a steady tempo too.

As you're listening, you might want to have a little bit of a boogie to the steady tempo.

It's hard not to.

Pause now to find this listening example.

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

Listen to these musical examples.

What do they make you think of? Can you match the music to the tempo? Either slow, steady, or fast? Pause the video now to find these three listening examples and think about your answer.

Could you match each piece of music to its tempo? Here come the answers.

"King Clave" by Planet Drum has a fast tempo.

Well done if you spotted that.

The "Imperial March" by John Williams, that had a steady tempo, and "Feeling Good" by Nina Simone, that piece of music has a slow tempo.

Well done if you've got those right.

Great understanding of tempo.

Let's listen to three more musical examples.

As you listen, you could move your body or move quietly around the room, feeling the sense of pulse.

Can you show the tempo keeping in time to the beat? Pause now to find and listen to these three musical examples.

As you listened and moved, did you show the tempo, keeping in time to the beat? Well done.

Here are the answers.

The first piece of music had a steady tempo.

The second, a fast tempo, and the third piece of music had a slow tempo.

Well done if you spotted that.

Now it's time to practise changing the tempo of our songs and chants.

We can choose the tempo for our singing games.

We could choose a slow tempo.

We can choose a steady tempo or we can choose a fast tempo.

To set the tempo of a singing game, we need to count in or say, "Ready, steady, off we go," at the tempo we want our song or game to be.

When we set the tempo, we are the conductor.

Watch this video of our chant, "Marching Feet." Can you march and chant in time to the beat? (metronome tapping) <v Lecturer 2>Ready, steady, off you go.

</v> ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat, everywhere ♪ (metronome tapping) Ready, steady, off you go.

♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat, everywhere ♪ (metronome tapping) Ready, steady, off you go.

♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat, everywhere ♪ (metronome tapping) <v ->Now it's your turn to be a conductor where you are.

</v> Can you chant "Marching Feet" to a steady tempo, a slow tempo, or a fast tempo? Remember to count in or say, "Ready, steady, off we go," at the tempo you are going to choose.

Pause now to give that a try.

How did changing the tempo change how the chant felt as you were performing it? Sofia thinks the chant felt lazy when we marched slowly.

I wonder if you spotted that.

Which tempo did you prefer and why? Jacob liked the fast tempo because it made him feel excited.

Which tempo do you think worked the best and why? Lucas says, "The steady tempo helped us to march like soldiers." Did you think that the steady tempo worked the best too? Let's sing and play, "Se, Se, Se," moving in time to the beat.

Here comes the video for you to join in.

(metronome tapping) <v Lecturer>Ready, steady, off you go.

</v> ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, oh cha la ka ♪ ♪ O cha la hoi ♪ Ready, steady, off you go.

♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, oh cha la ka ♪ ♪ O cha la hoi ♪ Ready, steady, off you go.

♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, oh cha la ka ♪ ♪ O cha la hoi ♪ Ready, steady, off you go.

♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, oh cha la ka ♪ ♪ O cha la hoi ♪ Ready, steady, off you go.

♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, oh cha la ka ♪ ♪ O cha la hoi ♪ (metronome tapping) <v ->It's your turn to conduct "Se Se Se" now.

</v> Will you choose a steady tempo, a slow tempo, or a fast tempo? Pause now to try that out where you are.

How did changing the tempo change how the singing game felt this time? Jun thinks the fast tempo made it really tricky.

Did you find that as well? Did you find it easy or difficult choosing the tempo when you were the conductor? Andy's reminding us, "We need to think about the tempo we want before we speak." Well done if you spotted that too.

Which tempo do you think worked the best and why? Do you agree with Lucas? He thinks the slow tempo helped him to practise the actions.

It's time to check in with our learning about tempo.

Can you complete the sentence? When we are choosing the tempo, we are choosing how (no audio) or (no audio) the music will be.

Can you fill in the two blanks? Pause now to have a think.

Here come the answers.

When we are choosing the tempo, we are choosing how fast or slow the music will be.

Well done if you completed that sentence correctly.

Lucas is reminding us that the tempo of the music is how fast or slow the music is played.

Thanks, Lucas.

Let's explore changing the tempo of our songs and chants with "Sally Go Round The Sun." Here's a video to remind you how to sing and play it.

(metronome tapping) <v Lecturer 2>Ready, steady, off you go.

</v> ♪ Sally go round the sun, Sally go round the moon ♪ ♪ Sally go round the sunshine, every afternoon, boom ♪ ♪ Sally go round the sun, Sally go round the moon ♪ ♪ Sally go round the sunshine, every afternoon, boom ♪ ♪ Sally go round the sun, Sally go round the moon ♪ ♪ Sally go round the sunshine, every afternoon, boom ♪ ♪ Sally go round the sun, Sally go round the moon ♪ ♪ Sally go round the sunshine, every afternoon, boom ♪ <v ->It's time for your "Sally Go Round The Sun"</v> musical challenge where you are.

Can you explore playing and singing "Sally Go Round the Sun" each time with a different tempo? You might choose steady, slow, or fast.

Choose a class conductor to set the tempo of your game.

I wonder which tempo you'll choose.

Pause now to complete that musical challenge.

What tempo did you choose? What tempo did you enjoy? You might like to pause the video now to talk about that where you are and see if you agree with our Oak friends here.

Perhaps you have different ideas.

As we come to the end of our lesson today, let's have a think about everything that we've been learning.

We can sing slowly and quickly and know that we are thinking about the tempo of the music.

We can describe the tempo of the music.

For example, the song has a fast tempo and we know that the same piece of music can be performed at different speeds.

It can be played or sung at a slow tempo or a fast tempo.

That was so much fun, thank you, everyone.

Until next time, bye.