Lesson video

Hello, everyone, it's Mrs. Steele here, with another music lesson for us to do together.

Today's lesson is all about telling a musical story using tempo.

We're going to have an amazing time.

This lesson includes one listening example that doesn't feature in this video, so please take a moment to find it before we begin.

There's a teacher guidance slide at the beginning of the lesson slides to help you with this.

Okay, now that you are ready, here we go.

We know that it's important to warm up our voices and body for every music lesson.

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 keeps our voices strong and healthy.

Follow these warmups so that you're ready for singing.

Here's the video.

(upbeat 12 bar blues piano music) (upbeat 12 bar blues piano music continues) (upbeat 12 bar blues piano music continues) (piano plays a flourish) (slow piano music) <v ->Let's warm up our faces.

</v> Copy me.

Big face.

(gentle piano music continues) Little face.

(gentle piano music continues) Big face.

(gentle piano music continues) Little face.

(gentle piano music continues) Big face.

(gentle piano music continues) Little face.

(gentle piano music continues) (piano music ends) Join in with me on this breathing exercise.

We're going to breathe in for four, hold for four, breathe out for four, and hold for four, like a square.

Ready? (teacher inhaling) (metronome clicking) (teacher exhaling) (teacher inhaling) (metronome clicking continues) (teacher exhaling) Let's warm up our voices with different modes of transport.

Join in with me.

Motorbike.

(imitates motorbike revving) Steam train.

(imitates train engine chugging) Whoo-whoo! Sirens on emergency vehicles.

Nee-naw, nee-naw, nee-naw, nee-naw, nee-naw.

Submarine.

(imitates water burbling) The bell on a bike.

(imitates bell ringing) 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 Children>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.

The first one is "Slowly, Slowly." Here's the video.

<v ->Ready, steady, off we go.

</v> 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 ->And now it's time for "Rubber Chicken."</v> Have a great time.

Here it comes.

(bright 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 ♪ (bright piano music continues) <v Mrs. Steele>Ready, chickens?</v> ♪ 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 ♪ (class mimic chickens clucking) <v ->And finally, are you alive, alert, awake,</v> and enthusiastic? Join in with the video.

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

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

♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert, awake ♪ ♪ I'm awake, alert, alive ♪ ♪ I'm alive, alert, ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert, awake ♪ ♪ I'm awake, alert, alive ♪ ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert, awake ♪ ♪ I'm awake, alert, alive ♪ ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) ♪ I'm alive, alert, awake ♪ ♪ I'm awake, alert, alive ♪ ♪ I'm alive, alert ♪ ♪ Awake, enthusiastic ♪ (hands pat, fingers click) <v ->Are you ready to sing?</v> Does your body feel relaxed and ready? Is your voice warm and are you focused? Great stuff, let's get started together.

By the end of today's lesson, you will be able to use tempo changes to tell a musical story.

There are quite a few keywords that will be important in our learning today.

Let's take a look at them together.

Tempo: how fast or slow the music is played.

Pulse: the regular, steady heartbeat of the music.

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

Accelerando: gradually getting faster.

And rallentando: gradually getting slower.

Let's begin by keeping a steady beat as we sing and play.

It's helpful to practise songs, chants, and games at different tempi.

Lucas is telling us that "Playing slowly, playing steadily, and playing quickly helps us develop our sense of pulse and feel for the beat." We need to be able to sing and play in time for all of our music-making together.

It's time to make some music together now with "Sally go Round the Sun." Can you march the beat along with the pupils in this video? Here they are.

(metronome clicking fast tempo) ♪ Ready, steady, off you go ♪ ♪ Sally go round the sun ♪ (feet stomping) ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon ♪ ♪ Whoo ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon ♪ ♪ Whoo ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon ♪ ♪ Whoo ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon ♪ ♪ Whoo ♪ <v ->Now it's time to play and sing</v> "Sally Go Round the Sun" where you are with a different tempo each time.

Can you play it with a steady tempo, a slow tempo, and a fast tempo? Pause the video now to try that where you are.

You can use the audio tracks to help you if you'd like them.

Let's check in with our learning so far.

Which of these helps us to develop our feeling of the beat? Do you think it's A: Singing and playing at different tempi, B: Singing only slow songs, or C: always playing games with a quick tempo? Which one of these three do you think helps us to develop our feeling of the beat? Pause now to work out your answer.

What did you decide? Here comes the answer.

It was A.

Well done if you spotted that.

Singing and playing at different tempi helps us to develop our feeling of the beat.

Great work.

It's time to play and sing another one of our favourite games now with different tempi, "Hot Potato." Here's a video to remind you of how it goes.

(metronome clicks steadily) ♪ Ready, steady, off we go ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ <v ->Did you remember it? Fantastic.

</v> It's your turn to play that game now.

Can you start by playing it with a steady tempo, then a slow tempo, and then a fast tempo? Make sure you tap the beat on both knees as you sing, and make sure you are ready to pass that ball in time.

Pause now to try "Hot Potato" with different tempi.

You can use the audio tracks to help you if you need them.

It's time for another check-in.

True or false: When we tap a slow beat, we can say the tempo is slow? Do you think that's true or false? It's true.

Well done if you remembered that.

Music with a slow tempo will have a slow beat, music with a steady tempo will have a steady beat, and that's right, music with a fast tempo will have a fast beat.

Excellent understanding.

Let's sing and play "Se Se Se," moving in time to the beat.

Can you remember it? Here's a video if you need a reminder.

(metronome clicks fast tempo) ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ <v ->Now it's your turn to sing</v> and play "Se Se Se" where you are.

First use a steady tempo, then sing and play it with a slow tempo, and finally, a fast tempo.

Pause now to complete that musical challenge.

Now it's your turn to be the conductor.

I wonder what tempo you will choose.

Lead the song and game with a count-in and a drum beat.

Pause now to give that a try where you are.

Hello again.

Were you able to sing and play at all the different tempi? Our Oak friend Sam says, "It was hard to follow the slow beat.

The actions were tricky to do it at fast tempo too." I wonder if you thought the same.

Did you have a favourite tempo? I wonder why? You might like to pause here to talk about that where you are.

Sam says she "liked the steady tempo because it was easier to feel the beat and follow the actions." Now it's time to use tempo changes to tell a musical story.

I've been looking forward to this bit.

Here we go.

We know that the tempo of a piece of music helps to create the mood or feeling of the music and affects how we respond to it.

Laura says, "Tempo can also help us to tell a musical story." It's time to find our listening example for today, "The Little Train of Caipira." As you listen, imagine that you are on the train.

Feel the train speed up as it leaves the station.

Can you notice the train slowing down too? I wonder where your end destination will be.

Pause this video now to find and listen to "The Train of Caipira." We can chant or sing at different tempi to tell a musical story.

Listen to this example of marching feet.

What do you imagine is happening here in our story? Here comes the music.

(fast tempo metronome clicking) ♪ Ready, steady, off we go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Marching here, marching there ♪ ♪ On the beat, everywhere ♪ What story did you imagine? You might like to pause here to share your ideas.

Let's find out what our Oak friend, Aisha noticed about the music.

I wonder if you notice the same.

She spotted that the tempo is really fast.

She thinks they're rushing to the bus stop because they're running late.

That's a great musical story.

I wonder what yours was.

We can also have an accelerando and a rallentando in our chants and songs to create a musical story.

Listen to this example of "Engine, Engine, Number Nine." What can you imagine is happening here? After you've listened, you might like to pause to share your ideas.

(fast tempo metronome ticking) ♪ Engine, engine, number nine ♪ ♪ Going down the Brighton line ♪ (tempo slows slightly) ♪ See it sparkle, see it shine ♪ ♪ Engine, engine, number nine ♪ (tempo slows further) ♪ Whoo, whoo, whoo, whoo ♪ (slow tempo metronome clicks) What did the chant make you imagine this time? Izzy noticed that the chant is slowing down.

That's a rallentando.

She thinks the train is approaching a red signal light.

Great idea.

It's time to sing our song, "Page's Train" together.

Let's tell a musical story.

Who will our train driver be today? Where do you think the passengers are going? Here's the music for "Page's Train" for you to join in.

(uptempo metronome clicking) (bright piano intro music) ♪ Page's train goes so fast ♪ ♪ Can't see nothing but the window glass ♪ (gentle piano cue music) (tempo slows) ♪ Page's train goes so slow ♪ ♪ Can't hear nothing but the whistle blow ♪ (tempo increases) (bright piano cue music) ♪ Page's train, accelerates ♪ ♪ Passengers waiting, can't be late ♪ (tempo slows) ♪ Page's train slowing down ♪ (tempo clicks very slowly) ♪ Into the station ♪ ♪ In the town ♪ Let's check in again with our learning.

True or false: Music can speed up, accelerando, and slow down rallentando, in the same piece? Do you think that's true or false? Here comes the answer.

It's true.

Well done if you remembered that.

In "Page's Train" we do speed up as we rush to pick up the passengers, then slow down as we approach the station.

Now it's time for us to create musical stories using our transport songs and chants.

As we do this, think about: what tempo will you need? Slow, steady, or fast? Will the tempo stay the same, get faster or slow down in your story? How will you move around the room? And what song or chant will you use to tell each part of your story? Here's the first story for us to create together.

Imagine it's a sunny Saturday and you are strolling to the station with an ice cream, heading on a train journey to the beach.

I definitely fancy doing that right now.

Pause now to complete that musical story together.

Now, here's a different musical story example.

Imagine it's raining heavily and you are late for school.

Will you make it to the train station in time? I wonder what tempo and chant you'll use for this one.

Pause now to tell this musical story where you are.

Your next challenge is to choose your own musical story.

I wonder what amazing ideas you'll have.

Pause now to tell your own musical story.

What tempo did you use for your sunny seaside journey? Sam said, "Engine, Engine" had a steady tempo and slowed down as we arrived at the beach." That was a great choice.

I wonder if you made the same.

What tempo did you use for your rainy journey to school? Alex used an accelerando in "Marching Feet" as he pretended to be late for school.

And what tempo did you use for your own adventure, I wonder? Jacob imagined he was on an underground train, so he used a really fast tempo and they had to speed up quickly.

That sounds fun.

I wonder what musical story you created.

As we come to the end of our musical storytelling lesson today, let's take a moment to think about everything we've been learning.

We know that it's helpful to sing and play at different tempi to practise feeling the pulse and following the beat.

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

And we know that different tempi and tempo changes can help to tell a musical story.

That was so much fun.

Thank you, musicians.

Until next time.

Bye!.