Year 4 Unit 1 Learning Booklet

8/13/2019 Year 4 Unit 1 Learning Booklet

1/40

1

RYDAL PENRHOS PREPARATORY SCHOOL

LEARNING BOOKLET MUSIC DEPARTMENT

YEAR 4

UNIT 1

Rubber duck

Name: ______________________________________________

form: ___________


2/40

2

These are some of the types of notesthat you will use throughout your studies

in music. Each note has a value. The value

is the number of beats it is worth. When

you play music, you learn to hear and feelthe beats; they are sometimes called the

pulse or the counts.


3/40

3This term, the music that we are going to listen to,

play and compose will be blues music.

Below are some pictures of blues singers. You will

be hearing some of their music.

BB KING Bessie Smith

Blind Lemon Jefferson

Eric Clapton

Robert Johnson Sonny Boy Williamson


4/40

4Lets listen to some music!!

Here are some pieces of music, they are songs

by the singers you have just seen.

Have a listen to each one. Think and then turn to

a partner and share what you have heard. Write

down your thoughts on the next page. There are

some musical words below to help you to use

musical language when you discuss what you hear.

Tempo -Is the music fast, slow or somewhere between?

Pitch -Are you hearing high or low sounds or both?

Timbre -This is a French word. It is about sound quality.

What sounds are you hearing?

Texture -Are you hearing lots of sounds together ( a thick

texture) or not many sounds together ( a thin texture)

Dynamics -Time for some Italian words!! Is the music

loud = forte, soft = piano, medium loud = mezzo forte, me-dium soft = mezzo piano or a mixture of these.


5/40

5LISTENING PAGE!!

Write your thoughts below

The name of the pieceis ....................................................

The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =

forte, soft =piano, me-dium loud

= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


6/40

6LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


7/40

7LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


8/40

8LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


9/40

9LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


10/40

10LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


11/40

11LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


12/40

12LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


13/40

13LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


14/40

14LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


15/40

15LISTENING PAGE!!



The composer

is .................................................................

TempoIs the

music

ast,

low orome-

where

e-ween?

itch

Areou

earing

igh orow

ounds

r

oth?

TimbreThis is

rench

word. It

s about

ound

uality.What

ounds

re you

earing?

Texture

-Are

you

hearing

lots ofsounds

together

( a thick

texture)

or notmany

sounds

together

( a thin

texture)

Dynamics-Time for

some Ital-

ian words!!

Is the mu-

sic loud =


= mezzo

forte, medi-

um soft =

mezzo pi-

ano or a

mixture of

these.


16/40

16

You are going to learn to play a piece of

music called Rubber Duck. The piece is

designed to sound like a blues tune. It us-

es something called a blues scale. The

blues scale is a set of notes that gives

music a bluesy sound.

Firstly you are going to learn to play

Rubber Duck accompaniment. You have

the choice of playing it on a violin, viola or

a cello. Each instrument page has the mu-

sic notation and note diagrams written on

it. Youre challenge in each case is to fig-ure out how to play the accompaniment

parts from the notation and diagrams.


17/40

17

Use the diagram below to help you to figure out how to play the notes this violin

accompaniment.


18/40

18

See if you can use the fingering chart below to help you to learn to play this vio-

la accompaniment. Notice the different clef at the start of the notation.

o clef


19/40

19

Bass

clef

See if you can use the note diagram below the notation to figure out

where the cello notes are in this piece.


20/40

20

Now that youve learned to play an accompaniment part, ask your teacher

for a recording device to record your performance. Listen to it, maybe

with a partner if you like. Then decide which level you have achieved

with this task. Put a tick in the box next to the level you feel you haveachieved. Assess your performance

Level 2I can play bits of the piece whilst keeping to a steady pulse.

Level 3I can play most of the piece whilst keeping to a steady pulse.

Level 4I can play my piece by ear and from notation with others, whilst

keeping to a steady pulse and showing an awareness of other

players.

Level 5I can play my piece by ear and from notation with others from

memory whilst keeping to a steady pulse. I can lead my ensemble

And even take a solo part.


memory whilst keeping to a steady pulse. I can lead my ensembleAnd even take a solo part. I can also add my own dynamics, tem-

po changes and timbre changes to my performance.


21/40

21

Now that youve learnt to play an

accompaniment part, we are going to learn

to play the main melody. This is going to be

play on the keyboard, right hand only. Ifyou are able to do this fairly easily, why not

try to play the piano part; this uses the right

and left hands!

LEFT HAND AREA RIGHT HAND AREA

PIANO KEYBOARD


22/40

22

The arrows show you the pitch area for

the piece. See if you can work out thepitch direction by using the notation

and the original recording for reference.

The little bnext to some of the notes means that the note is

a flat. That means that you play the black note to the left of

the white note that is first stated. So for example, and Eb

would be the first black note to the left of E. See if you can

find the flat notes in the piece. As a bit of fun, you could finda partner to test!

Listen to this piece on the original recording for help with

rhythm and pulse.


23/40

23

Now that youve learned to play the keyboard part, ask your teacher for a

recording device to record your performance. Listen to it, maybe with a

partner if you like. Then decide which level you have achieved with this

task. Put a tick in the box next to the level you feel you have achieved.Assess your performance





players.








24/40

24

This part adds some left hand notes to the right hand. Why not give it a try? The arrow shows you the note area.

This piano part is a real test. There are no note names written in

to help. It also uses both hands to play! There are arrows point-ing to the starting notes but the rest is for you to work out!

If you need to listen to the original recording for reference, feel

free to do so any time during your learning!


25/40

25

Now that youve learned to play the piano part, ask your teacher for a re-

cording device to record your performance. Listen to it, maybe with a

partner if you like. Then decide which level you have achieved with this

task. Put a tick in the box next to the level you feel you have achieved.Assess your performance





players.








26/40

26

Now its time to compose. On the next page you will see

three staves. Each staves consists of five lines. Youve seen

them a lot whilst youve been learning to play your accom-paniment and keyboard parts.The Composer line is designed for you to write your notes

on.

The Rhythm helper line gives you a rhythm pattern to addyour notes to.

The Notemap line gives you the choice of notes to use ineach bar.

Your teacher will demonstrate how this works.

Your piece will be written as a 12 bar blues. This means

that you will fill 12 bars with music. The choice of notes

will come from the C blues scale. The notes in the C bluesscale are C, Eb, F, F#, G, Bb.

Once you have finished writing your piece, learn to play it,

then record and assess it. You can assess it using a

listening page.


27/40

27

ythm

lperne

e helper

mposer

e


28/40

28

Weve come to the end of your first topic.

On the next page there are music levels.In each level box there are statements. If

you think that a statement applies to you

then mark it with a felt tip or highlighter

pen.

There is also a page about key skills.

Highlight which of these skills you think

you have used and developed during your

music study this term

Finally there is a page about the topic it-

self. This is designed for you to fill in and

write your views about the topic and your

learning through it.


29/40

29

Level 1 I know about and can explore sounds.

I use my voice in different ways such as speaking, singing and chanting.

I think about others when performing.

I repeat short rhythmic and melodic patterns.

I can create and choose sounds.

I respond to different moods in music and recognise changes in sounds.

I can identify simple repeated patterns and follow musical instructions.

Level 2 I can recognise and explore how sounds can be organised.

I sing with a sense of the shape of the melody,

I can perform simple patterns and accompaniments keeping to a steadypulse.

I can choose carefully and order sounds within simple structures such as

beginning, middle, end, and in response to given starting points. I can represent sounds with symbols

I can understand how the musical elements can be used to create differ-ent moods and effects.

I can improve my own work.

Level 3 I can recognise and explore the ways sounds can be combined andused expressively.

I can sing in tune with expression

I can perform rhythmically simple parts that use a small range of notes.

I can improvise repeated patterns.

I can join several layers of sound and understand the effect.

I understand how different musical elements are combined and used ex-pressively.

I can make improvements to my own work, and comment on the effect.


30/40

30

Level 4I can identify and explore the relationship between sounds and how music reflects dif-

ferent meanings.

I can maintain my own part and be aware of how the different parts fit together toachieve an overall effect in performances.

I can improvise melodic and rhythmic phrases as part of a group performance andcompose by developing ideas within musical structures.

I can describe, compare and evaluate different kinds of music using musical words.I can suggest improvements to my own and others' work and comment on how it has

been achieved.

Level 5I can identify and explore musical devices.I know how music reflects time and place.I can perform important parts from memory and from notations and am aware of my

own contribution such as leading others, taking a solo part and/or providing rhythmic sup-port.

I can improvise melodic and rhythmic material within given structures.

I can use a variety of notations.I can compose music for different occasions using musical devices such as melody,

rhythms, chords and structures.I can analyse and compare musical features.I can evaluate how place, occasion and purpose affects the way music is created, per-

Level 6I can identify and explore the different processes and contexts of some musical genres

and styles.I can select and make expressive use of tempo, dynamics, phrasing and timbre.I can make adjustments to fit my own part within a group performance.I can improvise and compose in different genres and styles, using harmonic and non-

harmonic devices, sustaining and developing musical ideas and achieving different intend-ed effects.

I can use relevant notations to create material.

I can analyse, compare and evaluate how music reflects the contexts in which it is cre-ated, performed and heard.I can make improvements to my own and others' work in relation to the style.


31/40

31

Developing thinkingIn music,

I can plan, develop and think about what Ive done (reect) both over me and

during live music-making.

I can choose suitable resources for performing and composing.

I can create musical ideas,

I can develop musical ideas.

I can decide how eecve musical ideas are

Developing communicaon I can communicate through performing

I can communicate through composing

I connue to develop my speaking skills when Im listening and appraising my

Developing ICT I have developed and used (applied) my ICT skills by using a form of

music

technology to explore, create, develop and realise musical ideas.

Developing number I used some of my number skills during this topic including counng,

esmang and measuring.


32/40

32

Rubber MusicUnit 1 Playing and Creating blues Music

My Rubber Duck learningName -__________________________________________________________Form_____________

Think carefully about your learning during your work of Water Music and answer the questions below.

My favourite part of the unit was

________________________________________________________________________________

This was because

The part that I found difficult was

-

The part I didnt enjoy very much was

Overall I think I deserve a level ________ because -____________________________________________-

-


33/40

33

Im learning to sing

It is a song in a .. style.

It is is sung in unison/harmony.

Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to

achieve)

1. With clear diction2. With dynamic variety

3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing

6. Maintaining a part as a group member in simple part or harmony

singing7. Demonstrating fluency in singing a broad repertoire

8. Demonstrating attention to detail and responsiveness to others

where appropriate


34/40


35/40

35

Im learning to sing



Singing checklist



achieve)






where appropriate


36/40


37/40

37

Im learning to sing



Singing checklist



achieve)






where appropriate


38/40


39/40

39

Im learning to sing



Singing checklist



achieve)






where appropriate


40/40

40

Im learning to sing



Singing checklist



achieve)






where appropriate

Year 4 Unit 1 Learning Booklet

Documents

Transcript of Year 4 Unit 1 Learning Booklet