Year 3 Unit 1 Learning Booklet For Music

RYDAL PENRHOS PREPARATORY SCHOOL LEARNING BOOKLET MUSIC DEPARTMENT
YEAR 3 UNIT 1 WATER MUSIC
Name: ______________________________________________
form: ___________
These are some of the types of notes that 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 feel the beats; they are sometimes called the pulse or the counts.
This term, we are looking at descriptive music, that 3 is music that describes something. In this case, the music that we are going to listen to, play and compose will be describing water. Below are some pictures with water in them. Can you write some words to describe what you can see?
4 Lets listen to some music!! Here are two pieces of music, both have something to do with water. 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, medium soft = mezzo piano or a mixture of these.
LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?
Write your thoughts below
Pitch - Are you hearing high or low sounds or both?
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, medium soft = mezzo piano or a mixture of these.
Timbre - This is a French word. It is about sound quality. What sounds are you hearing?
The name of the piece is .................................................... The composer is .................................................................
LISTENING PAGE!!
LISTENING PAGE!!
LISTENING PAGE!!
LISTENING PAGE!!
LISTENING PAGE!!
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LISTENING PAGE!!
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LISTENING PAGE!!
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LISTENING PAGE!!
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LISTENING PAGE!!
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LISTENING PAGE!!
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You are going to learn to play a piece of music called A Rainy Day. The piece describes water in different ways. You the learning experiences you have this term you will have some choices over some of the learning directions. Firstly, you can choose which instrument you would like to play the accompaniment with. The accompaniment is the sound or sounds that is played along with the main tune or melody. There are lots of instruments to choose from in the accompaniment parts of this piece. They are written on the next few pages. Each page also has information about the notes and the instrument that you are playing! There are also some challenges! As you choose your accompaniment part, try to imagine how that part is describing something to do with water!
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This part represents .
17 Semibreve count 4 beats
Minim count 2 beats
This recorder part uses four notes. G,A,B and C. The pictures below show you how to play some recorder notes. The arrows above tell you about the types of notes you are playing and what their value is, remember, that means how many beats you count when you play the note!
Which of these recorder notes do you need to learn to play? What do the dots mean?
You will see a lot of these. They are called bar lines. They group the notes in the music to make it easier to count and see where you are playing!
Each bar has a maximum number of beats before it is full. In this piece, 18 each bar has room for four beats! The numbers written above the notes show you where the beats in the bar are.
These two notes joined together are called quavers. They are worth half a beat each. How do you count half a beat? By calling it and. You teacher will show you! This is called a dotted minim. It is worth 3 beats. When you play this, count three!
This part represents ..
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Crotchets = 1 beat. Count 1
The arrow points to one of the notes on the glockenspiel. See if you can figure out the pitch direction of the other notes. This is one of three glockenspiel parts. Maybe join up with two other glockenspiel players and learn to play the part exactly the same time!
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This part represents ...
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This is a treble clef. You will see a lot of these. When this changes, the notes on the five lines change as well!
This is called a minim rest. When you see this, you rest for 2 beats
This is called a crotchet rest. When you see this you rest for 1 beat.
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This means that you rest for a full bar. If theres a number written above it then you rest for that many bars. In this case, 8 bars.
The xylophone is a bit like a glockenspiel only the notes on a xylophone are made of wood. The notes on a glockenspiel are made from another material. What do you think it is? One arrow points to one note. Can you figure out where the others are played?
This part uses three open guitar strings. E, B and G. What are Open strings? What23 do the arrows in the picture mean?
Open G Open B Open E
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A FRET
Mmm...What do the numbers and arrows mean? See if you can figure it out?
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Ride cymbal
Hi hat
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Tom tom
Snare drum
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This part uses open notes A D and G. The notes are also semibreves. When you play one of these, remember to count 4 beats before playing the next semibreve.
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Alto Clef
This part uses open notes D,G and C. The notes are also semibreves. Notice the Alto clef. Compare this music with the violin music. That uses a treble clef. What difference do the clefs make?
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Bass clef
This part uses open notes D G and C. The notes are also semibreves. Mmm...now we have another clef, the bass clef. How does that make things different?
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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 have achieved. Assess your performance
Level 2 I can play bits of the piece whilst keeping to a steady pulse.
Level 3 I can play most of the piece whilst keeping to a steady pulse.
Level 4 I 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 5 I 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.
Level 6 I 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. I can also add my own dynamics, tempo changes and timbre changes to my performance.
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. If you are able to do this fairly easily, why not try to play the piano part; this uses the right and left hands!
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PIANO KEYBOARD
LEFT HAND AREA
RIGHT HAND AREA
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The arrows show you the pitch area for the piece. See if you can work out the pitch direction by using the notation and the original recording for reference.
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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
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This part adds some left hand notes to the right hand. Why not give it a try? The arrow shows you the note area.
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Now that youve learned to play the piano 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
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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 accompaniment 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 add your notes to. The Notemap line gives you the choice of notes to use in each bar. Your teacher will demonstrate how this works. Your piece will be written in two sections. The tune of your first section should be different to the second section. We call two section pieces of music Binary Form pieces. This will be your first binary form piece! Once you have finished writing your piece, learn to play it, then record and assess it. You can assess it using a listening page.
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Composer line
Rhythm helper
Notemap line
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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 itself. This is designed for you to fill in and write your views about the topic and your learning through it.
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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 steady pulse. 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 different moods and effects. I can improve my own work.
Level 3 I can recognise and explore the ways sounds can be combined and used 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 expressively. I can make improvements to my own work, and comment on the effect.
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Level 4 I can identify and explore the relationship between sounds and how music reflects different meanings. I can maintain my own part and be aware of how the different parts fit together to achieve an overall effect in performances. I can improvise melodic and rhythmic phrases as part of a group performance and compose 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 5 I 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 support. 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, performed and heard.
Level 6 I 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 nonharmonic devices, sustaining and developing musical ideas and achieving different intended effects. I can use relevant notations to create material. I can analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard. I can make improvements to my own and others' work in relation to the style.
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Developing thinking In music, I can plan, develop and think about what Ive done (reflect) both over time 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 effective musical ideas are
Developing communication I can communicate through performing I can communicate through composing I continue to develop my speaking skills when Im listening and appraising my music and other peoples music 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 counting, estimating and measuring.
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Water Music Unit 1 Creating Water Music My Water Music learning Name -__________________________________________________________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 -____________________________________________ -
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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. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate
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Year 3 Unit 1 Learning Booklet For Music

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RYDAL PENRHOS PREPARATORY SCHOOL LEARNING BOOKLET MUSIC DEPARTMENT

YEAR 3 UNIT 1 WATER MUSIC

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

Write your thoughts below

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

The name of the piece is .................................................... The composer is .................................................................

This part represents .

17 Semibreve count 4 beats

Minim count 2 beats

This part represents ..

Crotchets = 1 beat. Count 1

This part represents .

Crotchets = 1 beat. Count 1

This part represents ...

Crotchets = 1 beat. Count 1

This part represents ...

This part represents ..

This part represents .

Open G Open B Open E

This part represents .

This part represents .

This part represents .

This part represents ..

This part represents ...

LEFT HAND AREA

RIGHT HAND AREA

The part I didnt enjoy very much was

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

Im learning to sing It is a song in a .. style. It is is sung in unison/harmony. Singing checklist

Im learning to sing It is a song in a .. style. It is is sung in unison/harmony. Singing checklist

Im learning to sing It is a song in a .. style. It is is sung in unison/harmony. Singing checklist

Im learning to sing It is a song in a .. style. It is is sung in unison/harmony. Singing checklist

Im learning to sing It is a song in a .. style. It is is sung in unison/harmony. Singing checklist

Im learning to sing It is a song in a .. style. It is is sung in unison/harmony. Singing checklist

Overall I think I deserve a level because -____________________________________ -