Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (19)
Semelhante a To market pdst with notes added 2
Semelhante a To market pdst with notes added 2 (20)
Mais de siobhanpdst
Mais de siobhanpdst (20)
Último
Último (20)
To market pdst with notes added 2
- 1. To Market. By Marian Ingoldsby. Copyright PDST and Anne Barry
- 2. Question and Answers s s s s s s - s m f r_ s s s s s s - f r m d_
- 3. To market s s s s s s s m f r _ mar - ket to mar - ket to buy a fat pig s s s s s s f r m d_ Home a - gain, home a - gain Jigg - ett - y jig. Anything missing?
- 4. What about ‘To’ market? Where should this word go?
- 5. A question… What’s the fastest way to get through the town to go to market? To swim? To cartwheel? To march?
- 6. March Rhythm. 1st years… Listen to the following rhythm and join in when you know it. Now make up your own body percussion in groups of 3 to match it.
- 7. March Rhythm 2nd years and older…
- 8. March Melody Let’s sing… Now try this…
- 9. March Rhythm Lets add soh… And now lets add our March rhythm…
- 10. Let’s look at the score… Can you find our question and answers melody? Who can tell me what happens in the voice above the question and answers? Can you find our march melody?
- 11. Let’s look at the text… Does the composer only buy a ‘fat pig’ at market? Then who is this fella?
- 12. Pig versus Hog! The Pig The Hog Let’s compare…
- 13. Pig versus Hog! Student reactions. Pig… He’s not as fat so he has skinnier notes. He can skip. Jiggetty jig 6/8 Hog… We have to fit in more notes because he’s fatter. He can march He has jiggetty jog 4/4 He has shades and a scarf!
- 14. Percussion Can you see the March rhythm anywhere else in the score? Let’s play it on percussion. Now let’s add the animal sounds at bar 22: moo, bah, boc boc
- 15. Learning Outcomes Q&A melody concept Solfa & Curwen hand signs Using a choral score Melody and rhythm recognition 2-part singing Composition through body percussion Singing in mixed meters Pedal note Upbeat
- 16. Further Classwork Teach the intro as a conducting game. Let the pupils try too. Add in the oinks and other animal sounds! Teach the harmony part at bs 17/18-25 and 33/34-48. Note the composer states dynamics not essential. The students could decide on their own dynamics. 6/8 meter. Triplets and duplets. Form - two possible interpretations: 1. form by melody or 2. form by meter.
Notas do Editor
- Notes for presenters… These presentations are 20 – 30 minute ‘units’ or ‘segments’. I would envisage a song could take at least two, but probably 3 or 4 units to teach thoroughly. This of course depends on the song’s length, number of parts, musical content and level of difficulty. A unit does not aim to teach every note of the entire song. It gives you a flavour of how to teach it, more than singing right through the song. It provides some starting points on how to teach the song. You can then decide how you would explore teaching the rest of the song. Some songs may have sections that you may not be able to introduce creatively and may simply have to teach by rote. I would encourage you to exhaust all other possibilities first however, as teaching singing solely by rote teaches only the rhythm and pitches and perhaps not even an awareness of these. There is so much more for young singers to learn.
- Notes for presenters: When scores are handed out please tell teachers not to look at them until asked. NOTE: Each number represents the next ‘click’. 1. Title:Q&A: Teacher asks a question. (e.g: Favourite sport, tv programme, film, dessert etc).Ask two students for answers. Ask another question. Ask two different students for answers. 2. ssssss – smfr_ Students sing Q - Teacher sings A Encourage use of hand symbols 3. ssssss – frmd_As above
- 1.Title Now we are going to sing using the text 2 & 3: Show solfa line 1. Show text line 1 4 & 5: Show solfa line 2. Show text line 2 Now sing using text and hand signs 6. Next sing, reading from the music 7. ‘Anything missing?’
- 1. What about ’To Market’? 2. Where should this word go? When you get the correct answer… 3. Now sing with the upbeat and extra word inserted.
- 1. Title: A question… 2. What’s the fastest way to get through the town to go to market? 3. To swim? 4. To cartwheel? 5. To march?
- 1. March rhythm – 1st years 2. Listen to the following and join in when you know it. *BODY PERCUSSION: (Please note – kids are very comfortable with this. Adults are not as quick to pick up BP. If you need to break it down feel free – a) - b2), d) - b4) etc.) a) Stomp right foot – crotchet b) Click right fingers, then left – dotted quaver, semi-quaver c) Stomp left foot – crotchet b2) As above d) Slap right thigh – crotchet b3) As above e) Slap left thigh – crotchet b4) As above f) Tap right shoulder – crotchet b5) As above g) Tap left shoulder – crotchet b6) As above h). Clap – crotchet x 2 3. Now make up your own BP in groups of 3 to match the rhythm. (Allow 1 minute – ask for one volunteer).
- 1. Title: March rhythm - Explain that this is an alternative approach for 2nd years and above. 2. Start by clapping crotchets. 3. Add in alternating pairs of quavers. 4. Complete by adding the dotted rhythm.
- 1. March melody 2. Let’s sing… 3. Music: Use hand symbols 4. Now try this Ask the students what difference they see. 5. Now sing with the rests (I use an open hand away from the body to indicate a rest).
- 1. Title: March rhythm - Explain that this is an alternative approach for 2nd years and above. 2. Start by clapping crotchets. 3. Add in alternating pairs of quavers. 4. Complete by adding the dotted rhythm.
- 1. Let’s look at the score 2. Can you fond our Q&A melody? 3. Show the music – as a reminder (Encourage students to point or call out bar numbers if they know what they are and where they find them. Most will not know. This may lead to an explanation on bars numbers and the layout of a choral score) 4. Who can tell me what happens in the voice above the Q&A melody? 5. Show the music. (Repeated note, repeated G, drone, pedal note) 6.Now can you find our march melody? (Encourage students to point or call out bar numbers. Following discussion on 3 above, they will have a better idea as to how to find the bar numbers)
- 1. Let’s look at the text 2. (Pig picture) 3. Does the composer only buy a fat pig at market? 4. Then who is this fella 5. (Hog picture)
- 1. Pig versus Hog 2. The pig 3. (Pig picture) 4. Pig music 5. The hog 6. (Hog picture) 7. Hog music 8. Let’s compare. Ask what differences and similarities they see. Let them discuss and then suggest noting the comparisons…
- Pig versus Hog!Student reactions. Pig… He’s not as fat so he has skinnier notes. He can skip. Jiggetty jig 6/8 Hog… We have to fit in more notes because he’s fatter. He can march He has jiggetty jog 4/4 He has shades and a scarf!
- 1. Title: Percussion 2. Can you see the march rhythm anywhere else in the score. 3. Let’s play it on percussion. (tapping, clapping etc will be fine) 4. Now let’s add in the anima sounds…moo, bah, boc-boc (Choose different ranges for the sounds at bars 21-25! Point out that when these return in bars 34-48, while they appear rhythmically challenging, they will fit in comfortably if no attention is drawn to the duple vs compound rhythm. This can be dealt with later.)
- 1. Learning Outcomes 2. Q&A melody concept 3. Solfa & Curwen hand signs 4. Using a choral score 5.Melody and rhythm recognition 6. 2-part singing 7. Composition through body percussion 8. Singing in mixed meters 9. Pedal note 10. Upbeat
- 1. Further Classwork 2. Teach the intro as a conducting game. Let the pupils try too. 3. Add in the oinks and other animal sounds! 4. Teach the harmony part at bs 17/18-25 and 33/34-48. 5. Note the composer states dynamics not essential. The students could decide on their own dynamics. 6.. 6/8 meter. 7. Triplets and duplets. 8. Form - two possible interpretations: a). form by melody or b). form by meter.