Level 1. Lesson 25. Form [AB]

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Level 1. Lesson 25. Binary Form

Overview

Students explore binary form, canon singing, crotchet rest, and various interactive musical games.

Learning intention

Students demonstrate their ability to sing songs, identify binary form, notate rhythms, notate the crotchet rest, and participate actively in games.

Success criteria

Students discover binary form, and practise inner hearing, rhythm notation, and interactive singing games.

Woodblock

Difficulty:

Prior learning: None

Prepare: Present: Form [AB] Practice: Crotchet rest

Students will understand and identify binary form (AB structure).

Lyrics

Ring a ring a' rosy, a pocket full of posy.

A tish-oo, a tish-oo, we all fall down.

Sing Ring a Ring a' Rosy with the class.
Introduce the concept of form. Explain that a song can have two parts: A and B, each with its own musical idea.
A Section: "Ring a Ring a' Rosy, a pocket full of posy."
B Section: "A-tishoo! A-tishoo! We all fall down."
Sing the song again and ask students to listen to the two different sections.
Highlight how the melody and words change between A and B.
Have students clap along to the A section and then switch to stomping for the B section. This will help emphasise the contrast between the two parts.
Ask what happens in the A section.
How is the B section different?
Repeat the song and invite students to divide into two groups: one group sings the A section, and the other sings the B section. Swap roles to deepen understanding.

Success Criteria

I can sing the song and identify its distinct sections (A and B).
I can describe how the song changes between the sections.
I can clap or play along, highlighting the binary form.

Questions

How many parts does the song have?
What is different between the A and B sections?
What is the word used to describe a song with different sections?

Students practise the concept of a canon and experience performing it in a group setting.

Lyrics

Bow wow wow! Who's got a cow?

Little Tommy Tucker's dog. Bow wow wow!

Questions

What is the name given when one group starts singing after another?
Is it easy or hard to sing in canon?
Did you prefer to be in the first group or the second?

Students form a large circle and begin singing Bow Wow Wow while marching in time to the beat, keeping the beat steady on their feet.
On the song's final word, students make a small jump to face the opposite direction, keeping the movement lively and engaging.
Once the class is secure in singing and marching, ask them to listen for something new and different as the song is repeated.
Join in the song as a leader and enter in canon, starting one or two bars after the class.
Once the song ends, ask students what they noticed. Guide responses toward identifying that "you started after we did."
Remind students of the concept of a canon: singing the same music, but one group starts after the other at a different time, similar to a "follow the leader" game in music.
Divide the class into two groups. Form a second smaller circle with a few students, and have the first circle begin singing. After two bars, start the canon with your smaller group.
Repeat the activity as needed, ensuring students grasp the concept of creating music together in canon.

Success Criteria

I can keep the beat on my feet while singing and marching.
I can describe what happens when a canon is introduced.
I can perform a canon by starting my part after another group.

Students will engage in a fun singing and movement activity while learning about teamwork and rhythm through the song Muffin Man.

Lyrics

V.1 Do you know the muffin man, the muffin man, the muffin man?

Do you know the muffin man who lives on Drury Lane?

V.2 Yes, I know the muffin man, the muffin man, the muffin man.

Yes, I know the muffin man who lives on Drury Lane.

Organise students into a circle and explain the activity.
Select one or more individuals to stand in the centre of the circle.
Teach the song Muffin Man by singing the verse together with the class. Ensure everyone is comfortable with the lyrics and melody.
Begin the activity by having the circle move and sing the first two lines of the verse.
Encourage students to keep the beat while moving.
Pause after the first two lines, and the individual(s) in the centre choose a partner from the circle.
The selected partners join the player(s) in the centre, and together, they hold hands and dance around as the class sings the last two lines of the verse:
"Yes, I know the Muffin Man, the Muffin Man, the Muffin Man" (repeated twice).
Repeat the process until all students have had a turn to participate, either in the circle or the centre.

Success Criteria

I can sing the song Muffin Man confidently.
I can participate in the circle formation and movements.
I can answer questions about the song's story.

Questions

What does the Muffin Man sell?
Where does he live?
Have you ever met the Muffin Man?

Students will participate in a singing and movement activity, enhancing listening skills, and social interaction through the game A Tisket A Tasket.

Lyrics

A tisket, a tasket, a green and yellow basket.

I wrote a letter to my love and on the way I dropped it.

Now someone else has picked it up and put it in their pocket.

Organise students into a seated circle, ensuring enough space between each student for movement.
Explain the game's rules: One student will be "It," carrying a basket or other prop as they walk around the circle while everyone sings "A Tisket, A Tasket."
Begin the game by having the class sing the song together. The student who is "It" walks around the outside of the circle, holding the prop.
Once the song ends, "It" gently places the prop behind a student and begins running around the circle.
The chosen student picks up the prop and chases "It," trying to tag them before "It" reaches the empty spot where the chosen student was seated.
If "It" reaches the empty spot safely, the chosen student becomes the new "It." If they are tagged, they remain "It" for another round.
Repeat the game, ensuring every student gets a turn to be "It."

Success Criteria

I can sing the song A Tisket A Tasket with my classmates.
I can follow the rules of the game and participate actively.
I can stay alert and engaged during the activity.

Questions

What should you do if the prop is placed behind you?
How do you know when the song ends?
What happens if "It" gets tagged?

Students will develop active listening skills and learn about Mozart and his connection to Twinkle Twinkle Little Star.

Questions

What song did we listen to?
What instrument was playing the melody?
Who was Mozart, and what did he do with this song?

Play the audio track of Twinkle Twinkle Little Star. Ask students to listen attentively, focusing on the instrument's melody and sound.
Ask students if they recognise the track and guide them in identifying it.
Ask what instrument is used in the track, helping them listen carefully to its sound.
Ask if they can hear a steady beat in the music and discuss their observations.
Teach that the original melody of Twinkle Twinkle was taken by a famous composer, Mozart, who lived long ago in Austria.
Explain that he made the music more beautiful by creating variations on the melody.

Success Criteria

I can identify the melody of Twinkle Twinkle Little Star.
I can recognize the instrument playing the melody.
I can identify if the music has a steady beat.

Students will learn how to draw the crotchet rest accurately using simple and memorable techniques.

Questions

How many beats of silence does a crotchet rest represent?
What are two ways to draw a crotchet rest?
Which method did you prefer for drawing the crotchet rest, and why?

Often, students find drawing the crotchet rest challenging.
Introduce the crotchet rest by showing an example and explaining its purpose as a symbol for one beat of silence.
Teach the "zig, zag, zig, C" method by explaining the phrase.
Demonstrate drawing a zig-zag with three segments, ending with a small "c" at the bottom. Have students practice on their paper or whiteboards.
Another way is to teach the "R" or "2" methods by showing how to draw the right side of the letter "R," omitting the vertical line, or starting with the number "2" and pulling the horizontal line down into a curve. Add the small hook at the bottom to complete the rest.
Students should practise notating the symbol in their books.
Provide students with guided practice, drawing multiple crotchet rests using both methods and offering feedback to refine their shapes.
Challenge students to find or create a rhythm pattern, including a crotchet rest, and draw it accurately.
Discuss which method students found easiest and why. Reinforce that the crotchet rest is a symbol of silence and can be drawn in a way that works best for them.