Level 1. Lesson 27. Allegro & adagio
Woodblock
Difficulty: 
Prior learning: None
Prepare: Present: adagio & allegro Practice: forte & piano
Allegro, an Italian word, translates to 'lively' or 'cheerful'. It finds its place in musical notation as an instruction for the piece to be performed at a moderately fast tempo, radiating a vibrant and joyful quality. Tempos are in beats per minute (BPM), with allegro usually indicated on a metronome within the 120-156 BPM range.
Adagio, also an Italian word, translates to 'slowly'. This term signifies that the composition should be executed unhurried and relaxed. The tempo at which a musical composition unfolds greatly influences its overarching ambience and emotional tone. The tempo generally places adagio within the range of 66-76 BPM.
Students will explore and demonstrate an understanding of tempo by identifying and performing steady beats at varying speeds.
Lyrics
Feet, feet, feet, feet,
Going up and down the street.
Big feet, little feet, can't catch me!
Questions
- What is the word that describes the speed of music? [tempo]
- When chanting the rhyme, did you prefer a fast or slow tempo?
- Does the beat change with tempo? [no]
- Begin by reminding students that tempo is a special word musicians use to describe the speed of music.
- A fast tempo means the music moves quickly; a slow tempo means it moves slowly.
- With students seated, lead the chant "Feet Feet," keeping a steady beat.
- Invite students to join in, keeping the beat on their laps.
- Invite a student to come forward as the leader. Ask them to lead the chant at a slower tempo.
- Model the slower tempo for them by keeping the beat on your knees and indicating they should follow.
- The student then leads the class, chanting at the slower tempo.
- Choose another student to lead the chant at a faster tempo. Guide them using the same process as before.
- Continue inviting different students to lead the chant, alternating between faster and slower tempos as time permits.
Success Criteria
- I can describe tempo as the speed of music, either fast or slow.
- I can keep a steady beat on my lap.
- I can follow and lead the class in performing a slower or faster tempo.
Students will learn that many musical terms come from Italy and will identify Italy and their own location on a map.
- Teach that many words used in music, such as adagio, allegro, forte, and piano, come from Italy.
- Share with students that Italy is a European country; today, they will discover where it is on a world map.
- Project the world map and ask if anyone knows where Italy is located. Point to it in red to highlight its location on the map.
- Ask students if they can locate Australia on the world map. Point to Australia, then transition to projecting the map of Australia.
- Ask students which Australian state they are currently in and invite a student to come forward and point to their state on the map of Australia.
- Ask students to recall one Italian musical term they learned today and its meaning.
Questions
- Do any students have parents with an Italian background?
- What language do they speak in Italy?
- What language do we speak in Australia? [English]
Success Criteria
- I can identify Italy on a world map.
- I can name musical terms like adagio, allegro, forte, and piano as Italian words.
- I can find Australia on a world map and locate my state on a map of Australia.
Students will develop their sense of beat and coordination while exploring the musical concepts of adagio (slow tempo) and allegro (fast tempo).
Lyrics
Draw a bucket of water for my lady's daughter.
One in a rush, two in a rush, let this person pop under!
- Divide the class into four groups, and have each group form a circle.
- Students should face the person opposite them within each group and hold both hands or scarves stretched between them.
- Lead the class in singing the song at an adagio tempo, encouraging students to perform a slow, deliberate sawing motion with their arms to match the beat.
- On the words "Let this person pop under," explain that one student from each group will pop under the hands or scarves of the pair to their right, rejoining the circle on the opposite side.
- Repeat the song, gradually increasing the tempo to allegro. Encourage students to keep the beat steady even as the tempo speeds up.
- Alternate between singing the song at adagio and allegro tempos, allowing students to experience the difference in movement and energy at varying speeds.
- Conclude the activity by discussing how moving to the beat at a slow (adagio) tempo versus a fast (allegro) tempo felt.
- Ask students to share which tempo they found easier or more enjoyable and why.
Success Criteria
- I can perform a sawing motion to the beat of the song.
- I can follow the group activity by "popping under" at the correct time.
- I can identify and move to the beat at both adagio and allegro tempos.
Questions
- What do adagio and allegro mean in music?
- How does the tempo (adagio or allegro) affect how we move during the game?
- What happens when the tempo changes from adagio to allegro?
Students will identify and understand the Italian terms adagio and allegro relating to tempo in music.
Questions
- When listening to Moonlight Sonata, how did the music make you feel?
- How did the music make you feel when listening to the Flight of the Bumblebee?
- Which word describes the tempo of Moonlight Sonata?
- Begin by reminding students that tempo refers to the speed of a piece of music.
- If the tempo is slow, musicians use the Italian word adagio.
- If the tempo is fast, they use the Italian word allegro.
- As a class, practice saying the words adagio and allegro together.
- Play a portion of Moonlight Sonata with a slow tempo. After listening, ask the class if the tempo was adagio or allegro. Encourage students to explain their reasoning.
- Play a portion of Flight of the Bumblebee at a fast tempo. Then, ask the same question, encouraging discussion about how to tell the difference.
- Discuss the differences between the two pieces, asking how the adagio piece made them feel compared to the allegro piece. Explore descriptive words like calm, relaxed, energetic, or lively to enhance understanding.
Success Criteria
- I can describe adagio as a slow tempo.
- I can describe allegro as a fast tempo.
- I can listen to music and identify whether its tempo is adagio or allegro.
Students will use their creativity to improvise new words to a familiar classroom song.
Questions
- What silly or funny words can we add to the song?
- How does your version of the song make us smile or laugh?
- Can you sing your new words like a superstar?
Success Criteria
- I can sing the original words of the song.
- I can think of and sing new words that fit the melody.
- I can enjoy exploring my creativity while keeping the rhythm and tune of the song.
- Start by singing a familiar classroom song that the students already know well. For example, a simple song with a repetitive melody and structure works best.
- Explain that today, they will become "songwriters" and make the song their own by changing some words.
- Encourage them to think of funny, silly, or creative ideas to replace the original lyrics while keeping the same melody.
- Sing the song together as a class using the original words. Then, pause at a specific line in the song and ask students to suggest new words.
- For example: Original: "Good night, sleep tight. Friends will come tomorrow night."
- Improvised: "Good night, dream bright. Stars will shine with all their light."
- In small groups or as a class, take turns letting students suggest new words for different lines. Ensure they stay on beat and keep the melody consistent.
- Once everyone has had a turn, sing the new version of the song as a class, incorporating the improvised lines.
- Conclude by asking students how it felt to create their version of the song and praise their creativity. Let them illustrate their new lyrics with drawings to reinforce their ideas if time permits.
Students will learn to perform an ostinato pattern while singing a familiar song.
Lyrics
Big black train, big black train, going up the mountain
Big black train, big black train, going down again.
- Begin by leading the class in singing Big Black Train to ensure everyone knows the melody and lyrics.
- Explain that they will add an ostinato to make the song more exciting.
- Demonstrate a simple ostinato pattern, such as ti-ti, ta (clap-clap, clap). Practice this pattern together as a class until students are confident.
- Ask students to "keep the pattern in their heads" as they clap. Guide them to maintain focus and precision.
- Sing Big Black Train again, with students clapping the ostinato pattern while singing.
- Start slowly, if needed, and gradually increase the tempo as they gain confidence.
- Encourage the class to reflect on how adding the ostinato pattern changes the song's feel and enhances their performance.
- Extension: Invite small groups to create their ostinato patterns and share them with the class for an extra challenge.
Questions
- Can you clap the ostinato pattern faster than a speeding train?
- What sound does your clapping remind you of—train wheels, a horse galloping, or something else?
- What would it sound like if you could add your own special pattern?
Success Criteria
- I can sing Big Black Train with the class.
- I can clap an ostinato pattern accurately.
- I can sing and clap the ostinato pattern at the same time.
ASSESSMENT QUESTIONS
- The student can explain the meaning of adagio and allegro.
- The student can clap an ostinato pattern accurately.
- The student can improvise words to a known song.
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV