Level 2. Lesson 18. Present re

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Level 2. Lesson 18. Present re

Overview

Students learn re as the second solfa note through singing, listening and movement.

Learning intention

Students re in melodies, patterns, and creative exercises.

Success criteria

Students sing and perform re confidently in activities.

Woodblock

Difficulty:

Prior learning: None

Prepare: Present: re Practice:

Students will recognise, sing, and use solfa hand signs for new note re.

Lyrics

Hot Cross Buns, hot cross buns.

One a penny, two a penny, hot cross buns.

Project the melodic contour of Hot Cross Buns, pointing to the circles and singing the lyrics.
Ask students to sing while placing high notes on their heads, middle notes on their shoulders, and low notes on their knees (or laps).
Point and follow the melodic contour as the class sings using rhythm syllables. [ta ta ta za]
Ask the class: How many beats were in the first phrase (Answer: 4)
How many notes were in that phrase (Answer: 3)
Did the notes move up or down (Answer: Down)
Did the notes move in skips or steps (Answer: Steps)
Teach that the new orange note between do and mi is called re.
Demonstrate the hand sign for re and ask the class to show you.
Sing the song again using solfa with the corresponding hand signs.

Questions

What is the note called sitting between do and mi? [re]
Can you show the hand sign for re?
Is re a skip or step above do? [step]

Success Criteria

I can count the number of beats and notes in the first phrase.
I can describe how the notes move (up or down, steps or skips).
I can demonstrate the hand sign for re and sing it using solfa.

Students will discover and sing a new note re.

Project the first graphic.
Ask the class why a question mark is shown between do and mi.
Ask if there is a new note.
Show the second graphic, revealing the new note re.
Sing do-re-mi while pointing to the houses.
Ask the class to echo back do-re-mi.
When the class is secure with this, teach that the new note is called re.
Teach them that they will recognise this new note in songs they know!

Questions

How many different notes have houses? [5]
What are their names?
Which note is the lowest, and which is the highest?

Success Criteria

I can identify the new note between do and mi.
I can sing do-re-mi confidently.
I can demonstrate the hand sign for re.

Students will recognise, sing, and perform rhythm patterns using the time names ta and ti-ti.

Lyrics

Explain to the class that they will sing Bluebells using the time names ta and ti-ti.
Instruct students to put ta on their shoulders and ti-ti on their noses, as demonstrated in the video.
Choose a student to come forward, facing away from the class, to sing and perform the rhythm patterns using the designated actions.
Lead the class in singing the song while monitoring the chosen student's performance.
When finished, choose another student to take their place and repeat the process.

Questions

If ta had a best friend, what do you think their name would be?
If ti-ti could be any animal, what would it be and why?
What would ta and ti-ti say to each other if they had a conversation?

Success Criteria

I can sing Bluebells using ta and ti-ti.
I can show ta and ti-ti with actions on my body.
I can perform rhythm patterns accurately.

Students will keep in time with the beat, recognise colours, and develop improvisation skills through singing.

Lyrics

Witchety Jamboree, what colour? Witchety Jamboree, one, two, three.

Witchety Jamboree, all touch purple, Witchety Jamboree, one, two, three.

Lead the class in singing Witchety Jamboree while stepping to the beat.
Ask students to mill around the classroom, continuing to step in time with the beat.
Sing the song, clearly naming a colour in line 3.
Students listen carefully, then have until the end of the song to find and touch something in the classroom that matches the named colour.
Repeat the game, changing the colour each time.
As students become more confident with the song, invite individual students to sing a colour as a solo.
Continue the game, allowing different students the opportunity to improvise a solo.

Questions

What is your favourite colour?
Was there a difficult colour to touch?
What colour has the fewest letters? [red]

Success Criteria

I can listen carefully for the colour named in the song.
I can find and touch an object that matches the colour before time runs out.
I can sing a colour as a solo when chosen.

Students will sing in canon, developing their ability to follow timing, listen to others, and maintain their part independently in an ensemble setting.

Lyrics

Twinkle, twinkle, little star, how I wonder what you are.

Up above the world so high, like a diamond in the sky.

Twinkle, twinkle, little star, how I wonder what you are.

Questions

If you could sing any song in canon with your favourite pop star, who would it be?
If you could add a fun sound effect to the song, what would it be, and when would you use it?
If “Twinkle, Twinkle” was the theme song for a movie, what kind of movie would it be?

Divide the class into two groups.
Lead the class in singing the song.
Group 1 will start singing Twinkle, Twinkle on your cue when secure.
After one measure (four beats), Group 2 will enter and sing the same melody while Group 1 continues.
Students will focus on maintaining their part while listening to the other group.
Once both groups are comfortable, the roles will be reversed. Group 2 will start first, and Group 1 will follow after one measure.
The activity will be repeated until students gain confidence in both roles.

Success Criteria

I can listen to the other group while maintaining my own part.
I can follow the cue to enter at the correct time.
I can reverse roles and sing confidently in canon.

Students will develop their rhythmic memory by listening, clapping, and recalling rhythm patterns.

Questions

How many beats are shown in a slide? [4]
What rhythm names have you discovered in the slides?
Which slide was the hardest to remember, and why?

Begin by projecting the first slide, which displays a written rhythm.
Clap the rhythm for the class and have students echo it back. Ensure they are confident before moving on.
Next, play the second slide, which is blank. Ask students to recall and clap the rhythm from memory. Offer assistance if needed, reinforcing the correct pattern.
Once students are secure, reveal the next slide with a new rhythm and repeat the process: clap the rhythm, have the class echo, and then show a blank slide to recall and perform the pattern from memory.
Continue this process with additional rhythms, progressively challenging students while reinforcing aural memory, rhythm recognition, and confidence in performing from recall.