Y1. Lesson 21. Lines & spaces
Prior learning: so & mi
Duration: 30 minutes
Materials:
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Lines & spaces
Practise
so & mi
Melodic development
Students discover that so & mi can sit on lines or spaces and always a skip apart.
- Draw or project the graphic to the left.
- Ask students to spot the difference between the first set of so and mi and the second set.
- Explain that so and mi are now on a line instead of in the spaces between the lines.
- The rule is that if so is in a space, then mi is in the space below. If so is on a line, then mi is on the line below.
- Remind students that so and mi are copycats!
- Reinforce the concept that so and mi can be shown on both lines and spaces and are always a 'skip' apart.
Rhythmic development
Students practise adding solfa underneath time names.
- Students are seated and attentive.
- On the board, draw the rhythm syllables for Goodnight (or a similar so-mi song).
- Begin singing and ask the class which song it is.
- Sing the first solfa note (so) and draw an 's' below the first rhythm syllable of ta.
- Ask the class what the following solfa note should be, receiving the correct answer of mi.
- Draw an 'm' below the next rhythm syllable of ta.
- Continue slowly singing the song and drawing in the solfa notes as you do so.
- When complete, rub the solfa names out and begin again with a chosen student and repeat the process.
Creative movement
Students take a partner and keep the beat in this classic circle game.
- Students spread out through the room and take a partner.
- Each pair of students will join hands and move their arms to and fro while singing the song.
- On the phrase 'eevie-ivee over,' they quickly turn and face back to back.
- Students continue to sing the song and sway their arms still in a back-to-back position.
- On the final word 'over,' they swing back and face each other, then move off to find a new partner.
Listening
Students watch and listen to music being played by an orchestra.
- Extension: If time permits, students spread out across the room. Ask students to move their bodies to the music. Ribbons or streamers are great fun and can be used to show a river. They could wiggle on the floor like a river or stretch out their arms and wiggle their fingers!
- Teach that an orchestra is made up of many musicians that play together, helped by a conductor.
- Tell students that they will watch and listen to a video of an orchestra playing beautiful music.
- The music was composed by Bedrich Smetana, who lived long ago. He loved the sound of a river called the Moldau and wrote music that sounded like a river rushing by.
- Play the video (around two minutes) in full screen and ask students to watch and listen carefully.
- When finished, ask students how they felt. Did they like the music? Did the music sound like a river?
Visual learning
Students have to discover which patterns correctly show so & mi.
- Project or print the two graphics.
- Remind students of the copycat rule: if so is in a space, then mi is in the space below. If so is on a line, then mi is in the line below.
- Ask students if the top or the bottom pattern of so-mi is correct and ask for reasons.
Instruments
Students investigate the xylophone!
- Distribute xylophones to students in your usual fashion.
- Project or print and cutout the worksheet.
- Ask students to perform the instructions on the first quarter of the sheet. Students should be encouraged to experiment with the instrument.
- Next, students should be led to discover the note G and play the rhythm indicated.
- Repeat, using the note F, then C.
Note: The worksheet show note stems and traditional note names.
Part work
Students sing and creatively act out the motions in this circle game.
- Students form a circle. Choose one child to be "Johnny Brown" and give them a blanket. They move to the middle of the circle, and when the music starts, students will clap their hands and sing.
- During the first verse, 'Johnny Brown' will fold the blanket corners whichever way they like.
- In the second verse, 'Johnny Brown' imitates a buzzard by flapping their arms. Once again, the rest of the students will follow and copy their motions.
- In the third verse, 'Johnny Brown' will perform a physical motion, and the other students will copy them.
- In the fourth verse of the game, the child who was in the centre of the circle passes the blanket to another child. This then prompts a new player named "Johnny Brown" to take their place in the centre.
- With the game reset, the fun can continue!
Nestled in a part of the United States lies a distinct group of individuals known as the “Gullah people”. Their music is deeply ingrained in their cultural heritage and draws inspiration from West African traditions.
The song “Little Johnny Brown” is just one of the many songs they sing during their play parties and games. Interestingly, the circular formation that they make while playing is derived from the dancing circle of West Africa, making their music a unique blend of cultures.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV