Y2. Lesson 15. Question & answer phrases
Prior learning: Rhythm patterns
Duration: 30 minutes
Materials:
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Question & answer phrases
Practise
Adagio & allegro
Melodic development
Students add a new song to their repertoire.
- This is an excellent song to practice the solfa note, do, as it appears several times in measures 3 & 4. It also serves to show the crotchet rest, za.
- Lead the class in singing the song, line-by-line, if students are not familiar with the song.
- Ask students to raise their hands when they sing "was a bear" and "had no hair".
- Explain that those words used the note, do.
- Remind students of where do sits on a tone ladder or piano keyboard.
Questions
- Who is Fuzzy Wuzzy?
- Fuzzy Wuzzy was missing something. What was it?
Rhythmic development
Students sing a song using time names and put the rhythm on their bodies.
- Students are seated and attentive.
- Lead the class in singing Bluebells using time names.
- When secure, ask the class to clap the rhythm as they sing the song again.
- Use different body percussion movements for every repetition, such as putting the rhythm on their heads, laps or shoulders.
Creative movement
Students sing and jump over paper candles at different tempos.
- Print 12 - 16 copies of the candle and laminate if possible (for future use).
- Divide the class into three or four groups.
- Lay out four copies on the floor in a line, with an approximate distance of 60 - 80 cm between them.
- You will need 3 - 4 lines depending on how many groups the students are in.
- Explain to students that they will sing the song and jump over the candles in time with the beat.
- Count in the song, set the tempo and have students sing and jump over the candles.
- When all students have had a turn, use a different tempo.
- Ask students whether this tempo was different from the first tempo. Was it faster or slower?
- What are the Italian words for describing music that is slow or fast?
Listening
Students watch and listen to Zaine Davis talk about how music is important to Indigenous culture.
- Play the video using full-screen mode.
- Zaine Davis, a talented didjeridoo player, talks about how music is important to him.
- When the movie stops, ask students how what they heard makes them feel
- Ask what did they wonder when listening!
Visual learning
Students sight read flashcards on the board.
IMPORTANT: Use the single-page view to scroll through individual pages.[three dots on the right-hand side]
Memory Exercise Progression:
- Begin with all the cards displayed on the board.
- Remove one card at a time, and students recite the pattern with the missing card.
- Continue removing cards until all are gone, having students recite the entire pattern from memory.
Pattern Recognition:
- Clap one of the four cards.
- Students identify the clapped card by holding up corresponding fingers (1, 2, 3, or 4).
- As students respond, replace the cards on the board.
Creative Engagement:
- After all four cards are back on the board, remove the last two, leaving empty lines.
- Invite students to participate by creating their own endings.
- Present the first two cards as the 'Question' and prompt students to invent a rhythmic 'Answer.'
- The 'Answer' should match the length of the 'Question'.
Instruments
Students play All Around The Buttercup on tuned percussion.
- Divide the class into two groups, one group will use glockenspiels and the other xylophones or similar instruments.
- Teach the melody of All Around The Buttercup to the first group, using a good mallet technique.
- When secure, teach the accompaniment to the second group.
- When secure, lead both groups to play together and conduct whilst monitoring class progress.
- This exercise may take more than one learning period to master.
Part work
Students form two groups and sing Twinkle Twinkle in canon.
- Students are seated and attentive
- Divide the class into two groups.
- Explain that one group will sing Twinkle Twinkle, and the second group will follow in canon.
- The audio track demonstrates how this would sound using a piano.
- The first group should begin singing on your command, with the second group following after one measure.
- When secure, reverse the two groups and repeat.
Students section
Let's revise what we know!
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV