Y2. Lesson 2. Tonic note of the major pentatonic scale [do]
Prior learning: So, mi, la
Duration: 30 minutes
Materials:
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Do
Practise
Conducting in duple metre.
Melodic development
Students identify the solfa note do through singing a phrase from a known song.
![Bow wow wow [melodic contour]](https://young-maestro.com/wp-content/uploads/2023/08/Bow-wow-wow-melodic-contour.png "Bow wow wow [melodic contour]")
- Students are seated and attentive.
- Write the melodic contour of the third line of Bow Wow Wow on the board [see graphic].
- Ask students to sing and keep the beat on their laps.
- Students repeat on a neutral syllable [loo], with students clapping the melodic contour of the third line.
- Ask the class how many beats were in the third line [four].
- Ask students which beat had the lowest sound on the phrase [last beat].
- Explain that the lowest sound is called do.
- Students now repeat the phrase singing 'loo' but use the word 'do' for the last beat.
- Ask students to sing the solfa for the third phrase [so so so la so mi do], including the new note do.
Rhythmic development
Students practise conducting in duple metre.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
- Students are seated and attentive.
- Explain that the class will sing See-Saw using time names.
- Choose a student to become the conductor.
- Lead the class in singing the time names and monitor the actions of the student conductor, who should use clear and smooth arm movements.
- Offer gentle guidance and praise when required.
- When secure, repeat with another student in the same fashion.
Creative movement
Students play a chase and tag game and sing.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
- Students are seated in a circle with their hands behind their backs.
- In this game, a student who is "It" carries a basket or other prop while walking around the other students as they sing together.
- Once the song finishes, "It" gently places the prop behind a fellow student and dashes around the circle.
- The chosen student picks up the prop and chases after "It" and tries their best to tag them.
- The lively pursuit concludes when "It" reaches the spot previously occupied by the second student.
Listening
Students listen to a famous theme by Amadeus Mozart.
Questions
- When you heard this music, what did you wonder?
- What instrument was the music played on?
- Mozart wanted his listeners to imagine they were in what country?
- Play the music from the audio player.
- When finished, teach that Mozart's "Rondo alla Turca" is a piece of music that was written by a famous composer named Wolfgang Amadeus Mozart. This piece is also known as "Turkish March" because it has a fun and lively melody that sounds like traditional Turkish music.
- Ask students to imagine they are in a magical world, and you can hear the sound of camels walking, people dancing, and the bustling marketplaces of Turkey. That's the kind of feeling you might get when you listen to this music!
- Teach that Mozart wrote this music a long time ago, in the 18th century, but people still love it today because it's so energetic and enjoyable. When you listen to it, you might feel like tapping your feet, clapping your hands, or even dancing around!
Visual learning
Students use inner hearing to fill in the missing rhythm names.
- This learning activity aims to strengthen students' skill of using time names in a familiar song, "Snail Snail."
- The exercise begins by leading the class in singing Snail Snail to set the stage for the activity.
- Next, display the graphic on the board with the song lyrics, with some time names missing.
- Explain that the goal is to find and insert the omitted time names in the song.
- Start with the first line, and ask the students to identify the missing time names.
- After confirming the correct answers, proceed to the second line, repeating the process.
- This method encourages students to engage, think critically, and practice their understanding of time name vocabulary within a fun, musical context.
Instruments
Students play a known song on tuned and untuned percussion.
- Divide the class into three groups and equally distribute glockenspiels, xylophones and hand drums in your usual fashion.
- With students attentive, play the glockenspiel melody and ask those students with these instruments to copy you. Remind students about the rest, za, after each phrase. Check students for good mallet technique and clear-sounding notes.
- When secure, repeat the process for the xylophone players, who play a simple harmony. Depending on your student's abilities, playing in unison is an option.
- When secure, teach the rhythmic ostinato to the hand drum players.
- Conduct the class as they play the song. It may take more than one learning period to secure the song fully.
Part work
Students keep the beat and sing, using gross locomotor movements to move a prop up and down.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
- A large circular 'parachute' prop and several small soft balls should be ready.
- Students gather around the parachute in an equally-spaced fashion and hold its edges.
- On your command, students will sing Bounce High and raise and lower the parachute in an even and measured fashion to the beat.
- When secure, add several soft balls and ask students to repeat the raising and lowering of the parachute.
Students section
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV