Y2. Lesson 7. New note – re

Y2. Lesson 7. New note - re

Students are consciously introduced to re, the note that sits between do and mi.

By the end of this lesson, students will have:

Students demonstrate their understanding of a new note that sits between do and mi.

Prior learning: do, so, mi, la

Duration: 30 minutes

Materials:

Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.

Difficulty:

Prepare

Trichord mi-re-do

Present

Practise

Forte & piano

Students discover a new note, re.

Lead the class in singing Hot Cross Buns.
Ask students to sing and to put the high note on their heads, the middle note on their shoulders and the low note on their knees (or laps).
Point and follow the melodic contour as the class sings the rhythm syllables.
Ask the class how many beats were in the first phrase. [4]
Ask how many notes there were in that phrase. [3]
Ask whether the notes moved up or down. [down]
Ask whether the notes moved in skips or steps. [steps]
Teach that the 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 the solfa.

Students are challenged to finish the rhythm patterns.

Project the worksheet on the board or print it.
Ask students to fill in the missing rhythm syllables by saying the correct answer.
Ask how many beats are in each line. [4]
Ask how many beats are on the question mark. [1]
Using the first line, choose a student to say the syllable and ask what the missing syllable could be.
Answers should be ti-ti or ta.
The student should choose the syllable and repeat the first line.
Repeat the process with another student on the next line.

Students perform actions, sing and stamp the beat.

Dr James Cuskelly and students of St Joseph's School, Stanthorpe.

Students form a circle.
A student is chosen to march around the outside of the circle.
Lead the class in singing the song and stamping to the beat.
On the words "back, back zero", the student will bump backwards into the nearest student in the circle.
On the words "side, side zero", the student will bump sideways into the same student.
On the words " front, front zero", the student will bump frontwise into the same student.
On the words 'tap your loving zero",' the student will gently push their hands against the other student's hands.
The game is repeated with another chosen student patrolling the circle's perimeter.

Students refresh their knowledge of forte and piano.

Students are seated and attentive.
Print and distribute the flashcards.
Explain that the class will hear a piece of music that they may have heard before.
When the music is quiet, they should hold up the sign for piano, p.
When the music is loud, they should hold up the sign for forte, f.
This piece of music always causes students to jump at the end!

Students discover where re is paced on a tone ladder and traditional staff.

Project the graphics (toggle full screen) on the board.
Teach that If mi is on a line and do is on the line below, re is in the space between.
If mi is in a space and do is in the space below, re is on the line between.

Students use tuned and untuned percussion in this Orff arrangement.

This arrangement was first described in Year 1 and uses a soprano glockenspiel and xylophone, an alto marimba, and a hand drum.
Divide the class into four groups, one group for each instrument.
Distribute instruments to each group. If there are insufficient for every student, then turns should be taken, so no one misses out on playing.
Teach the melody on the xylophone to the appropriate group slowly and with a steady beat. It may be helpful to count the four beats.
When the above is secure, teach the glockenspiel part, counting aloud and playing the two notes in octaves. Use single notes if students are not familiar enough with the instrument.
Demonstrate the marimba part when the class is ready, followed by the drum part. Again, counting in fours is a great help.
When every student with an instrument knows their part, then ask the class to play the song after a count of four.
For those students without instruments, ask them to sing the song.
Repeat with other students if necessary, as time permits.