Groovy Jungle Lesson Plans

Groovy Jungle Lessons
LESSON PLANS
Groovy Jungle lesson plans

Cross-curricular links
Lesson Page
Jungle Create Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 ICT: Develop ideas Introductory Lesson Musical Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 ICT: Develop ideas Lesson 1 Tone Colour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Literacy: Speaking and listening Lesson 2 Loud and Quiet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Literacy: Poems Lesson 3 Music Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Art and Design: Evaluate work Lesson 4 Dynamics Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Literacy: Word banks (including Italian words!) Lesson 5 Long and Short . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 PE: Movement to music. Literacy: Poems Lesson 6 Beat and Metre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Numeracy: Recognising patterns and sequences. PE: Movement to music Lesson 7 Tempo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 PE: Movement to music. Literacy: Speaking and Listening Lesson 8 Notes and the Beat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Literacy: Rhymes and poems. Numeracy: Recognising patterns and sequences Lesson 9 Upward and Downward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 ICT: Developing ideas Lesson 10 High, Low, Middle, Steps & Leaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 PE: Movement to music Lesson 11 Major and Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Literacy: Word banks Lesson 12 Making Melody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 ICT: Developing ideas and sharing information
Lesson Plan Files
To open lesson plan files, first click on the Jungle or Shapes Song button (as indicated in the Resources box) followed by the Open Song button to select the appropriate file. The files can be found in the same folder that Groovy Jungle was installed to on your hard drive. Typically this will be: Windows: C:\Program Files\Sibelius Software\Groovy Jungle\Lesson Plan Files Mac: /Applications/Sibelius Groovy Jungle/Lesson Plan Files
Compatibility with Music Curriculum

QCA National Standards (UK)
Groovy Jungle fulfils the following Key Stage 2 National Curriculum areas:
Explore Rhythm
Long and Short: 1a, 1c, 2a, 2b, 3a, 3c, 4a, 4c Beat and Metre: 1a, 1c, 2b, 3b, 3c, 4a Tempo: 2b, 3a, 3b, 3c, 4a, 4b Notes and the Beat: 1a, 1c, 2a, 2b, 3c, 4a, 4b
Jungle Introductory Lesson

1a, 1c, 2b, 3a, 3c, 4a, 4b
Shapes Introductory Lesson

1a, 1c, 2b, 3a, 3c, 4a, 4b
Explore Sound
Tone Colour: 1a, 1c, 2b, 3a, 3b, 3c, 4a, 4c Loud and Quiet: 1a, 1c, 3a, 3c, 4a Music Words: 1b, 1c, 2b, 3a, 3c, 4b Dynamics Symbols: 2b, 3a, 3b, 3c, 4b, 4d
Explore Pitch
Upward and Downward: 2b, 3a, 3b, 3c, 4a, 4b High, Low, Middle, Steps and Leaps: 2b, 3a, 3b, 3c, 4a, 4b Major and Minor: 1a, 1c, 2b, 3a, 3b, 3c, 4a, 4b Making Melody: 1b, 1c, 2a, 2b, 3a, 3b, 3c, 4a, 4b and others by outcome
Other countries
In countries such as New Zealand, Australia and Canada, learning objectives and programmes of study will differ slightly from the UK national curriculum on which these materials are based; however, teachers should find much in common and may choose to interpret these lesson plans according to their own needs.
Jungle Create Introduction

Preliminary activity
Introduction Welcome to Groovy Jungle! In Groovy Jungle, the Create mode has two different styles, Jungle mode and Shapes mode. There are two introductory lessons to show the children both of these styles. In this Introductory Jungle lesson, were going to perform the song Jungle Jacques, adding a rhythmic accompaniment and bass line, then learn to create it using the different animals and plants in the Jungle Create mode.
Preliminary Activity Write new words for the song Frre Jacques on the board: Jungle Jacques But-ter-ies are, but-ter-ies are Melodies, melodies. Rhythm in the trees, Rhythm in the trees, Bass line plants, bass line plants. Explain to the children that were going to sing these new Jungle Jacques words to the tune Frre Jacques. Read the words with the children and then sing the song (sing two pitches on the word Trees). Repeat this until the children are used to the new words. Sing the last two bars of the tune (Bass line plants), repeating it over and over. Tell the children that you will sing this pattern as a bass line while they sing the song. Sing with the children. Then, divide the class into two groups and ask one group to sing the melody while the other group sings the repeating bass line. Start the bass line first and then bring in the melody. Practise this and then swap the parts over. Next, explain that were going to add a rhythm to our song. Chant (speak) the third phrase of the song and ask the children to copy you: Rhy - thm in the trees, Rhy - thm in the trees. Then add body percussion to the chant, tapping knees and clapping hands: Rhy-thm tap-tap in the taptap trees clap (rest) finger-click
Speak and tap the chant, then whisper and tap, then perform the rhythm while thinking the words, keeping a steady tempo. Then perform the rhythm as an ostinato while singing the song. Finally, divide the class into three groups and perform all three parts at once: the bass line ostinato; the rhythm ostinato and the Jungle Jacques tune. Start the rhythm first, then add the bass line, then the melody. Encourage the children to listen to each other as they perform to keep a steady speed. Swap the parts so that everyone performs each one.
Introductory Lesson Musical Shapes
Were going to learn to recognise the different Groovy Shapes symbols for melodies and rhythms and also re-create the tune Twinkle, Twinkle, Little Star with a rhythmic accompaniment .
Twinkle.grs
This Groovy Jungle le contains an eight-bar Play Space. The Melody menu has four Melody Butteries, each representing one bar of the melody Jungle Jacques. (Each phrase of the melody repeats, so you will need to use each Melody Buttery twice). There is also a choice of two Rhythm Trees plus some Chord Webs and Arpeggio Insects. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.
Introduction
Resources
Jungle Create mode lesson

Click on the Jungle Songs button and then the Open Songs button to open JungleJacq .grs. Here we are in the jungle! Ask the children which icon at the top of the screen represents melodies. (Butteries; remember the song!). Click on the Melodies button to reveal four Melody Butteries in the menu above the Play Space. We need to put these Melody Butteries into the boxes (bars) numbered one to eight in order, so that the melody sounds like Jungle Jacques. Invite the children to click on the Melody Butteries to hear them and then drag them into the left side of each bar. Show the children that shapes will actually snap to barlines if they are dropped near to them, and that this is especially good for making rhythms and bass lines sound at the same time. Ask how many times we hear each phrase (twice), and explain that we can use each Melody Buttery more than once. As the children add the Melody Butteries to the Play Space, show them how to use the Backward and Forward buttons to move around the two pages of the song. Encourage them to listen often as they work. Click on the Play button to hear the melody and then click on the Stop button to halt playback. To replay from bar one, click on the Reset button to return the character to the beginning, and then click on the Play button. When the children have a Melody Buttery in each bar, click on the Play button to listen to the whole melody. Ask the children if the melody sounds right or if they need to swap or move any of the Melody Butteries. Invite them to make changes by clicking on and dragging the Melody Butteries into different bars, or to the Trash to delete them. When they have finished, click on the Play button and sing Jungle Jacques in time with Groovy.
Melody Butteries button Four melodies that build the tune Jungle Jaques
Place the Butteries in the correct order onto the Play Space Drag incorrectly placed Butteries to the Trash
Jungle songs button
Click Play . Does the tune sound correct?
Show the children how we make the music repeat. Click on the Tempo button and drag the Repeat sign button (with the arrow) onto the Stop Sign. Now click on the Play button to hear the melody repeat and sing the song in time with Groovy. Ask the children which shape at the top of the screen represents rhythms. (Trees; remember the song!). Click on the Rhythms button to reveal two Rhythm Trees. Click on the Rhythm Trees to hear them. Ask the children to choose the rhythm that they think matches our chant. Invite the children to drag this tree into each of the bars. Click on the Play button to hear the melody and rhythm together. Ask the children to sing the last line of the melody from the Jungle Jacques song Rhythm Trees (Bass Line plants). Then invite them to find Tempos/Repeat menu button and click on the Bass Line button (Plant) to reveal two plants in the menu. Click on them to hear the bass lines, and ask which matches our Bass Line plants melody. Help the children drag this Plant onto the Play Repeat sign Space, one into each bar. Click on the Play button to hear the music. Well done, youve created the Jungle Jacques song using Groovy Jungle! Now sing, clap, and chant all the parts in time with Groovy!
Extension tasks
Children can add chords to the music. Chords are blocks of sound (two or more notes played at once) that support the melody. In the Jungle Create mode, chords are represented by Webs. The notes of a chord are played together like the strands of the webs. Ask the children to find the Webs button, listen to the chords, and add them to the song by dragging them onto the Play Space.
Arpeggios Insects button Chord Webs button
Place the Insects and Webs onto the Play Space
Click on the Arpeggios button to reveal swarms of insects in the menu. Click on these to hear arpeggios. Ask the children to describe what they hear. Explain that arpeggios are chords which have been broken up, so that we hear the notes played separately, like all the insects ying through the air. Listen to the arpeggios again and watch the insects y. Arpeggio Insects can be added to the music with or instead of chords. When we use Groovy Jungle, we collect Bonus Animals for completing the Explore mode steps correctly! Ask the children to find and click on the Bonus Animals button. The number of Bonus Animals you have in the menu depends on how many Explore mode steps youve successfully completed. To begin with, we are given four Bonus Animals. Click on each one to hear its sound. These can be added to the music for special effects. Children can use the other Bass Line Plants and Rhythm Trees to create a different arrangement.
Bonus Animals button
Add special effects to your music with Bonus Animals
Natio Curricunal areas: lum 1 2b, 3a, a, 1c, 3 4 a, 4 b c ,
Shapes Create Introduction

Preliminary activity
Introduction In this introductory lesson, were going to introduce the Editor, which we will be using in later lessons to compose our own rhythms and melodies. We will use the Editor to make changes to the Frre Jacques song. Groovy Jungle also allows you to access the Shapes Create mode, so well Practise navigating from Jungle to Shapes in this lesson.
Preliminary Activity Invite the children to sing Frre Jacques together. Are you sleeping, Are you sleeping? Brother John, Brother John? Morning bells are ringing, Morning bells are ringing, Ding ding dong, Ding ding dong. Then, hum the melody while thinking the words. Hum again, this time asking the children to move their hands upward and downward like imaginary paint-brushes to show the direction of the melody. Tell the children that we call the tune the melody, and write this word on the board. Sing the last phrase of Frre Jacques to the children (Ding, ding, dong) and ask them to join in. Sing this pattern continuously, then give a stop signal. Tell the children that a repeated pattern is called an ostinato and write it on the board. Invite the children to sing Frre Jacques while you sing the ostinato, then ask some of the children to join you on the ostinato part. Ask the children which part has the lowest pitch the ostinato or the melody? (The ostinato). Tell the children that this ostinato is our bass line, and write bass line on the board. Ask half of the class to sing the bass line ostinato while the other half sings Frre Jacques. Give a starting note and tempo by singing a cue to begin each Practise (e.g. 1, 2, ready, go). Start the ostinato first, then add the melody. Perform a four-beat rhythm using body percussion. For example, tap your knees and then clap your hands in a pattern (e.g. tap, tap, clap-clap, clap) and repeat this over and over again. Ask the children to copy you. Write the word rhythm on the board. Invite several children to play the rhythm on unpitched percussion instruments while the rest of the class sing the song. Start the rhythm ostinato first, then the song. Swap parts and perform again. Invite the children to perform all three parts together - the melody, the bass line ostinato and the rhythm ostinato. Explain that music becomes interesting by adding layers of different sounds. Begin one ostinato first, then the next, then the melody. Be sure to give a clear stop signal!
Shapes Create Introduction
In this lesson, were going to learn to open the Editor in Groovy to see what the music looks like when it is notated (written) . We will also change some of the notes and listen to the changes .
Introduction
Resources
FrereJacq .grs
This Groovy Jungle le contains an eight-bar Play Space. The Melody menu has four Melody shapes each representing one bar of the melody Frre Jacques. There is also a choice of two Rhythm shapes (one of these is tap, tap, clap-clap, clap) and two bass lines (one is Ding, diang, dong), plus some Chords and Arpeggios. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.
Shapes Create mode lesson

Click on the Shapes Songs button; the Jungle Create mode opens automatically. Show the children how to navigate to the Shapes Create mode by clicking on the Shapes Songs button. Welcome to Shapes Create! Explain that in the Shapes Create mode, the different elements of music are represented by different shapes. Ask the children the musical word for the tune (melody), then help them find the Melody shape. Click on this button to reveal four Melody shapes. Click on them to hear them, and ask which melody the shapes represent? (Frre Jacques). Help the children find the shape that is the first phrase of the melody and drag it into the first bar on the Play Space. Ask what happens next in the tune, (it repeats) and ask a pupil to drag the same shape into the second bar. Explain to the children that we can change the melody we just heard using the Editor. Invite a pupil to double-click on the (first) melody shape to open the Editor. You will see a musical stave (five horizontal lines) and an instrument picture to the left, which shows the instrument being used. Point to this and ask children to identify the instrument that plays the music. (Clarinet). Next, invite the children to change one of the notes on the stave by clicking on it and dragging it higher or lower. Then click on the Play button to hear the change. The music will automatically repeat from the last note. Ask the children to raise their hand when they hear the note that has been changed. To undo the change, click on Undo, and the note will return to its original pitch. Allow the children to continue to explore by making more changes. Encourage them to listen frequently. To return to the Play Space, click Done and click on the Play button again to hear the changed melody in the Play Space.
Now ask the children to find the Rhythms button and click on it to reveal two Rhythm shapes in the menu. Listen to the shapes and ask the children to choose the rhythm that they feel best matches the rhythm we tapped and clapped. Drag this rhythm into the second bar and double-click on it to open the Editor. Ask the children which instruments are pictured (tambourine and open high conga). Invite the children to explore making changes to the rhythm by stretching the graphic notes (to make them longer or shorter), adding notes, or dragging notes to the trash. Encourage them to listen frequently. Click Done to return to the Play Space, then the Play button to hear the music again.
Place the Shapes in the correct order into the Play Space to create the tune Frre Jaques
Invite the children to sing the bass line ostinato (Ding, ding, dong) from Frre Jacques. Then guide them with questions: What is the special name for this part of the music? (Bass line). Who can find the button called bass lines? Which shape sounds the same as Ding ding dong? Lets put them on the Play Space, one in each box. Allow children to continue working on Frre Jacques. Help them complete the melody and make changes to the melody and rhythm. Encourage them to listen often. Now lets listen to each students version of Frre Jacques to compare them. Theyve created their first song using Shapes Create mode. We have a melody accompanied by a rhythm and a bass line.
Extension tasks
If youve used Groovy Shapes (the first of the Groovy Music series), you collected Bonus shapes for being a star and answering the Explore mode questions correctly. In Groovy Jungle Shapes mode you are given all of the Bonus shapes from the start! Find the Bonus shapes button (the button with the star in the middle) and listen to the different sound effects. Add some Bonus shapes to the music for special effects. Some children may like to add chords to the music. Chords are blocks of sound (two or more notes played at once), which support the melody. Find the shape with a block in the middle. Listen to Natio Curricunal the different Chord shapes and try adding some to the music. areas: lum Arpeggios are chords that are played one note at a time. The 1c, 2b, 1a, Arpeggios shape shows the notes tied together along a string, 3 4 a, 4 b c , to represent the strings of separate notes. Invite the children to swap arpeggios for chords in their music. Which do they prefer?
Lesson 1 Tone Colour

Learning objectives and preliminary activities
Learning Objectives Recognise that different instruments have different sounds or tone colours. Identify the tone colours of instruments and other sound sources. Create a composition using different tone colours.
Suggested Preliminary Activities Read the children a story, perhaps about a haunted house or the jungle, and ask them to create sound effects using their voices, body percussion or classroom instruments. Look at a selection of pictures that give strong impressions of different moods, e.g. peaceful, dramatic. What does the picture describe? How does it make you feel? Invite the children to describe the sounds or music they think would match the mood or feeling of the picture. Find or make mobiles out of different materials such as wood, metal, plastic or shells. Invite the pupils to use appropriate vocabulary to describe the different sounds made by the different instruments (e.g. dull, bright, tinkling). Distribute classroom percussion instruments to the pupils - one instrument per student. Write the following headings on the board: wood, metal, skin (drum), rattle (shake), scrape. Invite the students to identify what their instruments are made of and how their sounds are made. Then ask the pupils to write the names of their instruments under the appropriate heading on the board. Ask the pupils to continue exploring ways to play their instruments, and to list words that describe the sounds of their instruments. Help the children to make a list of words whose sounds reect their meaning (onomatopoeia). For example, sizzle is a word that, when spoken, sounds like its meaning. Other examples might be bang, zap, and whoosh. After pupils have listed words, invite them to explore speaking the words in different ways to show their meanings. Invite them to create movements or illustrations to show the meanings of selected words.
10

Teacher Tips for Explore Mode
Steps AE
As students listen to the different instruments, ask them to describe how the instrument is played (e.g. blown, bowed, struck) and what it is made of. Ask the pupils to describe the sound of each instrument using vocabulary such as mellow, reedy, scratchy, bright, tinkling, warm, brassy or tapping.
Listen to the sound of the trombone
Steps FG
Guide the pupils as they click on shapes, listen to the music, then drag the shapes to the matching instruments. Ask them to name each instrument and describe its sound. Tell the children that an instrument playing alone is a solo instrument.
Steps HI
Continue to guide the children as they listen to pairs of instruments. Tell them that we call two instruments playing together a duet.
Drag the correct shape to the instrument
Steps JM
Click on the shape to hear two instruments playing together (a duet). Guide the children as they drag instrument pictures to the shape. Ask them to identify the instruments by name.
Step N
The children need to drag the sounds they hear in the shapes to the pictures. The pupils will hear Bonus shapes first, then rhythms (which instruments play rhythms? The snare drum and tom-toms), then Melody shapes. Can the children name the instruments first? How are they played, what do they sound like? When they have matched them up, click on Play to hear the music
Click on the Play button when youre finished to listen .
11
In this lesson, were going to create a four-bar composition using different tone colours . We will also create solos and duets in our composition .
12
Introduction
Resources
ToneColour .grs
ToneColour.grs contains a four-bar Play Space with a choice of eight one-bar Melody shapes played by the clarinet, ute, trombone, trumpet, violin, cello, saxophone and piano, plus some Bonus shapes and Rhythms. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.

Open ToneColour .grs. Ask the children how many bars long our music is going to be (four). Ask the children the name we give to the tune in music (melody) and invite one of the children to click on the Melodies button to reveal the ten Melody shapes we have been given. Click on these to listen to them and ask the children to identify the instruments they hear. Ask the children how many instruments play when we hear a solo (one), and how many we hear in a duet (two). Ask the children to drag the Melody shapes onto the Play Space, putting at least one shape into the left hand side of each bar. Explain to the children that we will make at least two bars of the music duet bars and invite the children to add Melody shapes to at least two bars of the music.
Listen to all the Melody shapes
Place two Melody shapes in the same bar to make a duet
Click on the Play button to hear the music. The children can experiment with different combinations of Melody shapes in solo and duet combinations. Listen back to the music frequently to review the choices and help the children make changes. When the music is finished, click on Play to hear the music. Ask the children to listen with their eyes closed and to raise their hands when they hear the duet parts. Explain that to add special effects, we can click on the Bonus Shapes button and click on the shapes to hear them. Invite the children to add them to the music and listen back to hear the effect.
Click on the Song Name sign to name your music
Place some Bonus shapes into the Play Space
Click on the Save button to save your work
When the music is finished, we need to give it a name! Ask the children to click on the Song Name sign and enter the name of their first piece of music!
Extension tasks
The children can change the instrument tone colours of the shapes by clicking on the Instruments and Dynamics button and dragging the instrument they choose onto the shapes. They can click on the instrument pictures to hear their sounds first. To create a longer piece (perhaps six or eight bars long), drag the stop sign to the required number of bars. Or alternatively, click on the Tempo/Repeat button and drag the Repeat sign (with an arrow) to the Stop sign. This will make the music loop back to the beginning. The children could experiment with three (trio) or four (quartet) instruments playing at once by dragging extra Melody shapes into the bars. They could also thicken the musical texture by adding a rhythmic accompaniment. Click on the Rhythms button and drag the shapes into the bars. Find a picture or poster of a scene that suggests a certain mood. Ask the children to describe the mood of the picture using Natio adjectives. Write these words on the board. Then listen to the Curricunal areas: lum different instrument sounds and list the sounds that match the 1 words on the board. Drag Melody shapes onto the Play Space 2b, 3a, a, 1c, and then drag the chosen instruments onto the shapes to create 3c, 4 a, 3b, 4c mood music.
13
Lesson 2 Loud and Quiet

Learning Objectives Learn to identify different dynamic levels. Play instruments and perform vocal sounds expressively using appropriate dynamics. Create music that uses different dynamics
Suggested Preliminary Activities Write the words loud, very loud, quiet, very quiet, getting louder, and getting quieter on the board. Then, give the pupils a sentence, such as The wind blew gently through the trees. Invite them to improvise vocal or body percussion sounds that match the sentence. Then, ask the pupils to identify the dynamic label that matches their improvisation. Encourage pupils to invent their own sentences for improvisations. Distribute classroom percussion instruments to pupils. Working in small groups or as a class, invite them to invent a rhythm that they can play as an ostinato (a short, repeating pattern). Then ask the pupils to play their ostinato as you point to different dynamics words on the board. On another day, write the dynamics words on cards. Ask one pupil to draw a card and keep it secret, then play his or her instrument at that dynamic level. Ask the rest of the class to identify the dynamic level by listening.
14

Steps AB
Listen to music that is loud, very loud, quiet and very quiet. Ask the children to name other loud, quiet, very loud and very quiet sounds that they hear in school.
Drag the correct shape to the word
Steps CF
Guide pupils as they identify loud, very loud, quiet and very quiet sounds in steps C and D, then arrange shapes in order in steps E and F.
Steps GH
Encourage the children to watch the shapes change size as they listen to music that is getting louder or getting quieter. Invite them to name sounds that get louder or quieter.
Steps IJ
Guide the pupils as they identify music that is getting louder or getting quieter.
Drag the correct bird to the word
Step K
Tell the children that the word for louds and quiets in music is dynamics. Click on the Melody Butteries to hear the melodies and drag the melody with the correct dynamic to the arrow on the Jungle Play Space. When they have finished, ask the children to click on the Play button to hear the music with changing dynamics.
Click on the Play button to listen to your music
15
In this lesson, we will create a composition using different dynamics to match a Jungle Animals story .
16
Introduction
Resources
Animals .grs
This Groovy Jungle le opens a sixbar Jungle Play space. The Animals menu contains six animal sounds that match the sentences of the Jungle Animals story. There are also six Rhythm Trees in the Rhythms menu. The dynamic words are printed from the Text line at the bottom of the Play Space Space. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.

Read the Jungle Animals story to the children. Read expressively to reect the dynamics indicated. Jungle Animals Click Beetle clicked, (very quiet) Flying Fox apped his wings, (quiet) Ocelot growled, (getting louder) Lion roared, (loud) Elephant trumpeted, (very loud) Harpy eagle squawked and ew away. (getting quieter) Show the children the dynamic words printed on the Text line at the bottom of the Play Space. Then read the story again. Pause at the end of each sentence and point to the matching dynamics word on the screen. Invite the pupils to make the appropriate animal sound for each sentence at the correct dynamic level. In Jungle Create mode, open Animals .grs. Invite the pupils to click on the Bonus Animals menu and then listen to each animal sound. Ask them to identify the loudest sound, the most quiet and so on. Then ask them to read the dynamics words at the bottom of the Play Space and drag each animal sound onto the Play Space above the matching words on the Text Line.
Match the Bonus Animals to the words in the Text line
Click on the Play button to hear the sounds without reading the story. Then click on the Play button again and read the story with the sounds. Do the sounds match the story? Click on the Play button again and invite the pupils to imagine the story as they listen.
Extension tasks
Invite the children to create movements to show the different dynamic levels of their music. With pupils in small groups, ask them to invent their own movements, playing them the Jungle Animals music several times as they plan and practise. Then ask them to perform for each other. Ask the children to write new six-sentence Jungle Animals stories, individually, in small groups, or as a class. Encourage them to think about dynamics and to use different kinds of dynamics in their stories. Then help them open a new Jungle Play Space and allow them to create music for their stories. The children can add jungle drums to their Jungle Animals compositions. Click on the Rhythms button and listen to the six Rhythm Trees we have been given. Drag the Rhythm Trees onto the Play Space to match the dynamic of each bar. Invite the children to experiment with percussion tone colours by clicking on the Instruments button and dragging new instrument sounds to the Rhythm Trees. Invite the children to add unpitched percussion instruments to a performance of their Jungle Animals music. Help the children plan which instruments will play when and then play along with Groovy.
Natio Curricunal areas: lum 1 3a, 3c,a, 1c, 4a
17
Lesson 3 Music Words

Learning Objectives Identify the sounds and names of instruments playing alone and in combinations. Use instruments alone and in combinations to create a composition.
Suggested Preliminary Activities Organise classroom instruments into groups: wood, shakers, skins, metal, and explore the effect of sounds played on their own and together, from the same and different groups. Open the Create mode of Groovy Jungle. Click on the Instruments and Dynamics button. Show the children the row of instruments which appears at the bottom of the Play Space. The instruments are grouped in families: woodwind, brass, percussion, keyboard and strings. Invite the children to click on each picture to hear the sound of each instrument and see the instrument names. Which other instruments do the children know which belong to these families or groups? Show the children an art print of your choice. Ask the children to describe the picture, discussing the colours, lines, shapes and design. Also encourage them to discuss the mood or feeling of the picture. Tell the pupils that some composers wrote music based on art works that interested them. Working in small groups, invite the children to plan and Practise music using classroom instruments, body percussion and vocal sounds. Their music should reect their ideas about the artwork. Encourage them to experiment with tone colours and dynamics in their compositions.
18

Steps AB
Ask the children to name the instruments before seeing the word. Click on the picture to hear the instrument. Ask the children to describe the sounds using appropriate vocabulary such as mellow, smooth, bright, warm and brassy.
Steps CD
Ask the children to read the instrument words, then click on the shapes to hear them. Guide the children as they drag the shapes to the matching words.
Steps EG
Revise the words solo (an instrument playing alone) and duet (two instruments playing together). Listen to the instrument duets in each step.
Drag the correct words to the shapes
Steps HM
Guide the students as they click on each shape to hear the two instruments playing together. Which instruments are playing? Drag the words to the shape.
Step N
Listen to all the shapes first, then drop the shape you think matches the words. Play back the music and see how the shapes get bigger/smaller when the music gets louder/quieter. How do the dynamics change the music?
Drag the correct shapes to their words and dynamics
19
In this lesson, were going to create music by matching different shapes to music words on the Play Space .
20
Introduction
Resources
Marching .grs
This Groovy Shapes le contains a four-bar Play Space with music words. The Melodies menu contains six shapes played by the ute, clarinet and trombone. The Rhythms menu contains three drum rhythms, one quiet, one loud and one very loud. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.

Navigate to the Shapes Create mode and open Marching .grs. Explain to the children that they are going to create some music by matching Melody shapes with the music words on the Play Space. The music they create will sound as if a marching band is coming towards them. Ask the children to read the music words in bar one on the Play Space. Explain that they need to find the Melody shape with a ute playing very quietly. Click on the Melodies button to reveal six Melody shapes. Click on each shape and ask the children to raise their hands when they hear the ute playing very quietly. Invite a pupil to drag this shape onto the left side of bar one.
Match the Melody shapes to the words
Explain that one instrument playing alone is called a solo and write this word on the board. Ask the children to read the music words in bar three. How many instruments will play in this bar? Explain that two instruments playing together is called a duet and write this word on the board. Invite the children to find the loud clarinet and trombone Melody shapes and drag them into bar three. Now read the music words in bar four. How many instruments will play in this bar? Explain that three instruments playing together is called a trio and write this word on the board. Ask the children to find the shapes that match the words and drag them into bar four. Click on the Play button to hear the music. Does the music get gradually louder? How was that effect achieved? Also ask which bars feature a solo, duet and trio. Show the children that they can add a rhythm to their music. Click on the Rhythm button and three Rhythm shapes appear. Click on them to hear them. Ask which instrument plays the rhythm and if the rhythm was quiet, loud or very loud. Where should they put the quiet Rhythm shape (perhaps in bars one and two), the loud Rhythm shape (perhaps bar three) and the very loud Rhythm shape (perhaps bar four)? Invite the children to drag the Rhythm shapes into the bars. Click on the Play button to hear the music. Ask the children to move their hands from close together to far apart as the music gets louder. Invite the children to make any changes to the music to improve the effect.
Extension tasks
Ask the children to tap the beat of the music in time with Groovy. Also, play the beat on unpitched percussion instruments, getting gradually louder, in time with Groovy. Add sounds from the Bonus shapes for special effects. The children can experiment with different tone colours by clicking on the Instruments and Dynamics button and dragging different instruments to the shapes. Read the names of the instruments while listening to their sounds. Create Marching Music that goes from loud to quiet, to imitate the band marching away into the distance. Natio
Curric nal areas: ulum 1 2b, 3a,b, 1c, 3 and 4 b b
21
Lesson 4 Dynamics Symbols

Learning Objectives Identify music symbols and Italian words for dynamics in music. Develop aural recognition of dynamics and changes of dynamics in music. Create music using dynamics.
Suggested Preliminary Activities Write the dynamics words (loud, very loud, quiet, very quiet, getting louder, getting quieter) on the board. Ask each child to select a classroom percussion instrument. Point to the words on the board and ask each child or group to play their instruments to demonstrate the dynamics. Give each child a set of six cards with the dynamic symbols pp, p, f, , and the symbols for crescendo and diminuendo, or ask each child to make a set of six cards with these symbols. While the children look at or hold their cards, play a rhythm on a classroom instrument at one of the dynamic levels. Ask the children to hold up the card to indicate which dynamic they heard. Following on from the previous task, ask one child to come to the front of the room with one of his dynamic cards, which he keeps secret. Ask him to play an instrument of his choice at that dynamic level, and ask all the other children to hold up their ashcards to indicate which dynamic they heard.
22

Steps AB
Click on the English (Step A) and Italian (Step B) words to hear music at different dynamics. Forte means strong in Italian, and piano means quiet. The complete name for the piano is pianoforte, and it was called this because it could play both loudly and quietly. The suffix issimo means very, so fortissimo means very loud and pianissimo means very quiet.
Step C
Ask the children to read the words, then guide them as they drag the arrows from the English to the matching Italian words. Click on Italian words to hear music for extra help.
Drag the arrow from the English words to the Italian words
Steps DE
Listen to the music and look at the dynamics symbols (Step D). Then guide children as they draw arrows from the English words to the dynamics symbols (Step E). Click on the symbols to hear the music for extra help.
Drag the arrow from the word to the dynamic symbol
23

Steps FG
Put the dynamic symbols in order from loudest to softest (Step F) and softest to loudest (Step G). Click on the symbols to hear the dynamics and guide the children as they drag the symbols in order.
Drag the dynamics to the boxes in the correct order
Steps HI
Encourage children to listen to the music and look at the English words, Italian terms and music symbols for getting louder and getting quieter. The Italian word for getting louder is crescendo and diminuendo means getting quieter. Tell the children that some musicians call these symbols hairpins.
Steps JM
Guide the children as they drag the symbols for crescendo (getting louder) and diminuendo (getting quieter) to the boxes.
Drag the correct dynamic to the box
24

Steps NO
Guide the children as they drag the dynamic symbols to the instruments.
Drag the correct dynamics to the instruments
Steps PQ
Guide the children as they drag the dynamic symbols to the instruments.
Drag the correct dynamics to the instruments
Step R
Guide the children as they drag the dynamic symbols to the Butteries, then click on the Play button to hear the music with changing dynamics.
Step S
Ask the children to drag the instrument pictures to the matching words and then click on the Play button to hear the music with dynamics and different instruments.
Drag the correct dynamics to Melody Butteries to make a tune
25
In this lesson, were going to create a Jungle Lullaby by dragging dynamic symbols onto the Melody Butteries and then choosing appropriate instruments .
26
Introduction
Resources
Symbols .grs
This Groovy Jungle le contains a fourbar Play Space. The Melodies menu contains four shapes consisting of one-bar phrases played on the piano. There is also a choice of two Rhythm Trees and two Bass Line Plants. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.

Tell the children that were going to create a new song called Jungle Lullaby. Ask the children what a lullaby is used for and when they might hear one. How would they describe the sound of a lullaby? Open Symbols .grs and click on the Melodies button (the buttery). Weve been given four phrases. Click on the Melody Butteries to hear the melodies and drag one into each bar of the Play Space. Click on the Play button and listen to the music. Ask the children if the music sounds finished or as if it should continue. Invite them to swap the phrases to improve the music. Explain that were going to add dynamics to the melody to make it sound like a lullaby. Ask if the song should be generally loud or quiet. (Quiet). Click on the Instruments and Dynamics button and ask the children what each dynamic symbol means. Invite the children to choose Dynamics and drag them onto each of the Melody Butteries in the Play Space. Click on the Play button to listen to the effect. Do the dynamics match the mood or feeling of lullaby? Invite the children to continue exploring and adjusting the dynamics of the music to create a lullaby feeling. Ask the children to identify the instrument playing our lullaby music. (Piano). Explain that were going to make the music more interesting by using different instruments. Click on the Instruments and Dynamics button again. Which instruments do the children think will suit the mood of a lullaby? Click on the instruments to hear their sound. (The celesta, synth pad, vibraphone and pan ute have gentle, smooth sounds that would suit a lullaby). Drag different instruments onto the shapes, and click on the Play button to hear the music. Explore the use of one instrument to play the first half of the song and a different instrument for the second half, or use a different instrument for each bar.
When the children are ready, listen to Jungle Lullaby again. Does it sound like a lullaby? Why or why not? Does it send you to sleep or wake you up? Is there anything you want to change? Invite the children to continue to explore combinations of dynamics and instruments.
Apply new Instruments and Dynamics to the Melody Butteries
Instruments menu Instruments and Dynamics button Dynamics menu
Extension tasks
Invite children to add Rhythm Trees to accompany the Jungle Lullaby melody. Which Tree best suits the mood of the lullaby? Ask the children to add a Bass Line plant to the music. Which of the two Plants is the best match for our lullaby? Listen to the Bonus Animals by clicking on the Bonus Animals button. Ask the children to think about which sounds could be added to their lullaby music and invite them to drag the Bonus Animals onto the Play Space. Ask pupils to choose one dynamic symbol. Then ask them to write their symbol and word using a design that illustrates its meaning. For example, fortissimo might be large, bright and jagged. Invite the children to use their illustrations to lead each other during the singing of familiar songs. They can also match dynamics to songs and sing them at appropriate dynamic levels.
Natio Curricunal areas: lum 3a, 3b, 2b, 3 4 b, 4 d c,
27
Lesson 5 Long and Short

Learning Objectives Identify long and short notes, sounding alone and in combinations called rhythms. Recognise rhythms aurally and match them to graphic notes. Use graphic notes to write rhythms. Compose rhythms using long and short sounds.
Suggested Preliminary Activities Sing a familiar song together and ask the children to pat the beat on their legs. Then invite the children to sing the song again and clap the rhythm (one clap for each word or syllable) while singing. Next, hum the song together and clap the rhythm. (Use a two-finger clap in the palm of the hand to go with the humming). Now challenge the children to think the song inside their heads and clap the rhythm! This process will help them to internalise sounds. Repeat the procedure with other familiar songs. Sing a familiar song and invite the children to step the beat while they sing. Next, ask them to step the rhythm while they sing. Encourage them to use walking steps and strides for long sounds and running steps for shorter sounds. For example, the first phrase of Frre Jacques is all walking steps. The next phrase has a longer note (a stride) at the end. The third phrase has short notes (running steps), and the fourth phrase is like the second. Play an echo or Copy Cat game. Clap a rhythm and invite the children to echo you. Use a four-beat pattern, such as long-long-short-shortlong. Keep a steady beat and continue modelling different rhythms for the children to echo. To vary the activity, use other body percussion as well as clapping. When children are familiar with the Copy Cat game, invite the children to echo a rhythm you clap, then write the rhythm using long and short lines (or dashes and dots). Ask them to write their own rhythms using long and short lines and then perform them.
28

Steps AB
Listen to and look at long and short sounds. Ask the children to draw long and short dashes and dots in the air with their fingers as the music plays.
Step C
Guide the children as they drag the words to the graphic notes. Encourage them to move as they listen to the music. This step includes two examples.
Step D
Help the children find the shortest note and drag it to the beginning of the line. Continue until the line is full.
Drag the graphic notes to the stave in order of size
29

Steps E
Invite children to improvise long and short sounds for each line. Then guide them as they listen to the shapes and drag them to the matching notes.
Drag the correct shape to the matching long or short notes
Steps FH
Encourage children to listen and watch the rhythms. Ask them to say long and short with the music. Invite them to draw the rhythms in the air or clap them back after listening.
Steps IK
Ask the children to think about how the rhythm they are looking at will sound. Invite them to clap the rhythm or say it in long/short language. Then click on the shape to listen!
Drag the arrow from the shape to the matching rhythm
30

Step L
Invite the children to draw dots and dashes in the air as they listen to the rhythm.
Steps MO
Ask the children to clap the rhythm they see on the screen, or say the rhythm using longs and shorts. Then guide them as they drag the shapes to the graphic notes.
Drag the correct shape to the matching rhythm
Step P
Click on the Butteries and ask the children to raise their hand when they hear long sounds. Drag these Butteries onto the Play Space and drop them at the point of the arrow. Listen to the melody made up of long sounds and ask the children to move to reect the music. Repeat this process for short sounds. Listen to the music and ask the children what has been added (Trees and Webs).
Drag the correct Buttery and place it over your characters head
31
In this lesson, were going to create Jungle Drums music as an accompaniment for the Thunder Mans song . Were going to put Rhythm Trees on the Play Space in the right order to match the rhythm of the words .
32
Introduction
Resources
JDrums .grs
This Groovy Jungle le contains a four-bar Play Space, with a 4/4 time signature. The words of the Jungle Drums song are at the bottom of the Play Space. The Rhythms menu contains four Rhythm Trees, which are one-bar drum rhythms. There is also a choice of two Chord Webs and two Bass Line Plants. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.

Chant the Thunder Mans poem to the children: I am-the Thun-der Man! I rule-the Jun gle. When-I sing thun-der starts, CRASH! BANG! Chant the first line of the poem and clap the rhythm. Ask the children to copy you. Then ask the children to say the rhythm using longs and shorts. Now invite them to write the rhythm on the board using long and short lines. Line 1 will look like this: Repeat the procedure above for lines 2, 3 and 4 of the poem. Line 2: Line 3: Line 4: Now chant the whole poem and clap the rhythm at the same time!
Open JDrums .grs and click on the Rhythms button to see the four Rhythm Trees. Click on the first Tree to hear the rhythm and ask the children to clap it. Which part of the poem matches this rhythm? Where should we put it in the Play Space? Guide the children as they drag the Tree to the correct bar. Place Rhythm Trees Repeat this process to fill all four bars. in the correct order Click on the Play button to listen to onto the Play Space the music. Chant the poem to see if the rhythms match. Ask if we need to swap any of the Trees and invite the children to make the changes by dragging them into Now insert the different places. Thunder Man When the rhythms match our chant, we need to add the Thunder Man to the Play Space! Click on the Bonus Animals button and ask the children to drag the Thunder Man to the left side of bar four. Click on the Play button to hear the effect! Now chant and clap the poem in time with Groovy. Finally, we need to name our song! Click on the Song Name sign button and type in your title. Click Save to save your work.
Extension tasks
After children have composed the Jungle Drums music, encourage them to explore changes in dynamics and tone colours. Click on the Instruments and Dynamics button and drag instruments or dynamics onto their music. Then click on the Play button to listen. Invite them to describe the changes they hear. Invite the children to add a Bass Line plant to the Jungle Drums music. Ask them to find the Bass Lines button (Plant). Click on the plants to listen to the two Bass Line plants. Do they sound high or low? Tell the children that bass lines should be placed near the bottom of the Play Space to keep their pitch low. Click on the Bonus Animals button to reveal the Jungle animals. Click on them to hear their sounds and ask the children if the sounds are long or short. Invite children to write their own Jungle animal poems. Ask them Natio to chant and clap their poems, then notate them using long Curricunal and short lines like the graphic notes in Groovy. lu
m a re a s : 1 2a, 2b, a, 1c, 3c , 4 a, 3a, 4c
33
Lesson 6 Beat and Metre

Learning Objectives Distinguish between duple (2), triple (3) and common (4) time. Make body movements to show duple (2), triple (3) and common time (4). Create music in common time (4).
Suggested Preliminary Activities Invite children to follow you as you move in a two-beat pattern (e.g. pat-clap). Sing a familiar song in duple metre, such as London Bridge, and continue to move in a two-beat pattern. Repeat the procedure for metre in three (e.g. pat-clap-clap). Sing a familiar song in triple metre, such as God Save the Queen. For metre in four, use a pattern such as pat-clap-snap-clap and a song such as Old MacDonald. As the children become familiar with different metres, invite them to invent their own patterns and to lead each other in songs. Play recordings of music in different styles. Ask the pupils to tap the beat in time with the music, then help them determine the metre of the music using the patterns they have practised above.
34

Step A
Click on the shapes to hear the music. Ask the children to tap in time with the beat.
Tap your fingers in time with the beat
Step B
Click on the shapes and listen. Help the children discover that they cannot tap the beat with these musical examples.
Drag the shapes to the correct words
Step C
Click on the shapes to hear the music. Guide the children as they drag the shapes to the words Beat or No Beat.
Step D
This step provides a quick review of beat and rhythm. Invite the children to tap the beat with the pebbles line as they listen. The large pebble shows the strong beat. Encourage them to clap the rhythms as they appear in this step or to draw them in the air.
Tap your fingers in time with the beat
35

Step E
Ask the children to tap the SPACE BAR in time to the music to push the heart up to the characters chest.
Steps FG
Guide the children as they move the barlines to show groups of two beats. Notice the 2 at the beginning of the beat line. Ask them to move in a two-beat pattern (e.g. pat-clap) as they listen. Then tap the beat with the music in 2s (Step G).
Tap the SPACE BAR in time with the beat to make the heart move toward the character
Steps HI
Move the barlines to show groups of three beats. Notice the 3 at the beginning of the beat line. Ask the children to move in a three-beat pattern (e.g. pat-clap-clap) as they listen. Then tap the beat with the music in 3s (Step I).
Drag the barlines to the correct places between the beats
Steps JK
Move the barlines to show groups of four beats. Notice the 4 at the beginning of the beat line. Ask the children to move in a fourbeat pattern (e.g. pat-clap-snap-clap) as they listen. Then tap the beat with the music in 4s (Step K).
Drag the barlines to the correct places between the beats
36

Steps LN
Guide the children as they listen to the music and drag the shapes to the groups of pebbles that show 2, 3 and 4. Ask the children to use the movement patterns they Practised above to solve each musical problem.
Drag the shapes to the correct time signature
Step O
Click the shapes to hear music with beats grouped in 2, 3 and 4. Tell the children that the number symbol is called a time signature.
Steps PQ
Guide the children as they listen to the music and drag the shapes to the time signatures. Tell them to use the movement patterns they Practised above to solve each musical problem.
Drag the shapes to the correct time signature
Steps RS
Ask the children to listen to the Rhythm Trees to find patterns in 4 (Step R) or 3 (Step S). Drag the Rhythm Trees to the Play Space.
Drag the correct beat shape and place it over your characters head
37
Were going to use Groovy to create music with beats grouped in fours (common time, 4/4) .
38
Introduction
Resources
Jive .grs
This Groovy Jungle le opens an eight-bar Play Space with an existing bass line. The ve Melody shapes include an ending shape and one trick shape in three time. The four Rhythm shapes include one trick shape in three time. There are also four Chord shapes. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.

Lead the children in a four-beat hand jive pattern (e.g. pat-clap-click-clap). Invite them to invent their own four-beat hand jive patterns and lead each other. Then tell them that we will be creating music in four time or metre in four. Now open Jive .grs and click on the Play button to hear the bass lines we have been given. Ask if the music is in three or four time. (Four). Replay the music by clicking on the Reset button and clicking on the Play button. Now practise the hand jive movements in time with Groovy. If you need to make the music slower, click on the Tempo sign and drag a low number to the sign. Next, explain to the children that were going to build a melody (tune) using only the Melody shapes that are in four time. Click on the Melodies button, and listen to each shape. Ask the children to perform their four-beat hand jives with each Melody shape. Which one is the trick shape? Which time is it in? (Three). Hold down CTRL+SHIFT and drag this shape to the Trash. Build the melody by dragging the shapes onto the Play Space. Each shape fills two bars, so put them at the left of bars 1, 3, 5 and 7. Listen to the completed melody. Ask the children to think about whether it sounds complete. Do some shapes make better endings than others? Invite the children to explore endings by swapping the places of the shapes. Click on the Play button and ask them to perform their four-beat hand jives with the music. Invite the children to add a percussion accompaniment to their melody. Click on the Rhythms button to show the four Rhythm shapes. Listen to each shape and perform four-beat hand jives.
If you need to make the music slower, drag a lower Tempo sign to the Play Space
Find the Trick shape
Find the trick bar (3-beat pattern) and hold down CTRL+SHIFT and drag it to the Trash. Invite the children to drag the remaining Rhythm shapes into bars 1, 3, 5 and 7. Click on the Play button to listen to the music. Encourage the children to continue exploring by swapping the order of the Rhythm shapes. To make the music repeat, click on the Tempo button and drag the Repeat sign to the Stop sign. Now click on the Play button to listen to the music and perform a four-beat hand jive in time with Groovy. Click on the Stop button to stop the music. Finally, give the music a title by clicking on the Song Name sign button, and entering a title for your music.
Extension tasks
Invite the pupils to add chords to their music. TIP Click on the Chords button to hear two The music uses one chord until chords. Help the children match the chords bars 5 and 6 where it changes. with their music. Ask the children to perform their own fourbeat hand jives to their music. Then, transfer the hand jives to classroom percussion instruments. For example, pats can be played on drums, claps on woodblocks or claves, and snaps on triangles. Give the children time to experiment to find sounds that work well, then play along with Groovy. Click on the Instruments and Dynamics button, and invite the children to change the instrumentation by dragging different Natio instruments onto the shapes. Curricunal Add Bonus shapes to the music for special effects. lum
a re a s : 1c, 2b, 1a, 3 3c, 4 a b,
39
Lesson 7 Tempo
Learning Objectives Learn the Italian terms for tempo (speed) in music. Develop aural recognition of tempo changes. Use tempo changes when creating music.
Suggested Preliminary Activities Invite the children to sing familiar songs, including any songs they know about animals. Sing the songs at different speeds or tempos. Which tempos sound best for which songs? Why? Discuss music heard in cartoons, television shows or movies. When do we hear fast music? When do we hear slow music? Read a short story, paragraph, or poem that has various actions in it. Invite the children to improvise music using classroom instruments to accompany a reading of the story or poem. Encourage them to think about when to use faster and slower tempos as they improvise. Invite the children to make a list (on the board) of animals that can be found in the jungle. Choose an animal and ask the children to mime the animals movements. Are the movements slow, fast or medium? Practise movements for different animals. Then give half the children classroom percussion instruments. Ask them to watch the movers and improvise slow, medium, or fast music to match the movements they see. Then swap over.
40
Lesson 7 Tempo
Steps AB
Ask the children to click to listen to the music, and tap along with the beat. Is the music fast or slow? Tell the children that we use Italian words to describe the speed of the music.
Step C
Invite the children to click on the shapes, move in time to the music, and describe their movements as fast or slow. Drag the fast music shapes to the word Allegro and the slow music shapes to the word Adagio.
Drag the shapes to the correct time Italian word
Step D
Click on the shape to hear music at a moderate speed. Ask the children to tap in time with the beat.
41
Lesson 7 Tempo
Steps EF
Click on the shapes and ask the children to move in time to the music. Is the music slow, medium or fast? Ask the children to read the Italian words, and ask them what they mean. Then guide the children as they drag the shapes to the words.
Steps GH
Click on the shapes to hear music that gets faster (accelerando) and slower (ritardando). Ask the children to tap the beat as they listen, to feel the tempo changes. Invite them to describe things that get faster (a car accelerating) and slower (a swing slowing down).
Step I
Guide the children as they drag the shapes to the words.
42
Lesson 7 Tempo
Step J
Ask the children to listen and watch as the tempo words change to abbreviations.
Steps KM
Ask the children to clap or move in time with the music. Is their clapping slow, medium or fast? Ask the children to read the Italian words and describe what they mean, then drag the shapes to the words.
Step N
Ask the children to listen and tap to the beat. Drag the tempo words to the Play Space, then click to listen again. Tap the beat with the music and invite children to describe how their tapping changed.
Drag the correct Tempo signs to your character
43
Lets go for a walk
1 . Nellie is walking slowly . (Adagio)
2 . Nellie gets hungry and walks faster . (Accel.)
Mmmm, lunch!
3 . Then sees her lunch and walks steadily towards it . (Moderato)
Yum yum!
4 . She then has a slow lunch . (Adagio)
Arrrrrrrrrrrgh!
Grrr . . .
5 . Suddenly, she is chased by a lion, but escapes . (Allegro)
Yawn . . .
6 . Then she gets tired and slows down . (Rit.)
*scra
tch*
*scra
tch*
*scratch*
7 . She walks back to her favourite tree . (Moderato)
Zzz . . .
8 . Nellie finally lies down to sleep . (Rit.)
Lesson 8 Notes and the Beat

Learning Objectives Perform rhythm patterns with independent parts. Create rhythms using long and short sounds and rests. Use the Editor to create music.
Suggested Preliminary Activities Chant short sentences to a steady beat. Choose a theme for the sentences, such as the childrens favourite foods. For example:
Roast Pas-ta Ap-ple Fresh and fruit chick- en, sal - ad, juice,___ pie and cus - tard, Roast Pas-ta and Fresh fruit chick- en. sal - ad, juice. ___
Ap-ple pie and cus - tard.
Say and clap each syllable of the chant, then whisper and clap. Finally, ask the children to think the words and clap the rhythms. Practise these rhythms, repeating them so they are continuous. Explain that we call a repeated pattern an ostinato. Write the word ostinato on the board. When the children can clap the ostinato rhythms above, ask the class to chant and clap one rhythm while you chant and clap another. Next, divide the group in half and ask one group to chant and clap one rhythm, and the other group to perform another. Give a clear starting signal for the first group (e.g. 1, 2, ready, start) and lead the second entry when the first groups rhythm is established. Practise with different starting orders and different rhythm combinations. Be ready with a clear stop signal! When children can perform confidently in two groups, create more groups to perform a third and then a fourth rhythm. Count-in and lead the entries as before and encourage children to watch for the stop signal. These ostinato rhythms can also be performed using un-pitched percussion instruments. Practise chanting and clapping and then assign different instruments to different patterns. Remind the children to follow the start and stop signals as they play.
48

Step A
Ask the children to compare the graphic notes and beat pebbles, then click on the shapes to hear how the different rhythms sound.
Listen to the voiceover
Steps BC
Ask the children to point to the long notes and short notes, then click on the shapes to hear the different rhythms.
Steps DE
Ask the children to point to the graphic notes that are longer than the beat pebbles, then listen to the rhythm (Step D). Ask the children to click on the graphic notes that are longer than the beat pebbles (Step E).
Click on the graphic notes that are longer than the pebbles
Steps FG
Listen to sounds that are the same length as the beat pebbles in Step F. In Step G, ask the children to click on the graphic notes that are the same length as the beat pebbles.
Click on the graphic notes that are the same length as the pebbles
49

Steps HI
Ask the children to click on the shape to hear sounds that are shorter than the beat pebbles in Step H. In Step I, ask the children to click on the notes that are shorter than the beat pebbles.
Click on the graphic notes that are shorter than the pebbles
Step J
Ask the children to read the music vocabulary for the different note lengths. Ask the children to compare the notes. For example, a semibreve is four beats long and the longest sound. A crotchet is the same as one beat pebble. A semiquaver is the shortest, lasting only a quarter of a beat pebble.
Steps KL
Ask the children to build their own rhythms by dragging graphic notes onto the beat line. In Step K beats are grouped in fours, and in Step L beats are grouped in threes. The rhythm plays on a loop as they compose. To stop playback click on the Stop button.
Drag graphic notes to the beat line
Click on the Stop button to stop playback
50

Steps MN
Ask the children to point to the places where they think the rests (silence) will be, and then click on the shape to hear the music.
Point to rests in the music
Step O
Ask the children to drag graphic notes to the Trash to create two rests in the music. The rhythm plays on a loop as they create rests. To stop playback click on the Stop button.
Drag notes to the Trash . . . . . .to create rests .
Step P
Ask the children to drag notes onto the beat line to build a rhythm. Help them discover how many gaps are needed in the row of graphic notes to create three rests. Click on the Stop button to halt the automatic playback.
Drag graphic notes to the beat line
Remember to leave three rests!
51
In this lesson, were going to create a percussion ostinato pattern using the Editor . We will create four twobar ostinato rhythms using a combination of long and short notes and rests .
There is no le for this lesson, we will be using the Editor instead. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.
52
Introduction
Resources

Open the Jungle Create mode and tell the children that we are going to use the Editor to write our own rhythms. Click on the New Shapes button. This gives us a choice of blank animals and plants in the menu at the top of the screen. Ask what represents rhythms (Trees). Drag the Tree into bar one of the Play Space. The Editor opens automatically to display four empty rhythm lines for four percussion instruments, pictured at the beginning of each line.
Dragging a blank Tree onto the Play Space will open the Editor
The staves are initially blank
Point at the instrument pictures and ask the children to identify the percussion instruments (bass drum, snare drum, closed hi-hat and open hi-hat). Explain that we are going to build our own two-bar rhythms by dragging graphic notes from the note palette onto the empty rhythm lines. Begin with the bottom line (bass drum). Invite the children to select short graphic notes by clicking on them (they will turn blue), then dragging them to the bottom line to create a two-bar rhythm. Ask them to include at least one rest in each bar.
Encourage the children to listen to the rhythm frequently by clicking Play; the rhythm will automatically loop from the end of the last bar containing a note. Click on the Stop button to stop the playback. Ask the children to continue to experiment and make changes by adding notes, or deleting them by dragging them to the Trash. When they have finished the first rhythm, click on the Play button to hear it. Next, guide the children as they create a snare drum rhythm by selecting and dragging graphic notes to the second rhythm line. Remind the children to include rests. Encourage them to put notes in different places to the bass drum to create an interesting effect. Listen back frequently so the children hear their rhythms as they work. Now invite the children to build the third rhythm for the closed hi-hat. Remind To make your own rhythm, add them to use rests and to look and listen graphic notes to the stave of for how sounds overlap. Encourage them each percussion instrument to click on the Play button frequently to listen. Finally, the children drag notes onto the open hi-hat rhythm line to create the fourth rhythm, listening to their work as they compose to inform their decisions. When the children have completed all four rhythms, click on the Play button to hear them. Invite them to revise their work by A short note is added to the Open Hi-Hat adding or deleting notes. When they are satisfied with their music, click on the Done button.
Extension tasks
Invite the children to experiment with different percussion instrument tone colours for their rhythms. Ask the children to click on the Instruments and Dynamics button and then drag the different instruments to the pictures at the beginning of each rhythm line. Click on the Play button to hear the new sounds. Encourage the children to experiment with different combinations of instruments. The children can add more layers to the texture by clicking on the New object button and dragging another blank Rhythm Tree into bar one on the Play Space. The children can input rhythms as before and click on Done to return Natio to the Play Space. (Note that any unused rhythm Curricunal lines will be lost when the Tree is re-opened). areas: lum 1c, 2a, 1a, To see how the rhythms are represented in normal 3c, 4 a, 2b, notation, the children can click on the Normal 4b Notes button.
53
Lesson 9 Upward and Downward

Learning Objectives Identify upward and downward melody direction with one and two instruments playing at once. Move to show melodic direction. Using the Editor, create a melody which uses upward and downward movement and also stays on the same note.
Suggested Preliminary Activities Give the children a note and ask them to sing it to oo. Then ask them to change the pitch according to your hand movements which go up, down or stay the same. Next, divide the group in two, and repeat the exercise with one half following your right hand and the other half following your left. Invite the children to give the hand movement instructions. Ask the children to plan a four-bar melody by putting arrows pointing upward, downward or straight across into a series of four boxes. Then invite them to perform their melodies using pitched percussion instruments or keyboards. Using a xylophone or glockenspiel, play the children three-note melodies that move upward (e.g. G, A, B), downward (e.g. B, A, G) or stay the same (e.g. G, G, G). Ask them to use their hands to show the direction of the melody. Next, ask them to draw the direction of the melody, using coins or pebbles one coin or pebble for each pitch. Explain that we read notes in music like words in a book, from left to right, and that each pebble represents one note. Start by playing three notes that stay the same (the children should put three pebbles in a straight line from left to right). Next, play a phrase that moves upward (they should put the pebbles in a diagonal line from low to high a low pebble represents a low pitch and a high pebble represents a high pitch). Then play a phrase that moves downward (they should put the pebbles in a diagonal line from high to low). The children can write three-note melodies using pebbles to be played by other pupils on pitched percussion instruments.
54

Steps AC
Ask the children to draw the shapes of the melodies in the air using their hands as imaginary paint brushes or arm movements that move upward, downward, or stay on the same level. Review tone colour by asking: Which instruments are playing? (Piano, vibraphone and oboe).
Step D
Click on the shapes to hear melodies. Ask the children to draw the direction of the melodies with their hand, and then guide them as they drag the shapes to the matching arrows.
Drag the shape to the matching arrow
Step E
Ask the children to read the words and notice how the words bend up and down like the arrows. Click on the shapes to listen and encourage the children to use arm movements to identify the direction of the melodies. Then guide them as they drag the shapes to the matching words.
Drag the shape to the matching word
55

Steps FG
Ask the children to describe the direction of each arrow, and trace its shape with their hand. Click on the arrows to hear the melodies, and ask the children to move to show the shape of the music.
Step H
Click on the shape to hear a melody that changes direction frequently. Invite the children to describe what they hear (e.g. a melody that hops around).
Steps IJ
Ask the children to trace the shape of each arrow with their hands and describe it using words. Click on the shapes and listen to the music, tracing the direction of each melody with hand movements. Which shape matches the arrow? Guide the children as they drag the shapes to the arrows.
Drag the shape to the matching arrow
Steps KL
Help the children drag the arrowheads upward and downward as directed. Listen to the upward and downward melodies and ask the children to move to show the direction of the music.
56

Steps MN
Help the children discover that they are hearing two melodies at the same time. Sometimes the melodies move in different directions and sometimes in the same direction.
Steps OQ
Click on the shapes to hear two melodies playing together. Ask the children to listen to the higher-sounding instrument first and trace the direction of its melody with their hand. Which of the top arrows matches this melody? Then listen to the lower melody and trace its direction. Which of the bottom arrows matches? Guide the children as they drag the shapes to the matching arrows.
Drag the shapes to the matching arrows
Step R
Click on each shape and ask the children to describe the direction of each melody using words or hand movements. Invite them to drag the shapes that match the arrows onto the Play Space. When finished, click on Play to hear the music.
Drag the shapes to the matching arrows
57
In this lesson, were going to use the Editor to create melodies that move upward, downward and stay on the same note . Then well use them to create a longer music composition .
There is no le for this lesson, we will be using the Editor instead. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.
58
Introduction
Resources

Open the Shapes Create mode and click on the New Shape button. Shapes will appear in the menu at the top of the Play Space. Ask the children which shape represents melodies (the magenta circle). Click on this and drag it to the left side of bar one on the Play Space. The Editor will open automatically to show a blank stave with a treble clef at the beginning. The clarinet picture indicates that the music we write will be played by the clarinet. Invite the children to drag the graphic notes into the empty bars on the stave to create a melody. Prompt the children with questions, such as: Will your melody move upward, downward or stay on the same note? Invite the children to drag the graphic notes into the leftmost bar to represent their chosen contour. Click on the Play button to hear the melody; it will repeat automatically from the last graphic note. Click on the Stop button to stop or pause the melody. Invite the children to make changes; they can make notes higher or lower by dragging them to different places on the stave. Click Done to close the Melody shape in the Editor. Then listen to the melody in the Play Space. Next, ask the children how the melody will continue. TIP Will it move upward, downward or stay on the same To make the melody note? Invite the children to drag a new blank Melody shape to the second bar of the Play Space. With the sound smooth, avoid shape open in the Editor, invite the children to drag large leaps, and start graphic notes into bar 2 to reect the chosen contour. new phrases using a Click on the Play button to listen to the melody, then note close in pitch to Done when children are finished. Click on the Play the last note of the button in the Play Space to listen to the first two previous bar. bars of their melody.
Remember: you can modify any Continue this process drag new shape by double-clicking on it Melody Shapes onto bar 3 and bar 4 and write notes into bar 3 and bar 4 respectively until the children have written four bars of melody. Click on the Play button to listen and ask the children to trace the direction of the Does the music go melody with their hands. upward and downward? Invite the children to make changes to their work. Click on any shape to open it, and then move notes up and down on the stave. Listen frequently so that the children hear the changes they make. When the children are satisfied, click Done to return to the Play Space. Click on the Play button to hear the melody you have written. Click on the Song Name sign and give your melody a name.
Extension tasks
The children can change the timbre of the melody by clicking on the Instruments and Dynamics button and dragging their chosen instrument onto the melody shape. They can also experiment with having different instruments play in different bars. The children can make the whole or part of the melody sound higher or lower by moving the shapes to the top or the bottom of the Play Space. Encourage them to experiment and explore. Invite the children to add Rhythm Shapes to accompany their melody. Children can extend their melodies (perhaps to twelve or sixteen bars) by dragging the Stop sign to the right. Add more blank Melody Shapes to each bar and carry on composing! When working in pairs or sharing computers, the children can plan their melodies using arrows in boxes one box for each bar of the melody. Then guide them as they create melodies with those shapes in Editor. Invite the children to add Bonus Shapes to their music for special effects. N
atio Curricunal areas: lum 1c, 2a, 1a, 3c, 4 a, 2b, 4b
59
Lesson 10 High, Low, Middle, Steps & Leaps

Learning Objectives Use body movements to show understanding of pitch as high, low and middle. Identify stepwise melodic movement and melodic leaps. Create a melody made up of phrases moving in steps and leaps, and using high, middle and low pitches.
Suggested Preliminary Activities Play high, medium and low pitches on a keyboard, xylophone or chime bars. When you play a high note, ask the children to reach high. When you play a low pitch, have them bend low, and when you play a medium pitch, they should stand straight. Challenge the children by playing from a place where the children cannot see, so that they respond solely to what they hear. Using a xylophone or keyboard, show the children phrases moving in steps (pitches moving consecutively up or down without skipping bars or keys) and leaps (skipping bars or keys). Play the children short phrases and ask them to describe the phrases as steps or leaps, up or down. Invite whoever answers correctly to improvise the next phrase for the class. As children become familiar with these sounds, play from a place where they cannot see the instruments so that they rely on their ears. Extend the previous activity by playing the phrases at higher (shorter bars) and lower (longer bars) pitches.
60

Step A
Ask the children to listen and hold their hands high above their heads, low to the oor or at their waist for high, low and middle pitched sounds.
Step B
Ask the children to read the words high, middle and low. Click on the shapes and have them continue to move their hands to match the pitch of the sounds. Then drag the shapes to the matching words.
Step C
Click on the shape to hear a melody made up of high, low and middle pitches.
Step D
Help children describe the different kinds of melodic motion. For example, movement in step is like walking up and down stairs, one step at a time. Leaps in music jump up or down, like skipping steps. The same note looks at.
Step E
Ask the children to read the words steps, leaps and same. Click on the shapes to hear them and ask the children to move to show what they hear or to describe the music. Then, drag the shapes to the words.
Steps FI
Invite the children to read the pairs of words. Then click on the shapes to hear them. Ask the children to describe the sounds they hear using the vocabulary high, low, upward, downward, stepping, leaping and staying the same, and then drag the shapes to the matching words.
Drag the Melody Butteries to the words
Step J
Drag the shapes that match the words onto the Play Space. Then click on the Play button to hear the music.
61
In this lesson, were going to use short melodies made up of steps, leaps or notes that stay the same to create a longer melody . We will also add a rhythmic accompaniment to the melody .
62
Introduction
Resources
StepsLeaps .grs
You are given an eight-bar Play Space in the Jungle Create mode, with melody prole instructions printed underneath each bar. There are eight Melody Butteries: upward steps, upward leaps, downward steps, downward leaps and the same note at high, medium or low pitch. There is also a choice of three Trees. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.

Open StepsLeaps .grs and click on the Melodies button to reveal eight Melody Butteries. Click on these to hear phrases made up of steps, leaps and notes that stay the same at high, medium and low pitch. Ask the children to trace the melody shapes in the air with their hands, reecting the pitch with the height of their arm. Next, invite children to drag some of the shapes into the Play Space and double-click on them to open the Editor. Look at how the phrases are written (using graphic or standard notes), and ask the children to describe the melodies (e.g. stepping up, leaping down or staying on the same note.) Click on the Play button to see if the sounds match the childrens descriptions. Click Done to return to the Play Space. Guide the children as they create a melody using the Melody Butteries and by following the instructions at the Text line. Ask the children to read the words under each bar of the Play Space, then find the matching phrase by clicking on the Melody Butteries. Encourage them to listen frequently as they work by clicking on the Play button. When they have finished, ask the children to click on Play to hear the whole melody. Ask them to identify any phrases that dont match the instructions under the bar, and to make any necessary changes by swapping the Melody Butteries or moving them to the Trash.
Match the melodies to the words in the Text line
When the children have placed the Butteries in the correct order, click on the Rhythm Trees button to reveal three Rhythm Trees. Invite the children to add rhythms to accompany the melody. Finally, click on the Song Name sign and give the melody a name.
Extension tasks
Use the Editor to Practise identifying melodic movement in steps and leaps using both Graphic Notes and Normal Notation. Also, move a Buttery to the top and then to the bottom of bars and open the Editor in each position to see and hear how high and low melodies are notated. Write a story based on the melody created, perhaps about a jungle animal or buttery. Ask children to write stories to use as a plan for a melody that moves in steps and leaps and that uses high, medium and low pitches. They can then create music to represent their stories using the Melody Butteries we have been given in StepsLeaps .grs.
Natio Curricunal areas: lum 3a, 3b, 2b, 3 4 a, 4 b c ,
63
Lesson 11 Major and Minor

Learning Objectives Identify major and minor melodies and chords. Create the melody Frre Jacques in a minor key.
Suggested Preliminary Activities Sing songs in major keys such as This Old Man and If Youre Happy and You Know It. Then, sing songs in minor keys such as Walking in the Air or Summertime. Invite the children to describe the difference in sound and mood between major key and minor key songs. Sing the song Frre Jacques as a class. Then invite the children to play the melody on xylophones or glockenspiels. Play in the key of D; place F-sharp and B-natural bars on the instruments, and start the song on D. Give the children time to work out the melody, then sing and play it together. Next, replace the F-sharp bars with F-natural and B-natural with B-at. Invite the children to play the melody again, and ask them to describe the difference in the sound. (The second version is in a minor key.) Play recordings of music in major and minor keys and invite the children to listen. Encourage them to describe the mood or feeling of the music.
64

Steps AB
Listen to the music in the major and then in the minor. Invite the children to describe the difference in sound using their own vocabulary. For example, major might be bright and minor dark.
Step C
Click on the shapes to hear more major and minor music.
Drag the major and minor shapes to their matching words
Steps DF
Click on the shapes to hear the music. Guide the children as they drag the shapes to the word minor or major.
Step G
Click on the Chord shapes and listen to them. Then drag the major and minor chords into the Play Space and drop the shapes above the characters head. Click on the Play button to hear the major and minor chords accompany the melody.
Find the major and minor shapes and put them over the characters head
65
In this lesson, we are going to create the melody Frre Jacques in a minor key .
66
Introduction
Resources
MajorMinor .grs
This opens an eight-bar Play Space in the Shapes Create mode. There are seven Melody shapes, each representing one bar of the melody Frre Jacques in either a major or minor key. There are two Chord shapes (one major and one minor), three Bass Line shapes and some Rhythm shapes. The words of the song are printed below the Play Space. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use.

Open MajorMinor .grs. Invite the children to review Frre Jacques by singing the song together. Then, click on the Melodies button to display seven Melody shapes in the menu. Ask the children to click on each Melody shape to hear part of the melody and ask the children to sing the phrases back like an echo, using the words of the song. Help them identify each phrase as major (bright sounding) or minor (dark sounding).
Identify the Major and Minor shapes Use the Minor Chords shapes to accompany the melody
Drag the minor Melody shapes onto the Play Space
Next, ask the children to build Frre Jacques in the minor key by dragging the minor (dark sounding) Melody shapes onto the Play Space. Help them match the phrases to the words underneath each bar. Encourage the children to listen to their work frequently by clicking on the Play button, and to make changes if necessary. Explain that the last phrase (Ding, ding, dong) is the same in both major and minor keys. When the melody is complete, click on the Play button to hear it. Ask the children how we make the music repeat (put the Repeat sign on the Stop sign). Invite them to click on the Tempo button and drag the Repeat sign to the Stop sign. Now click on the Play button to hear the melody repeat. Sing Frre Jacques in a minor key in time with Groovy.
Extension tasks
Invite the children to click on the Chords button and listen to the two Chord shapes we have been given. Ask the children to identify the chords as major and minor. The children can then add the minor chord to accompany the minor melody. Click on the Rhythm Shapes button to display three Rhythm shapes in the menu at the top of the Play Space. Click on these to hear them. Ask which shapes best suit the mood of the music and why, and then invite the children to add them to the Play Space. Allow the children to experiment with different combinations. Invite the children to change the instrumentation of the melody; different combinations of instruments may change the mood or feeling of the music. Click on the Instruments and Dynamics button and invite the children to drag the new instrument(s) to the Melody shapes. The children can experiment with different speeds (tempos or tempi) for their music. Click on the Tempo button and drag a Tempo sign to the beginning of bar one. Click on the Play button to hear the effect. Does a slow tempo (low number) or a fast tempo (high number) best suit the mood of the music? Sing Frre Jacques as a two-part round with Groovy. Ask the children to sing the song from the beginning when the Groovy character is at bar 3. Next, create a three-part round by asking a second group to start singing the song from the beginning when the Groovy character is at bar 5 and the first group of singers are at bar 3.
Natio Curricunal areas: lum 1 2b, 3a, a, 1c, 3c, 4 a, 3b, 4b
67
Lesson 12 Making Melody

Learning Objectives Move to show the direction of melodies and to match notated music. Create melodies that move in steps and leaps, and create ostinato patterns using standard notation. Use the Editor to compose melodies and ostinato patterns that can be used in a composition.
Suggested Preliminary Activities Write the note names D and A on the board. Using pitched percussion instruments such as xylophones and glockenspiels, invite the children to compose a four-beat pattern using only these notes. (The children could also use keyboards). Allow them to experiment with rhythm, but limit their pitch choices to D and A. Ask the children to play their patterns several times in a row without pausing or stopping. Explain that we call a repeated pattern an ostinato, and write this word on the board. Invite the children to write their ostinatos using letters (e.g. D, A, D, A), and then using note heads placed to represent high and low pitch below the letters, e.g. D A D A
Next, write the letter names D, F, G, A and C on the board and explain that we will use these notes to compose melodies. Invite the children to improvise short melodies using these notes. Encourage them to start and end on D, to think about steps, leaps and repeated pitches as they improvise, and to experiment with different combinations. Then, organise the children into small groups to play their ostinatos and melodies together. For example, have one pupil play an ostinato while two others take turns playing their melodies. Then swap roles. For an additional challenge, invite children to notate their melodies. They may notate their melodies using letters and note heads as before, by drawing the shape of the melody, or by using a system of their own. Assist students who are ready to write their melodies on the stave using standard notation.
68

Steps AB
Listen to the music in the major and then in the minor. Invite the children to describe the difference in sound using their own vocabulary. For example, major might be bright and minor dark.
Step C
Click on the shapes to hear more major and minor music.
Steps DF
Click on the shapes to hear the music. Guide the children as they drag the shapes to the word minor or major.
Step G
Click on the Chord shapes and listen to them. Then drag the major and minor chords into the Play Space and drop the shapes above the characters head. Click on the Play button to hear the major and minor chords accompany the melody.
69

Steps DE
Show the children how the notes step up and down the stave from space to line in stepwise motion.
Step F
Click on the shapes to hear the melodies. Ask the children to draw the shape of each melody in the air with their hands. Guide them as they find the notes that move in the same direction as their arm movements and drag the shapes to the stave.
Drag the correct shapes to their matching melody
Step G
Guide the children as they drag notes that walk down the stave, from line to space.
Steps HI
Ask the children to point to the spaces between the notes that make the music sound as if it is jumping.
Step J
Click on the shapes to hear the melodies and ask the children to trace the melody shapes as they listen. Encourage them to move their hands high for high pitches and low for low pitches. Then ask them to match their hand movements with the contour of the notes on the stave. Guide them as they drag the shapes to the matching staves.
Drag the correct shapes to their matching melody
70

Step K
Guide the children as they drag notes onto the stave to create a melody that leaps. Remind them that the notes must not be next door to each other on the stave.
Step L
A short repeating pattern is called an ostinato. What do the children notice about the notes in each bar? (They are the same).
Steps MN
Click on the shapes to hear the music. Ask the children to raise their hands if they hear an ostinato. Drag shapes with repeated patterns to the word ostinato and those that do not have repeating patterns to the words no ostinato.
Drag the correct shapes to their matching words
Steps OP
Ask the children how they will create an ostinato pattern. (Copy the notes from bar one into the other bars). Guide them as they drag the notes onto the stave.
71
In this lesson, we are going to use the Editor to create a bass line ostinato pattern and melody phrases that move in steps and leaps . We will then use these phrases to build a composition in the Jungle Create mode.
72
Introduction
Resources
Melody .grs
This le opens a four-bar Jungle Play Space. The children will create ostinato Bass Line Plants and Melody Butteries with xed pitches in the Editor. You are also given a selection of Rhythm Trees, Arpeggio Insects and Chord Webs to use as accompaniments. If you have an interactive whiteboard, turn the Screen Toggle on for classroom use. Children can also compose using a MIDI Keyboard. See the Extension Tasks.

Open Melody .grs. Tell the children that we are going to compose a bass line ostinato using the notes D and A. Write these letters on the board. Click on the New object button and ask the children which object represents bass lines? (Plants). Drag the Plant into bar one to open a blank stave in the Editor. Ask which instrument will play the bass line? (Bass guitar). Invite the children to drag notes into bar one using the pitches D and A only (D = third line, A = bottom space or top line). Click on the Play button to hear the bass line and invite the children to make any changes to their work. When they have finished, click Done to return to the Play Space. Ask the children how we can turn this phrase into an ostinato (repeat it). Show the children how to copy the Plant into bar two, by holding down the ALT key (z or Option on a Mac), clicking on the Plant, and then dragging it into bar two. Invite the children to copy the Plant into bars three and four. Click on the Play button to hear the ostinato pattern. To see the ostinato pattern notated using graphic notes, click on the Full Score button. To see the music notated using normal notes, click on the Normal notes button. Click on the Graphic notes button to return to graphic notes.
Click on the New object button and create your own melodies and bass lines
Click on the Full Score button to see your composition notated in full
Click on the Play button to listen and watch the graphic notes turn yellow as they play. Invite the children to make any revisions, (e.g. they may wish to alter the ending) by dragging notes up or down the stave. Then listen again. Click on the Full Score button to return to the Play Space. Next, write the letter names D, F, G, A and C on the board and tell the children that we will compose four Melody Butteries using these pitches. Invite the children to click on the New object button and drag a Melody Buttery into bar one. Ask them to think about how this phrase of their melody will move (e.g. steps upward, leaps downward). Guide them as they drag notes into the bar, and remind them to use only the notes written on the board. When finished, click on the Play button to hear the music and ask the children to move their arms to show its direction and shape. Does the music match their plan? Invite the children to make revisions by dragging the notes up or down, and then listen again. Click Done to return to the Play Space. Click on the Play button to hear the melody and bass line together. Repeat the above process for bars 2, 3 and 4. Ask the children to drag new Melody Butteries into each bar and create melodies. Encourage them to think about similar and contrasting phrases as they compose and to listen to the music and make changes frequently as they work. When the children have completed the fourth bar of the melody, click Done to return to the Play Space and then click on the Play button to hear the music. Do the four bars of the melody work well together? Do they combine well with the bass line? Invite the children to make changes to their work by double-clicking on the Butteries and Plants and editing notes as before. Click Done and then click on the Play button to hear the music. To see the whole composition notated, the children can click on the Full Score button. Click on the Normal notes button to see the music notated using normal notes, and click on the Graphic notes button to return to graphic notes. When they have finished, click on the Full Score button once more to return to the Play Space, and then listen again. The children can continue to develop their composition using the suggestions above and ideas from the Extension tasks on the next page. When they are satisfied with their work, they can click on the Song Name sign and name their composition.
73
Extension tasks
Add Rhythm Trees to the music by clicking on the Rhythms button and dragging Rhythm Trees to the bottom of each bar. They can also add Bonus Animals to create an exotic Jungle sound and Arpeggio Insects or Chord Webs to thicken the texture. The children can change the speed of the music by clicking on the Tempo sign and dragging the tempo instructions onto the Play Space. Remind the children that high numbers are fast and low numbers are slow. Also experiment with phrases getting faster or slower.
Add Chords and Arpeggios to your music
Add a Repeat sign or extend your composition by dragging the Stop sign to the right
Add dynamics and tempo changes Remember to give your composition a title and share your music!
Click on the Instruments and Dynamics button to add different timbres and dynamic interest to the music. Encourage the children to experiment, and ask them to explain and describe their decisions, to build vocabulary and enhance understanding. Invite the children to make the composition longer by moving the Stop sign to the right to add more bars, or you could add a Repeat sign to make your music loop back. The children can create duet bars by adding a second Melody Buttery to the bar. They can either copy an existing Melody Buttery, or create new Melody in the Editor. Finally, save and share your work! Encourage the children to give their music a title and at a later date, find their composition in the Song Menu and drag it to the Play Space to share with others. Simply click on the Play button and enjoy! Using a MIDI keyboard You can connect a MIDI keyboard to enable the children to record their melodies and ostinato patterns directly into a MIDI Record Keyboard (like the icon on the left) on the Play Space. Simply click on the New objects button, drag the Keyboard shape into the required bar on the Play Space, click on the Record button (ashing red), wait for the count-in and play! Click on the Stop button to finish recording and then click on the Play button to hear your work. (Pages 1213 in the Groovy Jungle Guide for more details).
Natio Curricunal areas: lum 2a, 2b, 1b, 1c, 3 3c, 4 a, a, 3b, 4b
74
Notes
75
Credits and Acknowledgements
Designer and Producer Technical Design Programming Authors Music and Audio Graphics Voices Additional Programming Executive Producers Testing and Installers
Michael Avery Hans Lindetorp Hans Lindetorp and Mattias Hallqvist Sandra Stauffer, Mary Elizabeth, Pauline Adams Katya Sourikova, Geoff Shell, Rune Frnne, Aquarium Studios Springload Design, Ami Plasse, Liz Cairns Phillipa Alexander, Alison Kerr, Geoff SHell Mike Copperwhite, Graham Westlake, David Matthewman Jeremy Silver, Alison Kerr, David Harvey, Justin Baron, Ben Finn Anthony Hughes, Michael Piraner, Michael Eastwood, Akiko Ogawa, Tsuyoshi Matsunaga, Sam Hogarth, Stephen Penny, Tim Adnitt, Maggie Bennett-Goodman, Larry Marchese, Bruce Munson, Robin Hodson, Greg Smith, Pam Davies Michael Avery, Jane Butterfield, Sandra Stauffer, Anthony Hughes, Georgia Pearson Marten Sims Bill Marten
Documentation Guide Graphic Layout Additional Project Management
Version 1.0 January 2006 Copyright 2006 Sibelius Software Ltd. and its licensors. All images and recordings used under license. All rights reserved.
Sing A Rainbow Words and music by Arthur Hamilton 1955 (renewed) Mark VII Ltd ., USA Warner/Chappell Music Ltd ., London W6 8BS Reproduced by permission of Faber Music Ltd . All Rights Reserved .
76
Groovy Jungle is a childrens music program and teaching resource aimed at 7 to 9 year olds. Designed after extensive worldwide research with children and educators, this program makes music and learning fun!
Jungle Create mode Explore mode
Graphical MIDI sequencer/editor for children
An Interactive exploration of musical concepts, structured as topic and steps.
Bonus animals for students

Explore mode uses an award system of Bonus animals where students receive various animals for use in the Jungle Create mode. This creates a dynamic and pedagogical link between exploring and creating music while providing further motivation for students to use the program.
Sibelius, Sibelius Groovy Music, and associated logos, designs and taglines are all trademarks or registered trademarks of Sibelius Software Ltd or Sibelius USA Inc in the USA, UK and other countries. All other trademarks acknowledged. All information is believed correct at the time of going to press, but is subject to change without notice. Sibelius Software Ltd 2006. All rights reserved. E&OE
For more information, contact your dealer or Sibelius: Freephone: 0800 458 3111 Email: infoUK@sibelius.com www .sibelius .com

Groovy Jungle Lesson Plans

Încărcat de

Informații document

Descriere originală:

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Groovy Jungle Lesson Plans

Încărcat de

Drepturi de autor:

Formate disponibile

Groovy Jungle Lessons

Groovy Jungle lesson plans

Lesson Plan Files

Compatibility with Music Curriculum

Jungle Introductory Lesson

Shapes Introductory Lesson

Jungle Create Introduction

Introductory Lesson Musical Shapes

Jungle Create mode lesson

Jungle songs button

Click Play . Does the tune sound correct?

Place the Insects and Webs onto the Play Space

Add special effects to your music with Bonus Animals

Natio Curricunal areas: lum 1 2b, 3a, a, 1c, 3 4 a, 4 b c ,

Shapes Create Introduction

Shapes Create Introduction

Shapes Create mode lesson

Lesson 1 Tone Colour

Lesson 1 Tone Colour

Click on the Play button when youre finished to listen .

Lesson 1 Tone Colour

Shapes Create mode lesson

Place two Melody shapes in the same bar to make a duet

Click on the Song Name sign to name your music

Place some Bonus shapes into the Play Space

Click on the Save button to save your work

Lesson 2 Loud and Quiet

Lesson 2 Loud and Quiet

Drag the correct bird to the word

Click on the Play button to listen to your music

Lesson 2 Loud and Quiet

Jungle Create mode lesson

Match the Bonus Animals to the words in the Text line

Natio Curricunal areas: lum 1 3a, 3c,a, 1c, 4a

Lesson 3 Music Words

Lesson 3 Music Words

Drag the correct words to the shapes

Lesson 3 Music Words

Shapes Create mode lesson

Match the Melody shapes to the words

Curric nal areas: ulum 1 2b, 3a,b, 1c, 3 and 4 b b

Lesson 4 Dynamics Symbols

Lesson 4 Dynamics Symbols

Drag the arrow from the word to the dynamic symbol

Lesson 4 Dynamics Symbols

Lesson 4 Dynamics Symbols

Drag the correct dynamics to the instruments

Drag the correct dynamics to the instruments

Drag the correct dynamics to Melody Butteries to make a tune

Lesson 4 Dynamics Symbols

Jungle Create mode lesson

Instruments menu Instruments and Dynamics button Dynamics menu

Natio Curricunal areas: lum 3a, 3b, 2b, 3 4 b, 4 d c,

Lesson 5 Long and Short

Lesson 5 Long and Short

Lesson 5 Long and Short

Drag the correct shape to the matching long or short notes

Drag the arrow from the shape to the matching rhythm

Lesson 5 Long and Short

Drag the correct shape to the matching rhythm

Lesson 5 Long and Short

Jungle Create mode lesson

m a re a s : 1 2a, 2b, a, 1c, 3c , 4 a, 3a, 4c