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RYDAL PENRHOS PREPARATORY SCHOOL LEARNING BOOKLET MUSIC DEPARTMENT

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YEAR 4 UNIT 1 Rubber duck

Name: ______________________________________________

form: ___________

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These are some of the types of notes that you will use throughout your studies in music. Each note has a value. The value is the number of beats it is worth. When you play music, you learn to hear and feel the beats; they are sometimes called ‘the pulse’ or ‘ the counts’.

This term, the music that we are going to listen to, play and compose will be blues music. Below are some pictures of blues singers. You will be hearing some of their music.

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BB KING

Bessie Smith

Blind Lemon Jefferson

Eric Clapton

Robert Johnson

Sonny Boy Williamson

4 Let’s listen to some music!! Here are some pieces of music, they are songs by the singers you have just seen. Have a listen to each one. Think and then turn to a partner and share what you have heard. Write down your thoughts on the next page. There are some musical words below to help you to use musical language when you discuss what you hear.

Tempo - Is the music fast, slow or somewhere between? Pitch - Are you hearing high or low sounds or both? Timbre - This is a French word. It is about sound quality. What sounds are you hearing? Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

LISTENING PAGE!!
Tempo - Is the music fast, slow or somewhere between?

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Write your thoughts below

Pitch - Are you hearing high or low sounds or both?

Texture - Are you hearing lots of sounds together ( a thick texture) or not many sounds together ( a thin texture) Dynamics - Time for some Italian words!! Is the music loud = forte, soft = piano, medium loud = mezzo forte, medium soft = mezzo piano or a mixture of these.

Timbre - This is a French word. It is about sound quality. What sounds are you hearing?

The name of the piece is .................................................... The composer is .................................................................

You are going to learn to play a piece of music called ‘Rubber Duck’. The piece is designed to sound like a blues tune. It uses something called a blues scale. The blues scale is a set of notes that gives music a ’bluesy’ sound. Firstly you are going to learn to play ‘Rubber Duck’ accompaniment. You have the choice of playing it on a violin, viola or a cello. Each instrument page has the music notation and note diagrams written on it. You’re challenge in each case is to figure out how to play the accompaniment parts from the notation and diagrams.
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Use the diagram below to help you to figure out how to play the notes this violin accompaniment. 17

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See if you can use the fingering chart below to help you to learn to play this viola accompaniment. Notice the different clef at the start of the notation.

Alto clef

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See if you can use the note diagram below the notation to figure out where the cello notes are in this piece.

Bass clef

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Now that you’ve learned to play an accompaniment part, ask your teacher for a recording device to record your performance. Listen to it, maybe with a partner if you like. Then decide which level you have achieved with this task. Put a tick in the box next to the level you feel you have achieved. Assess your performance
Level 2 I can play bits of the piece whilst keeping to a steady pulse.

Level 3 I can play most of the piece whilst keeping to a steady pulse.

Level 4 I can play my piece by ear and from notation with others, whilst keeping to a steady pulse and showing an awareness of other players.

Level 5 I can play my piece by ear and from notation with others from memory whilst keeping to a steady pulse. I can lead my ensemble And even take a solo part.

Level 6 I can play my piece by ear and from notation with others from memory whilst keeping to a steady pulse. I can lead my ensemble And even take a solo part. I can also add my own dynamics, tempo changes and timbre changes to my performance.

Now that you’ve learnt to play an accompaniment part, we are going to learn to play the main melody. This is going to be play on the keyboard, right hand only. If you are able to do this fairly easily, why not try to play the piano part; this uses the right and left hands!
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PIANO KEYBOARD

LEFT HAND AREA

RIGHT HAND AREA

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The arrows show you the pitch area for the piece. See if you can work out the pitch direction by using the notation and the original recording for reference.

The little ‘b’ next to some of the notes means that the note is a ‘flat’. That means that you play the black note to the left of the white note that is first stated. So for example, and Eb would be the first black note to the left of E. See if you can find the flat notes in the piece. As a bit of fun, you could find a partner to test! Listen to this piece on the original recording for help with rhythm and pulse.

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Now that you’ve learned to play the keyboard part, ask your teacher for a recording device to record your performance. Listen to it, maybe with a partner if you like. Then decide which level you have achieved with this task. Put a tick in the box next to the level you feel you have achieved. Assess your performance
Level 2 I can play bits of the piece whilst keeping to a steady pulse.

Level 3 I can play most of the piece whilst keeping to a steady pulse.

Level 4 I can play my piece by ear and from notation with others, whilst keeping to a steady pulse and showing an awareness of other players.

Level 5 I can play my piece by ear and from notation with others from memory whilst keeping to a steady pulse. I can lead my ensemble And even take a solo part.

Level 6 I can play my piece by ear and from notation with others from memory whilst keeping to a steady pulse. I can lead my ensemble And even take a solo part. I can also add my own dynamics, tempo changes and timbre changes to my performance.

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This part adds some left hand notes to the right hand. Why not give it a try? The arrow shows you the note area.

This piano part is a real test. There are no note names written in to help. It also uses both hands to play! There are arrows pointing to the starting notes but the rest is for you to work out! If you need to listen to the original recording for reference, feel free to do so any time during your learning!

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Now that you’ve learned to play the piano part, ask your teacher for a recording device to record your performance. Listen to it, maybe with a partner if you like. Then decide which level you have achieved with this task. Put a tick in the box next to the level you feel you have achieved. Assess your performance
Level 2 I can play bits of the piece whilst keeping to a steady pulse.

Level 3 I can play most of the piece whilst keeping to a steady pulse.

Level 4 I can play my piece by ear and from notation with others, whilst keeping to a steady pulse and showing an awareness of other players.

Level 5 I can play my piece by ear and from notation with others from memory whilst keeping to a steady pulse. I can lead my ensemble And even take a solo part.

Level 6 I can play my piece by ear and from notation with others from memory whilst keeping to a steady pulse. I can lead my ensemble And even take a solo part. I can also add my own dynamics, tempo changes and timbre changes to my performance.

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Now it’s time to compose. On the next page you will see three staves. Each staves consists of five lines. You’ve seen them a lot whilst you’ve been learning to play your accompaniment and keyboard parts. The Composer line is designed for you to write your notes on. The Rhythm helper line gives you a rhythm pattern to add your notes to. The Notemap line gives you the choice of notes to use in each bar. Your teacher will demonstrate how this works. Your piece will be written as a 12 bar blues. This means that you will fill 12 bars with music. The choice of notes will come from the C blues scale. The notes in the C blues scale are C, Eb, F, F#, G, Bb. Once you have finished writing your piece, learn to play it, then record and assess it. You can assess it using a ‘listening page’.

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Rhythm Helper Line

Composer line

Note helper line

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We’ve come to the end of your first topic. On the next page there are music levels. In each level box there are statements. If you think that a statement applies to you then mark it with a felt tip or highlighter pen. There is also a page about key skills. Highlight which of these skills you think you have used and developed during your music study this term Finally there is a page about the topic itself. This is designed for you to fill in and write your views about the topic and your learning through it.

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Level 1  I know about and can explore sounds.  I use my voice in different ways such as speaking, singing and chanting.  I think about others when performing.  I repeat short rhythmic and melodic patterns.  I can create and choose sounds.  I respond to different moods in music and recognise changes in sounds.  I can identify simple repeated patterns and follow musical instructions.

Level 2  I can recognise and explore how sounds can be organised.  I sing with a sense of the shape of the melody,  I can perform simple patterns and accompaniments keeping to a steady pulse.  I can choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points.  I can represent sounds with symbols  I can understand how the musical elements can be used to create different moods and effects.  I can improve my own work.

Level 3  I can recognise and explore the ways sounds can be combined and used expressively.  I can sing in tune with expression  I can perform rhythmically simple parts that use a small range of notes.  I can improvise repeated patterns.  I can join several layers of sound and understand the effect.  I understand how different musical elements are combined and used expressively.  I can make improvements to my own work, and comment on the effect.

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Level 4  I can identify and explore the relationship between sounds and how music reflects different meanings.  I can maintain my own part and be aware of how the different parts fit together to achieve an overall effect in performances. I can improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures.  I can describe, compare and evaluate different kinds of music using musical words.  I can suggest improvements to my own and others' work and comment on how it has been achieved.

Level 5  I can identify and explore musical devices.  I know how music reflects time and place.  I can perform important parts from memory and from notations and am aware of my own contribution such as leading others, taking a solo part and/or providing rhythmic support.  I can improvise melodic and rhythmic material within given structures.  I can use a variety of notations.  I can compose music for different occasions using musical devices such as melody, rhythms, chords and structures.  I can analyse and compare musical features.  I can evaluate how place, occasion and purpose affects the way music is created, per

Level 6  I can identify and explore the different processes and contexts of some musical genres and styles.  I can select and make expressive use of tempo, dynamics, phrasing and timbre.  I can make adjustments to fit my own part within a group performance.  I can improvise and compose in different genres and styles, using harmonic and nonharmonic devices, sustaining and developing musical ideas and achieving different intended effects.  I can use relevant notations to create material.  I can analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard.  I can make improvements to my own and others' work in relation to the style.

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Developing thinking In music,  I can plan, develop and think about what I’ve done (reflect) both over time and during live music-making.  I can choose suitable resources for performing and composing.  I can create musical ideas,  I can develop musical ideas.  I can decide how effective musical ideas are

Developing communication  I can communicate through performing  I can communicate through composing  I continue to develop my speaking skills when I’m listening and appraising my

Developing ICT  I have developed and used (applied) my ICT skills by using a form of music technology to explore, create, develop and realise musical ideas. Developing number  I used some of my number skills during this topic including counting, estimating and measuring.

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‘Rubber Music’ Unit 1 ‘Playing and Creating blues Music’ My ‘Rubber Duck’ learning Name -__________________________________________________________Form_____________ Think carefully about your learning during your work of ‘Water Music’ and answer the questions below. My favourite part of the unit was ________________________________________________________________________________ This was because ———————————————————————————————————————— The part that I found difficult was

———————————————————————————————————————— -

The part I didn’t enjoy very much was

——————————————————————————————————————————

Overall I think I deserve a level ________ because -____________________________________________ -

-

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I’m learning to sing ……………………………………………… It is a song in a ……………………….. style. It is is sung in unison/harmony. Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to achieve) 1. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate

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I’m learning to sing ……………………………………………… It is a song in a ……………………….. style. It is is sung in unison/harmony. Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to achieve) 1. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate

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I’m learning to sing ……………………………………………… It is a song in a ……………………….. style. It is is sung in unison/harmony. Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to achieve) 1. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate

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I’m learning to sing ……………………………………………… It is a song in a ……………………….. style. It is is sung in unison/harmony. Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to achieve) 1. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate

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I’m learning to sing ……………………………………………… It is a song in a ……………………….. style. It is is sung in unison/harmony. Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to achieve) 1. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate

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I’m learning to sing ……………………………………………… It is a song in a ……………………….. style. It is is sung in unison/harmony. Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to achieve) 1. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate

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I’m learning to sing ……………………………………………… It is a song in a ……………………….. style. It is is sung in unison/harmony. Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to achieve) 1. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate

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I’m learning to sing ……………………………………………… It is a song in a ……………………….. style. It is is sung in unison/harmony. Singing checklist

I am standing/sitting correctly.

I am working to be able to sing; ( Highlight what you are working to achieve) 1. 2. 3. 4. 5. 6. With clear diction With dynamic variety In tune using a wider range of notes Controlling breathing Showing control of tone and phrasing Maintaining a part as a group member in simple part or harmony singing 7. Demonstrating fluency in singing a broad repertoire 8. Demonstrating attention to detail and responsiveness to others where appropriate