Year+6

Hello Year 6's!

Things to do at home: More music games to try! [|Drum and composition games (you can play and save)] [|Drum Machine] [|An interesting colour and sound activity (hint - hold down shift as you move the pointer over the notes)] [|Incredibox - build your own song] //There is now an app available to buy for Incredibox// [|100 years of Rock - an amazing page that has audio samples of all the styles and the links between them (what turned into what!)]
 * Practise your note names in this game: click here **
 * A challenging pitch and pattern game! **
 * Another game to practise your note naming (tells you the right answer too) **

San Fransisco Symphony Orchestra kids website - great for games, instrument knowledge... all sorts!

New York Philharmonic Orchestra kids website - great for games, instrument knowledge... all sorts!

Learn to play lots of cool songs at home! Staff Wars download page


 * 2017 **
 * Book Awards Assembly song - whole school song **
 * (Thursday 14th December, 2017) **

//** Follow Ms Hartley's voice for the part you need to sing! **//
 * Area 9 are 'side 1'**
 * Area 10 are 'side 2'**
 * Click here for audio - media type="file" key="Best Day of my life whole school vocal - 23_11_2017 3.38 pm.mp3" **





//The PDF of the words for the song to save or print -//

Wednesday 26th April 2017
 * ANZAC assembly song **

Listen here: media type="file" key="Where have all the flowers gone vocal anzac 2017 - 13_03_2017 12.54 pm.mp3" width="240" height="20"




 * =__ Music terms you'll likely hear this year: __=

**Staff -** A set of horizontal (sideways) lines and spaces - usually five lines and four spaces. A place where notes are written to show pitch and rhythm.Also called a stave.

**Clef** - a musical symbol that is written on a staff (set of lines and spaces) telling the pitch of the notes following it (e.g. treble clef, bass clef and alto clef).

**Treble clef -** a clef that puts the note G on the second line of the staff. Recorder, most tuned percussion, acoustic guitar, trumpet, flute, clarinet… they all use treble clef (higher sounding instruments)

**Anacrusis -** when there are notes before the first beat of a song (i.e. the first bar of music is not 'full' according to how many beats in the bar there are supposed to be according to the time signature) and the 'missing' beats are found at the end of the song, in the last bar. Also called a 'pick up'.

**Tie -** is a curved line (like a smile) connecting two notes of the same pitch (on the same music line or space), that joins the two notes together so they are played as one longer note. A tie looks similar to a slur but has a different job.

**Slur -** is a curved line (like a smile) that means that the notes it joins should be be played one after each other smoothly. When playing a recorder this means the notes should be played without using the tongue to start each new note (see tonguing).

**Repeat** - a repeat sign (II: or :II) tells us a section should be repeated, (played again).


 * MUSIC IDEAS **
 * How to read music - an introduction **

How to read music - an introduction(a TED ED video shared with Safeshare TV)

 * Notes on the treble clef ... using the Hand Staff!! **
 * Watch the __video__ I've made to help you remember! **

Hand staff explanation! Click here for the video on safeshareTV (no ads or other videos)

media type="custom" key="29156853"
 * Rhythms!!! **

=Note values and names:=



=How notes are joined together:=


 * Music genres: **


 * __ Reggae - __

- It's the same pattern over and over except for the last note of the phrase being B the first time and low E the second.





 * Any song can be a reggae song **

**From Wikipedia**
====**Reggae** is a [|music genre] first developed in [|Jamaica] in the late 1960s. While sometimes used in a broad sense to refer to most types of popular [|Jamaican dance music], the term //reggae// more properly denotes a particular music style that evolved out of the earlier genres [|ska] and [|rocksteady]. ==== ==== Although strongly influenced by traditional [|mento] and [|calypso music], as well as American [|jazz] and [|rhythm and blues] , reggae owes its direct origins to the [|ska] and [|rocksteady] of 1960s Jamaica. ==== ==== Jamaica gained its independence in 1962, and ska became the music of choice for Jamaican youths seeking music that was their own. Ska also became popular among [|mods] in Britain. ====

==== By 1968, many Jamaican musicians had begun playing the tempo of ska slower, while using more syncopated bass patterns and smaller bands. This new, slower sound was called rocksteady, a name solidified after the release of a single by [|Alton Ellis]. There are many theories as to why Jamaican musicians slowed the ska tempo to create rocksteady; one is that the singer Hopeton Lewis was unable to sing his hit song "Take It Easy" at a ska tempo. [|[][|2] [[ [|http://en.wikipedia.org/wiki/Reggae#cite_note-NiceupHistory-2] | Many rocksteady rhythms were later used as the basis of reggae recordings. The "double skank" guitar strokes on the offbeat were also part of the new reggae style. ====

==== Stylistically, reggae incorporates some of the musical elements of [|rhythm and blues] (R&B), [|jazz], [|mento] , [|calypso] , African, and Latin American music, as well as other genres. ==== ==== Reggae is played in [|4/4 time.] One of the most easily recognizable elements is offbeat rhythms; staccato chords played by a guitar or piano (or both) on the offbeats of the measure, often referred to as the [|skank]. ==== ==== This rhythmic pattern accents the second and fourth beats in each [|bar] and combines with the drum's emphasis on beat three to create a unique sense of phrasing. The reggae offbeat can be counted so that it falls between each count as an "and" (example: 1 and 2 and 3 and 4 and etc.) or counted as a half-time feel at twice the tempo so it falls on beats 2 and 4. ====


 * 2016 **


 * WHOLE SCHOOL SONG - BOOK AWARDS ASSEMBLY DAY **
 * ** CAN'T STOP THE FEELING **

//The whole school only sings the parts where Ms Hartley is clearly heard (not the parts where you can mostly hear the choir singing)//
 * Sing along with Ms Hartley by clicking play in the little grey box - media type="file" key="Can't stop the feeling whole school parts Ms Hartley - 30_11_2016 9.09 am.mp3" width="240" height="20" **

PDF of the song words to open or download -




 * D **** ISNEY SILLY SINGALONG **
 * Audio to sing along with - media type="file" key="Disney singalong Book awards 2016 whole school vocal guide.mp3" width="240" height="20" **
 * PDF of words to open or download -[[file:Book awards whole school songDisney Silly Song lyrics .pdf]] **


 * Summary of what we have covered! **


 * =__ **Music terms you'll likely hear this year:** __=


 * Staff - **A set  of horizontal (sideways) lines and spaces  - usually five lines and four spaces.  A place where notes are written to show pitch and rhythm. Also called  a //stave //.


 * Clef - **a musical symbol that is written  on a staff (set of lines and spaces) telling the pitch <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> of <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">the notes following <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> it (e.g. treble clef, bass clef and alto clef).


 * Treble clef - **<span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">a <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">clef that puts the <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> note G on <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">the second line <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> of the <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">staff. <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">Recorder, most tuned percussion, acoustic guitar, trumpet, flute, clarinet… they all use treble clef (higher sounding instruments)


 * Anacrusis ** - when there are notes before the first beat of a song (i.e. the first bar of music is not 'full' according to how many beats in the bar there are supposed to be according to the time signature) and the 'missing' beats are found at the end of the song, in the last bar. Also called a 'pick up'.


 * Tie - ** is a curved line (like a smile) connecting two notes of the same pitch (on the same music line or space), that joins the two notes together so they are played as one longer note. A tie looks similar to a slur but has a different job.


 * Slur - ** is a curved line (like a smile) that means that the notes it joins should be be played one after each other smoothly. When playing a recorder this means the notes should be played without using the tongue to start each new note (see tonguing ).


 * Repeat - ** a ** repeat sign ** (II: or :II) tells us a section should be repeated, (played again).


 * MUSIC IDEAS **


 * Notes on the treble clef ... using the Hand Staff!! **
 * Watch the __video__ I've made to help you remember! **

Hand staff explanation! Click here for the video on safeshareTV (no ads or other videos)


 * Rhythms!!! **

=Note values and names:=



=How notes are joined together:=


 * Music genres: **

=__ Year 5/6 Area 12 __= Feel is a musical term for how a song or a piece of music 'feels' in the body. Rhythm patterns and beat accents contribute to a song's feel in different kinds of music.

**See YEAR FIVE page for full details - click here to go to the Year 5 page**

=__ Year 6 Area 11 __=
 * Reggae -

- It's the same pattern over and over except for the last note of the phrase being B the first time and low E the second.





 * Any song can be a reggae song **

**From Wikipedia**
====**Reggae** is a [|music genre] first developed in [|Jamaica] in the late 1960s. While sometimes used in a broad sense to refer to most types of popular [|Jamaican dance music], the term //reggae// more properly denotes a particular music style that evolved out of the earlier genres [|ska] and [|rocksteady]. ==== ==== Although strongly influenced by traditional [|mento] and [|calypso music], as well as American [|jazz] and [|rhythm and blues] , reggae owes its direct origins to the [|ska] and [|rocksteady] of 1960s Jamaica. ==== ==== Jamaica gained its independence in 1962, and ska became the music of choice for Jamaican youths seeking music that was their own. Ska also became popular among [|mods] in Britain. ====

==== By 1968, many Jamaican musicians had begun playing the tempo of ska slower, while using more syncopated bass patterns and smaller bands. This new, slower sound was called rocksteady, a name solidified after the release of a single by [|Alton Ellis]. There are many theories as to why Jamaican musicians slowed the ska tempo to create rocksteady; one is that the singer Hopeton Lewis was unable to sing his hit song "Take It Easy" at a ska tempo. [|[][|2] [[ [|http://en.wikipedia.org/wiki/Reggae#cite_note-NiceupHistory-2] | Many rocksteady rhythms were later used as the basis of reggae recordings. The "double skank" guitar strokes on the offbeat were also part of the new reggae style. ====

==== Stylistically, reggae incorporates some of the musical elements of [|rhythm and blues] (R&B), [|jazz], [|mento] , [|calypso] , African, and Latin American music, as well as other genres. ==== ==== Reggae is played in [|4/4 time.] One of the most easily recognizable elements is offbeat rhythms; staccato chords played by a guitar or piano (or both) on the offbeats of the measure, often referred to as the [|skank]. ==== ==== This rhythmic pattern accents the second and fourth beats in each [|bar] and combines with the drum's emphasis on beat three to create a unique sense of phrasing. The reggae offbeat can be counted so that it falls between each count as an "and" (example: 1 and 2 and 3 and 4 and etc.) or counted as a half-time feel at twice the tempo so it falls on beats 2 and 4. ====


 * ANZAC SONG - whole school singing **


 * Listen here: media type="file" key="Lanterns ANZAC 2016 whole school version 3- 22_03_2016 4.43 pm.mp3" width="240" height="20" **




 * 2015 **


 * Book Awards/Last day of school whole-school song (Thursday 17th December) **

__** Reach **__ (performed by S Club 7 - later known simply as S Club)

Recording (to sing along with) of the parts the 'whole school' need to sing! media type="file" key="Reach - only whole school parts 2015 - 17_11_2015 9.50 am.mp3" width="240" height="20"

Downloadable/printable lyrics (high resolution)




 * ** Animated video about reading music: **
 * TED ED video in safeshare about reading music **


 * =__ **Music terms you'll hear this year:** __=


 * Staff - **<span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">A <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">set <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> of <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">horizontal (sideways) lines and spaces <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> - usually <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">five lines and four spaces. <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> A place where notes are written to show pitch and rhythm. <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">Also called <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> a // <span class="hvr" style="color: #404040; font-family: Arial,Helvetica,sans-serif;">stave //<span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">.


 * <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">Clef - **<span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">a <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">musical symbol that is written <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> on a <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">staff (set of lines and spaces) telling the pitch <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> of <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">the notes following <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> it (e.g. treble clef, bass clef and alto clef).


 * Treble clef - **<span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">a <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">clef that puts the <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> note G on <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">the second line <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;"> of the <span class="hvr" style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">staff. <span style="background-color: #ffffff; color: #404040; font-family: Arial,Helvetica,sans-serif;">Recorder, most tuned percussion, acoustic guitar, trumpet, flute, clarinet… they all use treble clef (higher sounding instruments)


 * Anacrusis ** - when there are notes before the first beat of a song (i.e. the first bar of music is not 'full' according to how many beats in the bar there are supposed to be according to the time signature) and the 'missing' beats are found at the end of the song, in the last bar. Also called a 'pick up'.


 * Tie - ** is a curved line (like a smile) connecting two notes of the same pitch (on the same music line or space), that joins the two notes together so they are played as one longer note. A tie looks similar to a slur but has a different job.


 * Slur - ** is a curved line (like a smile) that means that the notes it joins should be be played one after each other smoothly. When playing a recorder this means the notes should be played without using the tongue to start each new note (see tonguing ).


 * Repeat - ** a ** repeat sign ** (II: or :II) tells us a section should be repeated, (played again).

media type="file" key="Music count us in 2015 Gold recorder part slow - 6_11_2015 11.08 am.mp3" width="240" height="20"
 * Play the song 'Gold' from Music Count us In 2015! **



A rough vocal of the songs to sing along with: media type="file" key="ANZAC assembly songs medley vocal by Ms Hartley 2015.mp3" width="240" height="20"
 * ** ANZAC ASSEMBLY songs (whole school) - Friday 24th April, 2015 **


 * ** Harmony Day song (Harmony Day is on Saturday 21st March, 2015) **

We will sing the song 'Rome Wasn't Built in a Day' on Friday 20th March to celebrate the day.

Ms Hartley singing the main melody of the chorus and verse: media type="file" key="Rome wasn't built in a day rough vocal.mp3" width="240" height="20" (Need flash player installed to listen to this - iPads don't have it unfortunately!) PDF file of 'Rome Wasn't Built in a Day' to open or print:
 * [|Details]
 * [[file:musicflower/Rome Wasn't Built In Day lyrics.pdf|Download]]
 * 31 KB


 * 2014 **


 * Book Awards - Thursday 18th December 2014 at 8:50am **

Happy - whole school parts (only) to practise with media type="file" key="Happy - 2014 whole school parts only.mp3" width="240" height="20"

PDF of colour coded lyrics for the whole school


 * GRADUATION SONG **
 * The backing music we will use - it gives the first note and has a count in of three beats:**media type="file" key="Que sera with introduction year 6 and 7 graduation 2014.mp3" width="240" height="20"

The lyrics:


 * Lyrics as PDF: **
 * In parts:**


 * Plain:**

=Recorder music (for term 4 assessment):= //See Recorder page on Musicflower for finger placement help!// =PDF to open and save or print:=
 * Music count us in 2014 **


 * ANZAC SONG **

The ANZAC assembly will be on Friday 11th April 2014.

'Hymn to Freedom' will be our whole school song that we will sing together during the assembly.


 * Youtube link to a choir singing the song - [|Hymn to Freedom]


 * Please use the lyrics here to sing along[[image:Hymn to Freedom lyrics jpeg parts.jpg width="800" height="1035"]]
 * There is also a downloadable PDF version here //(click to open, save to your computer or print them)//


 * Music genres: **

Reggae -
 * We are singing 'Get it together' and 'Listen to the Reggae music' in the reggae feel (style).**

Create your own lyrics for the following phrase (replace the underlined words with new words that fit the rhythm): Listen to the __Reggae__ (ti-ti) music __Tikka - tikka, ti-ti, taa, taa__
 * Week 5/6 Term 1 - 'Listen to the Reggae Music' Activity:**

//An example from the song -// //Listen to the __chocolate__ (ti-ti) music// __//Pollywaffle (tikka-tikka), kit kat (ti-ti), mars (taa) bar (taa)//__

Although strongly influenced by traditional [|mento] and [|calypso music], as well as American [|jazz] and [|rhythm and blues], reggae owes its direct origins to the [|ska] and [|rocksteady] of 1960s Jamaica. Jamaica gained its independence in 1962, and ska became the music of choice for Jamaican youths seeking music that was their own. Ska also became popular among [|mods] in Britain.
 * From Wikipedia**
 * Reggae** is a [|music genre] first developed in [|Jamaica] in the late 1960s. While sometimes used in a broad sense to refer to most types of popular [|Jamaican dance music], the term //reggae// more properly denotes a particular music style that evolved out of the earlier genres [|ska] and [|rocksteady].

By 1968, many Jamaican musicians had begun playing the tempo of ska slower, while using more syncopated bass patterns and smaller bands. This new, slower sound was called rocksteady, a name solidified after the release of a single by [|Alton Ellis]. There are many theories as to why Jamaican musicians slowed the ska tempo to create rocksteady; one is that the singer Hopeton Lewis was unable to sing his hit song "Take It Easy" at a ska tempo.[|[][|2][|]] Many rocksteady rhythms were later used as the basis of reggae recordings. The "double skank" guitar strokes on the offbeat were also part of the new reggae style.

Stylistically, reggae incorporates some of the musical elements of [|rhythm and blues] (R&B), [|jazz], [|mento], [|calypso], African, and Latin American music, as well as other genres. Reggae is played in [|4/4 time.]One of the most easily recognizable elements is offbeat rhythms; staccato chords played by a guitar or piano (or both) on the offbeats of the measure, often referred to as the [|skank]. This rhythmic pattern accents the second and fourth beats in each [|bar] and combines with the drum's emphasis on beat three to create a unique sense of phrasing. The reggae offbeat can be counted so that it falls between each count as an "and" (example: 1 and 2 and 3 and 4 and etc.) or counted as a half-time feel at twice the tempo so it falls on beats 2 and 4.


 * RECORDER **

// A letter about the recorder in our music program - //




 * HOW TO PLAY THE RECORDER - **

[|Wikihow information]

[|Interactive recorder fingering chart] (hover over the notes and the correct holes will be shaded on the recorder picture)

If you can not remember the fingering for all of these notes please use the interactive fingering chart link just above this piece of music.
 * Music here to work on ready for week 9's lesson - Thursday 3rd April 2014:**
 * Any song can be a reggae song** - recorder part (with notes D, F#, A, G, B, E)

//Think of the beat counting whilst you play - you 'rest' for beat 1 then play ti-ti taa.... then rest for another 6 counts (counts 4, 5, 6, 7, 8, 1) - then play again. This happens three times.// //Then the last two bars of music you only rest for beat 1 and then play ti-ti taa taa taa ti taa ti taa.//

**Reading music:**
The notes on the treble clef:



-


 * 2013 **

Last day of school Thursday 19th December 2013 __ We are singing: __ Audio - [|Youtube clip of the original song by Cliff Richards]
 * BOOK AWARDS ASSEMBLY **
 * Summer Holiday (whole school)

Lyrics

//Please use our lyrics.//


 * Actions during the music break:**


 * Sunshine 8 times (arms up and wave side to side)**


 * Hula (2 hula movements to each side when you do it) - 4 times total**


 * Funk (or swim) in front of you - 4 times**


 * Click (both hands click, to each side) - 4 times side to side**

__** Song writing - end of term 3 **__

We are working on writing our own lyrics (creating our own unique songs) using any theme.

Any that are completed, recorded (and you want to) will be entered into the ACMF song writing competition.

Link here in purple to give you all the information about the competition: [|Song writing competition information]


 * Musica Viva visit - Monday 12th August, 2013 (Term 3) **
 * The link to the page of information is here **

__** Freedom Dance **__ Last term we created stunning soundscapes based on sample pieces from the song 'Freedom Dance'. You can see what it looked like and listen to it here:


 * Year 6 Area 11 **

Due to Monday holidays and disruptions we have not done this yet!


 * Year 6 Area 12 **

** Recording - still to be done **


See the Amanaska page for the music for the recorder main melody (usually done on bansuri and the sung 'oooohs').
 * Freedom Dance - main melody **


 * Recorder **
 * Year 6 Area 11 **
 * - Recorder visit: Monday 19th August during music class **
 * To learn: Caedmon **

media type="file" key="Caedmon Suite - part 1 simplified.mp3" width="240" height="20"
 * Part 1 simplified (notes A, B, C, D) **

media type="file" key="Caedmon Suite - part 1.mp3" width="240" height="20"
 * Part 1(notes A, B, C, D, high E and low F#) **


 * Part 3 (notes A, B, C, D, high E, high G) **

media type="file" key="Caedmon Suite - part 3.mp3" width="240" height="20"

All parts together - media type="file" key="Caedmon Suite - part 1, part 1 simplified and part 3.mp3" width="240" height="20"

__** Songs from your green recorder book 2! **__

__**Chatter with the angels**__ media type="file" key="Chatter with the angels - recorder book 2.mp3" width="240" height="20"

__**Skin and bone**__ media type="file" key="skin and bones - recorder book 2.mp3" width="240" height="20"

__**Amasee**__ media type="file" key="Amasee - recorder book 2.mp3" width="240" height="20"

__**Captain Don't Sidetrack Your Train**__ (notes E, G, A and B - syncopated rhythms) media type="file" key="captain don't sidetrack your train.mp3" width="240" height="20"

Your term 1 and 2 report will show how well you played the following song (assessed work):

__**Charlie over the ocean**__ (repeats, slurs, ties and notes E, G and A) media type="file" key="Charlie over the ocean - recorder.mp3" width="240" height="20"

=Sorry Day - 26th May 2013=
 * Term 2 **

====We will be learning the 'Sorry Song' in class and here are some other websites to look at.====

====[|The sorry song] (click this one to go to a website about reconciliation that has the song to play, and also lots of information and pictures)====

====[|YOUTUBE clip with the song (check with your parents before going to YOUTUBE]====

ANZAC assembly - term 1, 2013

We will be singing the song 'The Last ANZAC' as a whole school at this important remembrance assembly.

Here are the words and music to practise at home:

Lyrics -



Music (audio) - media type="file" key="01 The Last ANZAC.mp3" width="240" height="20"


 * TUNED PERCUSSION **

You can use this 'paper xylophone' at home to practise the songs we are learning in class!
 * [|Details]
 * [[file:musicflower/Music Rm BK4 - Musical alphabet tuned percussion.pdf|Download]]
 * 28 KB


 * I wanna CCC - sheet music**


 * Cabbage Cafe - sheet music**

Recorder terms:

 * Anancrusis** - when there are notes before the actual first beat of a song (the first bar of music is not 'full') and the 'missing' are found at the end of the song in the last bar. Also called a 'pick up'.


 * Tie -** is a curved line (like a smile) connecting two [|notes] of the same [|pitch] (on the same music line or space), that joins the two notes together so they are played as one longer note. A tie looks similar to a [|slur] but has a different job.


 * Slur -** is a curved line (like a smile) that means that the [|notes] it joins should be be played one after each other smoothly. When playing a recorder this means the notes should be played without using the tongue to start each new note (see [|tonguing]).

--
 * Repeat -** a **repeat sign** (II: or :II) tells us a [|section] should be [|repeated,](played again).

2012

Things to do at home: [|BBC Music Games!] [|Drum Machine]

This term we will be learning the 'Music Count Us In' song called Different People (see the page on here called Music Count Us In). It really is up to you to learn this at home if you are going to feel part of the event.

Term 2 - This term we are getting ready for a visit by the band 'Ozmosis'. Please visit the page called Musica Viva - OZMOSIS (<== click here) for the concert date, lyrics to songs and other links.

Lyrics - Link to youtube - [|Rest your head on my shoulder you tube clip] ONLINE RESOURCE
 * ANZAC Day song - Rest Your Head On My Shoulder by Seeker Lover Keeper

During the ANZAC assembly in Week 1 Term 2 the year 3 - 7's will only sing the second and third time these lyrics appear:

//"Rest your head on my shoulder//

//And I'll take care of your worries.//

//It was you who promised this to me,//

//It was you who offered me courage.//

//In my darkest hour you can hear me,//

//Softly question my travels.//

//When doubt becomes me I'm troubled,//

//And all my fears unravel."//

Plus the "ooohs" at the end. = = == =2011=

Mrs Pridding: You have learned about the different feels. Feel is a musical term for how a song or a piece of music 'feels' in the body. Rhythm patterns and beat accents contribute to a song's feel in different kinds of music.



Different Feels we looked at include: **Funk:** An American musical style which originated in the 1960s when African American performers blended soul, jazz and R&B music. Funk music usually includes electric guitar, bass, organ and/or drums playing interlocking rhythms. There is also usually a horn section (saxophone, trumpet, and/or trombone) which plays rhythmic 'stabs'. Funk was an influence in the later development of the 1970s disco music. James Brown and George Clinton were great funk performers. Funk music has syncopated rhythm patterns (ti ta ti ta ta).



Songs to practice these concepts included: 'Get Funky' Sink-a-potatoe 'Football chant (we are the champions)'

**Calypso:** Afro-Caribbean music which originated in Trinidad at the start of the 20th century. When African American slaves first arrived, they were unable to speak with each other. Thus, they communicated through song. Harry Belafonte, popularized calypso music.

We sang 'The Poor Old Dog' with the use of tapping sticks, drums, tambourines, and shakers to get familiar with this feel.

We also pretended we were a street band in Rio de Janeiro, by marching outside with a variety of instruments and changing patterns on the leaders signal.

**Hoedown:** originated in rural America to celebrate the end of the planting season. Square dancing and freeform dancing are popular elements. To experience this feel we learned the song, 'Old Dan Tucker,' Moving to 'on' (ta, zaa, ta, zaa) and 'off' beats (zaa, ta, zaa, ta). We also learned some real square dancing. Yee Haw!

**Boogie Woogie:** Is a swing blues rhythm, originally played on piano and later adapted to the guitar. This feel influenced rock and country music. We learned the song 'Beat Box Boogie' to get familiarized with this feel.


 * Then we did two separate rotations: **

1) Music composition rotation:

You composed a score on a staff in a small group of 3 or 4 students. Then you played your score on a series of instruments and finally, you performed your score to the class using a combination of the instruments.

2) Music activity rotation: a) Music Groove b) Sibelius (Music composition computer program) c) Piano d) Music trivia e) Musopoly d) Commercial with a jingle e) Xylophone (composing or playing sheet music)

More recently, we have been looking at riffs and we will be moving on to more on harmony. ONLINE RESOURCES: Drum riff example Blank Sheet Music Double lined sheet music for piano Fun Music theory game National Geographic/Australian Aboriginal Music We are