Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Unit 1 Music Theory Episode 3 Tempo The speed of the beat 1 OVERVIEW Tempo is the speed at which music is played. The use of different tempos produces different feelings in music. Quaver is writing theme music for Frankie –Hyperspeed Hamster and International Super Rodent– but can’t find the correct tempo. This launches an exploration of three fundamental tempo words: largo, moderato, and presto. Along the way, Quaver encounters Troy the violin player, three trombonists, and a metronome. This episode explores several different tempos, and illustrates why tempo is important for music as well as musicians. LESSON OBJECTIVES Students will learn: • How tempo is an essential part of music. • How to spot three fundamental tempos: largo, moderato, and presto. • How tempo affects the feel of a piece. • How a metronome displays the speed of the beat. Vocabulary Tempo Largo Moderato Presto Molto Presto Metronome © Quaver’s Marvelous World of Music • 1-1 Unit 1 Music Theory MUSIC STANDARDS IN LESSON 2: Performing alone and with others a varied repertoire of music* 5: Reading and notating music 6: Listening to, analyzing, and describing music 7: Evaluating music and music performance 8: Understanding the relationship between music and the other arts Complete details at QuaverMusic.com Key Scenes What they teach Music Standard 1 Quaver scores the Frankie Hyperspeed Hamster and International Super Rodent movie Tempo affects the feel of music. 6 2 The Tempo Words Come From Italy Show The terms largo, moderato, presto, and molto are used to describe specific tempos. 6 3 Taking tempo to the track The tempos covered in the lesson are made more memorable with these visual representations. 6 4 Troy tries various tempos on the violin Various tempos are demonstrated on the violin. 6 5 The trombone trio gets in time with a tempo by using a metronome Using a metronome helps musicians play at the same tempo. 6 2 LESSON INTRO Introducing the episode Challenge students to name something that is really slow (examples: an elephant, a slug, or grandpa); something that travels at medium or walking pace (a dog, carrying a lunch tray, painting a fence); and something that goes really fast (cheetah, race car, or runner). Ask students to recall events of their day and have them assign a speed (slow, medium, or fast) to each activity: Brushing teeth Getting dressed Eating breakfast Music is played at different speeds. In this episode, students learn the vocabulary and effective use of tempo. 1-2 • QuaverMusic.com * concepts included in the Teacher Guide, but not in the DVD Tempo 3 Discussion Points • What do we call speed in music? PLAY EPISODE tempo • What are the three main tempo words we learned and what do they mean? largo - slow moderato - medium or walking pace presto - fast • What does molto mean in music? very • What device did the trombonists use to play at the same tempo? metronome 4 CLASS ACTIVITIES Lullaby Versus March Materials Needed - Beat-keeping instruments Tracks 1, 2, 3 & 4 Purpose: How tempo affects the feel of music Demonstrate how the tempo affects the feeling of the music by playing the following lullabies and marches. Have students mime movements to accompany the pieces. Track 1 Track 2 Track 3 Track 4 Bananas Tears of Joy Sousa’s Washington Post Mozart’s Eine Kleine Nachtmusik, 1st Movement Then split students into pairs and direct them to mirror movements of each other. Observe with them how movements change to reflect the tempo. Tempo Variations Track 5 Purpose: How tempo can add excitement and color Play the recording of Edvard Grieg’s Peer Gynt Suite, In the Hall 5), which repeatedly uses the same of the Mountain King (Track 5) rhythm pattern, but gradually gets faster (accelerandos) until it ends. Before listening, familiarize students with the story: moun Peer Gynt finds himself imprisoned inside the castle of the evil mountain troll king for refusing to marry the king’s daughter. When night falls, he escapes but is chased by evil trolls. As they catch up with him, he fights them off. Finally the sun rises, the trolls run away to keep from turning to stone, and Peer Gynt is freed. Have students move to the feel of the music, and act out what they think is happening. Use this activity to help them see how a composer uses variations in tempo to express action musically. 1-3 Unit 1 Music Theory Freeze-y Tempo Purpose: Keeping a steady tempo at different speeds Using drums, bongo drums, or any non-pitched percussion instrument, play (or have students play) a pattern in any given tempo while other students move to the beat. Incorporate the game of Freeze by having everyone freeze when the beat stops. Variations could include students freezing in a “low,” “high,” or “like the first letter of their last name.” Taxi and Driver Track 6 Purpose: Moving to a steady beat Pair up students by placing one in front of the other. The front student is the taxi, and the back student is the driver. Instruct drivers to gently place their hands on the shoulders of the taxi in front of them. The driver will steer the taxi in an open area in a taxi-trot to the feel and tempo of the music, being careful not to bump other taxis or objects. As the police officer, direct traffic with a whistle: two short whistles mean go and one long whistle means stop. Any time-outs should be short. As a sound track, play Keystone Cops Rag (Track 6) or other uptempo pieces. Tempo Rap Tracks 7 & 8 IWB 1 Purpose: Memorization, and sticking to a set tempo Using the lyrics below, have students rap to the tracks provided: Moderato (Track 7) and Presto (Track 8). Discuss the pros and cons of performing the rap at different tempos. Make up a dance and turn it into a performance. Challenge students to write additional verses. T-E-M-P-O How fast or slow those beats can go T-E-M-P-O How fast or slow those beats can go L-A-R-G-O Moderato, Presto. T-E-M-P-O How fast or slow those beats can go VIDEO REPLAY Tempo Song Track 9 IWB 2 Purpose: Listening skills and tapping a steady beat Play the Tempo Song (Track 9), and instruct students to click, pat, and chant along to the various tempos as the music changes speed. 1-4 • QuaverMusic.com Another way of saying very fast or molto presto is by adding -issimo to the end of the phrase, making it prestissimo! Likewise, instead of describing a very slow piece as molto largo, it can be expressed as larghissimo. Tempo 5 WEB ACTIVITIES QGrooves In QGrooves, music can be written using three different tempos. By combining tiles, students can create their own backing tracks at these three tempos. IWB 6 QBackBeat Students can play a variety of games that allow them to experiment with the varying tempos covered in this episode. Play activities on your INTERACTIVE White Board HOMEWORK Tempo Wheel Worksheet # 1 Purpose: Learning to be aware of tempo in the world around them PRINT PRINT WORKSHEET WORKSHEET Encourage students to identify things in their everyday world that have different tempos. For example, a parent may drive a car molto presto. Tempo Zoo Worksheet # 2 Purpose: Associating tempo words with physical movement Using the worksheet provided, instruct students to write tempo words on the metronome in order of speed and suggest an animal whose movement matches that tempo. 1-5 Unit 1 Music Theory Additional session activities 7 ASSESSMENT Tempo Assessment PRINT PRINT WORKSHEET WORKSHEET 8 Math Tracks 10, 11, 12, 13 & 14 Worksheet # 3 Play the following tracks and have students circle the correct tempo on their worksheets. Track 10 Oompah - presto Track 11 Quack - largo Track 12 Rabbit Trail - molto presto Track 13 Wanderbar - moderato Track 14 Thunder - molto largo CROSS-CURRICULUM ACTIVITIES Tracks 15 & 16 The metronome has been used to regulate tempo for hundreds of years. It is designed so that a setting of 60 means 60 beats per minute. Listen to any track from this episode and calculate the BPM (Beats Per Minute). To do so, instruct students to count how many beats are in one minute. Their answer will be the metronome mark for that piece. For practice, play Burglar Boogie (Track 15) –85 bpm– and T-Boss (Track 16) –130 bpm– and have students work out the BPM for each. Note: Beats can also be calculated by counting the beats in 10 second increments and multiplying by 6. Social Studies IWB 3 In addition to the many musical innovations that have come from Italy, the world has been shaped by other notable inventions traced to brilliant Italian thinkers. Alessandro Volta invented the battery. Aldus Manutius developed cursive writing. Galileo Galilei invented the telescope. Although most famous as an artist, Leonardo da Vinci was responsible for pioneering many new ideas including the parachute, armored car, and flying machines. Assign students to research these inventions and place their introductions on a timeline. Discuss the impact each had on the world. Materials Needed - Metronome 1-6 • QuaverMusic.com Tempo 9 Vivaldi’s Tempos DIGGING DEEPER Tracks 17, 18, 19 & 20 Purpose: Basic music analysis The gifted composer and master of the violin, Antonio Vivaldi was employed as a composer from 17031740 by an orphanage for girls. In addition to spending time with students, he composed many of his greatest works at the orphanage. Listen to these snippets from Vivaldi’s The Four Seasons: Spring (Track 17), Summer (Track 18), Autumn (Track 19), and Winter (Track 20). How do the different tempos relate to the seasons of the year? Explore with students other techniques Vivaldi uses to illustrate the contrasting seasons. What seems fast, moderate, or slow about a specific season? Sonata Form Tracks 21, 22 & 23 Purpose: The beginning of sonata form, a three-movement piece of differing tempos Just as architecture of the Classical Period was simple and symmetrical, so was the music. Sonatas were three-movement pieces of differing tempos balanced with fast first and third movements and a second movement that was slow. Listen to Beethoven’s Sonata in F Minor, 1st Movement (Track 21), 2nd Movement (Track 22), and 3rd Movement (Track 23) and discuss how the tempos are different. This led composers to write symphonies in sonata form with three distinct movements. 1-7 Unit 1 Music Theory TEACHER NOTES Featured Instruments Trombone Violin Keyboard Drums 1-8 • QuaverMusic.com