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Student’sWorkbook

LEVEL 1 ORANGE&

LEVEL 2 PURPLE

TEACHER’S VERSION

TABLE OF CONTENTS

Items in both books:

1. Golden Rule…………………………………………………………………………………….

Pg. 4

2. Humming With the Clock…………………………………………………………… Pg. 4

3. Record of My Performances…………………………………………………….. Pg. 5

Level 1 Orange:

4. Instrument Names & Musical TermsRock/Pop

Instruments…………………………………………………………. Pg. 6Folk

Instruments…………………………………………………………………… Pg. 7

Orchestral Instruments………………………………………………………. Pg. 8

Musical Terms………………………………………………………………………… Pg. 95. Musical Terms: Volume……………………………………………………………… Pg. 106. Musical Terms: Tempo………………………………………………………………. Pg. 117. Musical Terms: Clefs…………………………………………………………………. Pg. 128. Musical Terms: Counting Beats & Bars……………………………………

Pg. 139. Emotion and Music: Using Your Face……………………………………….

Pg. 14 & 15

FUN-KEY MUSIC 2003Written and complied by Jenny Wilkinson and Luisa Antolovich

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10. Emotion and Feeling in Music: Using Your Body…………………. Pg. 1611. Performance: The Microphone………………………………………………. Pg. 17 & 1812. Performance: The Stage…………………………………………………………. Pg. 1913. Introductions…………………………………………………………………………….. Pg. 20 & 2114. Music Word Find……………………………………………………………………….. Pg. 22


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TABLE OF CONTENTS

Level 2 Purple:

15. Instrument Names & Musical TermsRock/Pop

Instruments…………………………………………………………. Pg. 23Folk

Instruments…………………………………………………………………… Pg. 24

Orchestral Instruments………………………………………………………. Pg. 25

Musical Terms………………………………………………………………………… Pg. 2616. Musical Terms: Volume…………………………………………………………….. Pg. 2717. Musical Terms: Tempo……………………………………………………………… Pg. 2818. Musical Terms: Clefs………………………………………………………………… Pg. 2919. Musical Terms: Counting Beats & Bars………………………………….

Pg. 3020. Emotion and Music: Using Your Face…………………………………….

Pg. 31 & 3221. Emotion and Feeling in Music: Using Your Body…………………. Pg. 3322. Performance: The Microphone………………………………………………. Pg. 3423. Performance: The Stage & Stage Equipment…………………….. Pg. 35 & 3624. Know Your Body………………………………………………………………………… Pg. 37


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25. Introductions……………………………………………………………………………. Pg. 3826. Music Crossword Puzzle………………………………………………………….. Pg. 39 - 40


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1. THE FUN-KEY MUSIC GOLDEN RULES

At Fun-Key Music we only have one Golden Rule: TO RESPECT OTHERSWhat does this mean?

Ask students what this means to them, and to then come up with their own set of rules that the class will run by. This way they are setting the rules for their own class, and so should understand and abide by them better.

Our main aim is to have fun learning music, and we can only do that when students abide by the Golden Rule.

If students don’t abide by the Golden Rule: they may be asked to have Time Out; they may be asked to sit out for the entire class; they may be asked to leave Fun-Key Music.

2. Humming with the Clock

To do this exercise you need a watch with a second’s hand/counter on it. Have your ‘Breathing Record’ handy.Take a breath, and then hum a note for as long as possible without taking another breath.Write the number of seconds that you hold the note for on the ‘Breathing Record’ in the ‘humming column’.

This exercise is NOT a competition between you and another person to see who can hold their breaths the longest. It is so you can see an improvement in your own breathing. This improvement in the number of seconds you can hold a note for might only be small, but any improvement is important.

Encourage students to do this at home as well as in class, and record their times regularly.


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13. RECORD OF MY PERFORMANCES

Date Venue Repertoire Comments

Students have a bigger grid in their workbooks – this is just a sample.

Encourage them to fill it in after any performances, but especially after the fun-key music concerts. Apart from being a record for them of performances, it helps everyone remember songs that have been performed (i.e. so no-one repeats them).

4. Instrument Names & Musical Terms: Level 1 Orange


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Students are instructed to see if they can unscramble the letters to spell the instrument below and write their answers in the spaces provided.(Please note: Level 2 students complete this section as revision)ROCK/POP INSTRUMENTS

FOLK INSTRUMENTS


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DHNSEEAHPO

HEADPHONES

OYAKBDRE

KEYBOARD

OZOAK NOJAB

DUAOISPATE

AUDIOTAPES


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KAZOO BANJO

ASCRAMA

MARACAS

ORCHESTRAL INSTRUMENTS


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GLANTIRE

TRIANGLE

LIVNOI

VIOLIN

PRAEOGREINS

OPERA SINGER

MUSICAL TERMS


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TREBLECLEF

BASSCLEF

BELTERLFEC

SABSLEFC

MANUSCRIPT

SCRAMPUNTI

5. MUSICAL TERMS: VolumeTHE VOLUME TREE


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FORTISSIMOmeans

Very LoudSymbol:

FF

FORTEmeans

LOUDSymbol:

F

PIANISSIMOmeans

VERY SOFTSymbol:

PP

PIANOmeans

SOFTSymbol:

P

MEZZO FORTEmeans

MEDIUMLOUD

Symbol:MF MEZZO PIANO

means

MEDIUMSOFT

Symbol:MP

6. MUSICAL TERMS: Tempo

In the boxes below, you will see four pictures that represent speeds of travel. You also have four boxes with tempos (or speeds) written in them.Match each picture to its pair in tempo by joining them with lines.


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ADAGIOOR

LENTOmeans

SLOWLY

MODERATOmeans

MODERATESPEED

ALLEGROmeansLIVELY

&FAST

PRESTOmeans

VERY FAST

7. MUSICAL TERMS: Clefs

This is a picture of the treble clef.Trace over the treble clefs below to practice drawing them.

Now try to draw some of your own treble clefs:

This is a picture of the bass clef.Trace over the bass clefs below to practice drawing them.

Now try to draw some of your own bass clefs:

8. MUSICAL TERMS: Counting Bars & Beats


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is a Whole Note or Semibreveand is worth 4 Beats

is a Half Note or Minimand is worth 2 Beats

is a Quarter Note or Crotchetand is worth 1 Beat

is an Eighth Note or Quaverand is worth ½ a Beat

is a Sixteenth Note or Semi-quaverand is worth ¼ of a Beat

Now do these sums:

+ =

- - - =

+ =

9. EMOTION & MUSIC: Using Your Face

Look at the faces below.

Look at the list of emotions, and choose one that fits each face.Write the name of the emotion in the space below each face.

Then match each face with a song from the list. Choose a letter for each song and put it in the box underneath the face it matches.


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ANGRY EXCITED SAD

SONG B SONG E SONG C

SURPRISED HAPPY GRUMPY

SONG A SONG F SONG D

Emotions List:

SadGrumpyHappyAngryExcitedSurprised

Song List:

A. Can’t Stop The MusicB. I See RedC. Black is BlackD. These Boots Are Made For WalkingE. Joy to the WorldF. Feelin’ Groovy


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10. EMOTION & MUSIC: Using Your Body

Look at the pictures below.

Q. Which picture doesn’t fit with the others? Why?

Answer: Picture C because the other three are all happy. You can tell they’re happy because they are laughing, jumping and skipping, but the person in Picture C has their head bowed and shoulders slumped over.

Now look at these pictures below.

Q. Which picture doesn’t fit with the others? Why?

Answer: Picture B because he is mad and the other three are all sad. You can tell they’re sad because they are crying, or have their heads bowed, but the person in Picture B looks mad.


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A B

C

D

A B

C

D

11. PERFORMANCE: The Microphone

Look at each picture below and answer the questions.Once you have answered the questions correctly, your Microphone License will be signed, and you will be registered to use the microphone!

Q. Is she standing close enough to her microphone?A. No, she should be standing much closer because where she’s standing no-one will hear her voice.

Q. Is he holding his microphone in the right place?A. No. It is too far away from his mouth, and he’s not even pointing it towards his mouth.

Q. This singer looks like he’s yelling into the microphone. Should we ever do this?A. No, because we don’t need to yell into the microphone to make ourselves heard, and because we can hurt our ears!

Q. Is this character holding the microphone correctly?A. Yes.


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Q. If you were in the audience, do you think you could see this performer’s face properly? Is this the right way to hold the microphone?

A. No, because he’s holding the microphone too high and it’s in front of his face.

Q. Is the microphone being held in the right position? Why or why not?

A. It’s not in the correct position because it’s too low, and it also looks like she’s touching her face with it.

Q. This character looks like it’s holding the microphone a bit too close or too far? What do you think?

A. Too close, I think.

Q. Is she holding her microphone correctly?

A. Yes.


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12. PERFORMANCE: The Stage

Look at the picture of the stage below.

Label the three different elements of the stage: onstage, backstage, and audience.

Then, map out where you would walk to get on the stage, and where you should stand while singing your solo performance.


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ONSTAGE

BACKSTAGE

AUDIENCE

13. INTRODUCTIONS

Introductions can be split into 4 parts.

The first part is the beginning of the introduction, and invites the audience. It usually tells them something is about to happen.Here are some examples you could use:“Here’s (name) singing ……”“Ladies and Gentlemen, introducing (name) singing …… ”“Welcome to the stage (name) who will be singing ……”

“Please give (name) a warm welcome as he/she sings ……”“Put your hands together for (name) performing ……”“Today (name) will be singing …… I hope you enjoy the performance.”

The second part is the performer’s name.

The third part is an extra piece of information we tell the audience.At Fun-Key Music, we like to tell our audiences something special in our introductions. You could tell the audience which singer sings the song, or you could tell the audience something about the performer that they wouldn’t already know.Before you introduce someone, you could ask a few questions to help you decide what you can tell the audience.You could ask them:

How old are they or when is their birthday? Where do they go the school? Do they play any sports or have any hobbies? Do they have any special talents?

The fourth part is the song to be performed.


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Use the numbers below to fill in what you know about each part of your introduction.

1.

2.

3.

4.

Now you need to put all this together in a sentence.Make up you own in the space provided below!


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14. MUSIC WORD FIND

Listed below, are some song names, and some musical terms, and some words we use at Fun-Key Music.Find them all in the puzzle, and circle each letter of each word in the puzzle.Remember, the words can be up, down, backwards, or diagonal, and some letters may be used in more than one word.When you’ve done that, you’ll find 11 letters left over that spell something special!

BARS LUNGS SINGBASS MACARENA STAFFBEAT MICROPHONE TOMORROWCLAP MUSIC TONECLEFF NOTES TREBLECONCERTS PERFORMANCE TUNEFORTE PIANO VENUSHUMMING PRESTO


S G N U L S U N E V FE N O H P O R C I M UM I W N S T A F F U CA M O P I A N O S S OC M R R N N K R R I NA U R E G O E T A C CR H O S T T R E B L EE Y M T U E M E A E RN U O O N S A P S F TA N T S E T I C S F SE C N A M R O F R E P

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15. Instrument Names & Musical Terms: Level 2 Purple

ROCK/POP INSTRUMENTS


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RKEESSAP

SPEAKERS

RTECCILESABS

ELECTRICBASS

SLGHIT

LIGHTS

Level 2 PurpleWorkbooks

FOLK INSTRUMENTS


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CIMRAHNOA

HARMONICA

GCNOAMRUD

CONGADRUM

KIALABALA

BALALAIKA

ORCHESTRAL INSTRUMENTS


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SABSMUDR

BASS DRUM

LOLEC

CELLO

GUTINNKORF

TUNINGFORK

MUSICAL TERMS


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SVUQARE

QUAVERS

MESI-SVUQARE

SEMI-QUAVERS

FLAT SHARP

TLAF PRASH

NATURAL

RANLATU

#

16. MUSICAL TERMS: Volume

Fill in the correct terms and symbols in each box. Then match each box with the instrument you think best describes that volume.


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FORTISSIMOmeans

VERY LOUDSymbol: FF

MEZZO FORTEmeans

MODERATELY LOUD

Symbol: MF

PIANOmeans

SOFTSymbol: P

FORTEmeans

LOUDSymbol: F

MEZZO PIANOmeans

MODERATELY SOFT

Symbol: MP

PIANISSIMOmeans

VERY SOFTSymbol: PP

Xylophone

Tuning Fork

Castanets

Drum-kit

Electric Guitar

GrandPiano

17. MUSICAL TERMS: Tempo

In the boxes below, you have four boxes with tempos (or speeds) written in them. You also have four pictures that represent speeds.Fill in the correct terms for these tempos, and match each with the picture you think best describes that tempo.


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ADAGIOOR

LENTOmeans

SLOWLY

MODERATOmeans

MODERATESPEED

ALLEGROmeans

LIVELY&

FAST

PRESTOmeans

VERY FAST

18. MUSICAL TERMS: Clefs

The first picture on the first musical stave is the treble clef.The second picture on the second musical stave is the bass clef.

Now draw some of your own:

On the keyboard below, draw a line marking where you would generally split the notes between the treble clef and bass clef.


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F G A B C D E F G A B C D E F G A B C D E F G A B C D E

MIDDLE C

Explain to the students that generally if most of a piece of music was either low or high, then the notes would reside in that particular clef, even though some of them may be notes that could be written in the other clef. Middle C is generally where we can split the two clefs, and Middle C can reside in either clef.

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19. MUSICAL TERMS: Counting Beats & Bars

Time Signatures:Time (or meter) signatures indicate the recurring pattern of beats in a piece of music. You will always see two numbers, one on top of the other like this:

The top number indicates the number of beats in each pattern or bar; the bottom number indicates the kind of beat.Most Fun-Key Music songs are in 4/4 time, but some are 2/4 or 3/4 time.You will notice that written between the song title and the lyrics, is something about the introduction. It may say “Straight In”, or tell you the number of bars before you start singing.When you see “4 BAR INTRO” written at the top of the lyrics, the song is always in 4/4 time. If it is different, it will specifically say so.So, from that you can work out how many bars and beats to count before singing.

Work out the number of beats in these introductions:

4 BAR INTRO: 4 bars of 4 beats is 4 X 4 = 16 Beats

4 BAR INTRO in 3/4: 4 bars of 3 beats is 3 X 4 = 12 Beats

8 BAR INTRO in 2/4: 8 bars of 2 beats is 8 X 2 = 16 Beats

8 BAR INTRO: 8 bars of 4 beats is 8 X 4 = 32 Beats


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20. EMOTION & MUSIC: Using Your Face

Look at the faces below.

Look at the list of emotions, and choose one that fits each face.Write the name of the emotion in the space below each face.

Then match each face with a song from the list. Choose a letter for each song and put it in the box underneath the face it matches.


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SCARED CRAZY SAD

SONG B SONG F SONG D

HAPPY EXCITED ANGRY

SONG C SONG A SONG E

Emotions List:

SadExcitedAngryCrazyHappyScared

Song List:

A. Born to be AliveB. Dream PoliceC. Girls Just Wanna Have FunD. California DreamingE. ShoutF. Time Warp


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21. EMOTION & MUSIC: Using Your Body

Look at the pictures in Row A and match them with their pairs in Row B.Draw a line from one picture to its matching pair.

What is each pair feeling?How can you tell?

ROW A

ROW B

Answer:Pair number 1 is SAD because they are both crying.Pair number 2 is HAPPY because they are laughing and jumping about.Pair number 3 is SCARED because they are running and both have frightened looks on their faces.Pair number 4 is ANGRY because they are yelling and have clenched fists.


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22. PERFORMANCE: The Microphone

Students are asked to answer the questions below. Once they have answered all the questions correctly, sign your Microphone Licence.

Q. How would you test to see if the microphone was on?A. You would tap it lightly.Q. Should you ever blow into the microphone?A. No.Q. How would you test to see how loud the microphone is?A. You could say, “Check, 1, 2”, or, “Testing 1, 2, 3”, or simply speak into it.Q. What part of the microphone should you sing into?A. The round part at the top, or the head.Q. Should your lips ever touch the microphone?A. No, there is no need for your lips to be that close to the microphone.Q. Should you hold the microphone straight or on an angle?A. On an angle.Q. Why shouldn’t you hold the microphone straight up and down?A. Because if you do that you’d be singing into the side of the microphone.Q. What happens if you hold the microphone too far from your mouth?A. Generally, your voice will be too soft.Q. Should you ever scream into the microphone?A. No.Q. Where should you NEVER put the microphone?A. Near the speaker.Q. Should you ever try and grab the microphone from anyone?A. No, because you could drop it and break it, and besides, it’s not very polite to do that. Wait your turn, and ask whoever has it if you can use it.


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23. PERFORMANCE: The Stage and Stage Equipment

Look at the picture of the stage below. Label the three different elements of the stage: onstage, backstage, and audience.

Q. What should you do backstage?A. Prepare yourself for performance, no giggling or talking, don’t touch anything you’re not supposed to, listen to the fun-key music teachers.Q. What should you do onstage?A. Walk to your microphone without giggling or talking, look at the audience, don’t fiddle, wait for the music to start, begin your performance, and enjoy yourself!Q. What should you do when you’re in the audience?A. Listen, don’t talk or giggle, clap when a performance is finished.


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Performing Tonight:

TheFun-Key

MusicAll-Stars

Audience

Backstage

Onstage

Now label the stage equipment: front of house speaker, fold-back speaker, and microphone stand.

Q. What are the microphone and microphone stand used for?A. When you’re performing with electric instruments, especially in a large room, you need a microphone to make your voice louder. The stand is helpful when a performer is doing a dance with the song, but you can even use it for solo performances.Q. What are the fold-back speakers?A. These are usually the smaller speakers onstage that face the performers so that they can hear the music and what they’re singing.Q. What are the front-of-house speakers?A. These are usually the bigger speakers that face the audience.


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Fold-backSpeaker

MicrophoneStand

FrontOf

HouseSpeaker

24. KNOW YOUR BODY: Posture


Q. Which is the correct posture for singing, and why?A. C is the correct posture for singing.This is because:

We should stand up straight when we sing; Our feet should be shoulder-width apart; Our shoulders should be relaxed, not hunched forward; Our chins should be relaxed and straight, not in our chests or up

in the air.Q. Why does good posture help with singing and performance?A. Good posture helps with singing because:

The air gets down to our lungs quicker and more easily; It actually makes us more relaxed and we get less tired; It looks much better, and we seem much happier about singing

and performing; Bad posture can send messages to the audience that we really

don’t want to be onstage.


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A

B

C

25. INTRODUCTIONS

By now, we should all know that there are four parts to an introduction.They are:

the first part is the invitation to the audience; the second part is the performer’s name; the third part is the extra piece of information for the audience; the fourth part is the song to be performed.

These parts don’t necessarily need to go in that order, but you do need to put it all together in a sentence or two so that it’s an introduction that flows into the performance.


Make up an introduction for one of these characters. You will need to use your imagination to decide their names, song choice, and extra information.


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26. MUSIC CROSSWORD PUZZLE


1.M I 2. S 3. T A 4.G E O 5. S L O W E R U O 6. N E A T7. T I 8. P 9. I A N O N H 10. M N 11.R E D

12. L I S T E N 13.D14. S C R 15. E R16. P E R F O 17.R 18. M A N 19.C E E O 20.D E A R 21. L A

22. A M P U C 23. G E M K H 24. C L A P F E 25.O N E R 26. F 27.A R N 28. B E A T C

29. B E N T30. I 31. B R E A T H S

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Across1. Do Re _ _2. What we perform on.5. The opposite of fast.6. We should always look _ _ _ _ on stage.7. Do Re Mi Fa So La _ _.8. In music, soft is _ _ _ _ _ .11. Split Enz song “I See _ _ _”.12. When we are part of the audience, we must _ _ _ _ _ _.16. At Fun-Key Music, we study singing and _ _ _ _ _ _ _ _ _ _ _.20. A Beatles’ song, “_ _ _ _ Prudence”.21. Do Re Mi Fa So _ _ Ti Do.22. Short for amplifier.23. When a song is good, it is sometimes referred to as a hit or a _ _ _ .24. After a performance, we _ _ _ _.25. Johnny _ _ _ Note.26. Do Re Mi _ _ So La Ti Do.28. The pulse of a song.29. “Wouldn’t it _ _ Loverly”.30. “_ Could Have Danced All Night”.31. You have to _ _ _ _ _ _ to sing correctly.

Down1. We must open our _ _ _ _ _ when we sing.3. Male voices can be called basso or _ _ _ _ _.4. A big, or _ _ _ _ _ piano.5. Do Re Mi Fa _ _ La Ti Do.9. We learn to _ _ _ _ _ _ _ _ _ classmates for the concerts.10. We use a _ _ _ _ _ _ _ _ _ _ to sing at the concerts.13. “The _ _ _ _ _ Police” by Cheap Trick.14. We hear our voices through the _ _ _ _ _ _ _.15. You need this to hear.17. Do _ _ Mi18. We do this dance as a warm-up.19. You can have treble or bass _ _ _ _ _.27. A singer sometimes _ _ _ _ out the role in a song.


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