FKM - 2010 Student Workbooks - Teacher's Version

Student’s

Workbook LEVEL 1 SILVER

&

LEVEL 2 GOLD

TEACHER’S VERSION

FUN-KEY MUSIC 2005

Written and compiled by Jenny Wilkinson and Luisa Antolovich

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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: 4. Instrument Names & Musical Terms

Rock/Pop Instruments…………………………………………………………. Pg. 6

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

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

Musical Terms………………………………………………………………………… Pg. 9

5. Musical Terms: Volume……………………………………………………………… Pg. 10

6. Musical Terms: Tempo………………………………………………………………. Pg. 11

7. Musical Terms: Clefs…………………………………………………………………. Pg. 12

8. Musical Terms: Counting Beats & Bars…………………………………… Pg. 13

9. Emotion & Music: Using Your Face & Body……………………………. Pg. 14 & 15

10. Performance: The Microphone………………………………………………. Pg. 16 & 17

11. Performance: The Stage………………………………………………………….. Pg. 18

12. Introductions…………………………………………………………………………….. Pg. 19

13. Music Word Find……………………………………………………………………….. Pg. 21

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TABLE OF CONTENTS

Level 2: 14. Instrument Names & Musical Terms

Rock/Pop Instruments…………………………………………………………. Pg. 24

Folk Instruments…………………………………………………………………… Pg. 25

Orchestral Instruments………………………………………………………. Pg. 26

Musical Terms………………………………………………………………………… Pg. 27

15. Musical Terms: Volume…………………………………………………………….. Pg. 28

16. Musical Terms: Tempo……………………………………………………………… Pg. 29

17. Musical Terms: Clefs………………………………………………………………… Pg. 30

18. Musical Terms: Counting Beats & Bars…………………………………. Pg. 31

19. Emotion and Music: Using Your Face & Body………………………. Pg. 32 & 33

20. Performance: The Microphone………………………………………………. Pg. 34 & 35

21. Performance: The Stage…………………………………………………………. Pg. 36

22. Know Your Body………………………………………………………………………… Pg. 37

23. Introductions……………………………………………………………………………. Pg. 38

24. Music Crossword Puzzle………………………………………………………….. Pg. 39 & 40

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1. THE FUN-KEY MUSIC GOLDEN RULES LEVELS 1 & 2

At Fun-Key Music we only have one Golden Rule: TO RESPECT OTHERS

What 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 LEVELS 1 & 2

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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3. RECORD OF MY PERFORMANCES LEVELS 1 & 2

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).

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4. INSTRUMENT NAMES & MUSICAL TERMS: LEVEL 1

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

ROCK/POP INSTRUMENTS

DRAIO

RADIO

GREINS

SINGER

XKEUBJO

JUKEBOX

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FOLK INSTRUMENTS

DLONINMA

MANDOLIN

DROINCCAO

ACCORDION

SMMABRIA

MARIMBAS

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ORCHESTRAL INSTRUMENTS

TUFLE

FLUTE

BROOMNET

TROMBONE

SLAMBYC

CYMBALS

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MUSICAL TERMS

TREBLE

CLEF

BASS

CLEF

BELTER

LFEC

SABS

LEFC

MANUSCRIPT

SCRAMPUNTI

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5. MUSICAL TERMS: Volume LEVEL 1

Below are some words, pictures, and meanings that relates to volume in music. They

are listed in order from loudest to softest.

Fill in the missing letters and symbol for each term.

F O R T ISSIMO = VERY LOUD

Symbol: ff

F O R T E = LOUD

Symbol: f

MEZZO F O R T E = MODERATELY LOUD

Symbol: mf

MEZZO P I A N O = MODERATELY SOFT

Symbol: mp

P I A N O = SOFT

Symbol: p

P I A N ISSIMO = VERY SOFT

Symbol: pp

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6. MUSICAL TERMS: Tempo LEVEL 1

Unscramble the letters in each of the 6 boxes below to spell 6 terms that describe

tempo in music. Their meaning and a picture should give you a clue.

OGADIO A D A G I O

Means: SLOWLY

TENANDA A N D A N T E

Means: WALKING PACE

TOMERADO M O D E R A T O

Means: MODERATE SPEED

TEROLALTEG A L L E G R E T T O

Means: MODERATELY FAST

REGOLLA A L L E G R O

Means: LIVELY & FAST

ERPOTS P R E S T O

Means: VERY FAST

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7. MUSICAL TERMS: Clefs LEVEL 1

Below is a picture of a keyboard with each key or note named.

Notes have the letter names A, B, C, D, E, F, and G, and are used over again up and

down the keyboard.

Each stave (or staff) has 5 lines and 4 spaces. Notes are written on the stave in order

alternately on each line or space.

The higher on the stave a note is written, the higher a note sounds; the lower on the

stave a note is written, the lower a note sounds.

The notes have been drawn on both the treble clef (above) and bass clef (below).

Now write in the names of the notes on the spaces provided below each clef in the

same order as the keyboard, using the keyboard to help you work out which note is

which.

Middle C

Middle C D E F G A B

Middle C B A G F E D

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4

4

3

4

8. MUSICAL TERMS: Counting Beats & Bars LEVEL 1

REVISION:

Time Signatures: Time signatures indicate the kind of recurring pattern of beats in a piece of music.

You will always see two numbers, one on top of the other.

The top number tells us the number of beats in each pattern or bar; the bottom

number tells us the kind of beat.

In the bars below, work out the time signature by adding up the value of all the notes

in each bar. This will tell you what the top number in the time signature should be.

Now write that number in on the stave.

Semibreve or Whole Note

Minim or Half Note

Crotchet or Quarter Note

Quaver or 8th Note

= 4 Beats

= ½ Beat

= 1 Beat

= 2 Beats

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9. EMOTION & MUSIC: Using Your Face & Body LEVEL 1

Look at the pictures below.

Look at the list of emotions, and choose one that fits each picture.

Write the name of the emotion in the space below each picture.

Then match each picture with a song from the list. Choose a letter for

each song and put it in the box above the picture it matches.

H A P P Y L O V I N G S A D

SONG A SONG C SONG D

A N G R Y S C A R E D P R O U D

SONG B SONG F SONG E

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Emotions List:

Sad

Loving

Happy

Proud

Scared

Angry

Song List:

A. Birthday B. Howzat C. I Think I Love You D. Breaking Up is Hard to Do E. Great Southern Land F. Who Can it Be Now?

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10. PERFORMANCE: The Microphone LEVEL 1

(After students complete both the microphone and stage sections, you can sign and date the performance licence in their books).

Answer the questions below on testing and using microphones.

Q. How do we test to see if the microphone is on or working? A. We would tap it gently.

Q. How can we test the volume of the microphone? A. By speaking into it (you might say, “Testing 1, 2, 3.”).

Q. Should we ever blow into the microphone? A. No, because this can damage the microphone.

Look at the pictures and answer the questions by circling the correct one.

Q. Which of these two characters do you think is using their microphone correctly?

Q. Which of these two characters do you think is holding their

microphone in the correct way?

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Q. What is this singer doing wrong

with the microphone? A. He is yelling into it.

Q. Is it a good idea to put the microphone here? A. No, because the sound can feed back and hurt your ears.

Q. Should we ever try and grab the microphone from anyone? A. No.

Q. This is the last thing we should do before leaving the stage. True or False?

A. True.

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11. PERFORMANCE: The Stage LEVEL 1

Look at the pictures and answer the questions below about the stage and

performance and stage presentation.

Q. Is this how we should behave backstage?

A. Yes, quietly.

Q. Do we do this while walking onstage?

A. No! Q. Draw yourself on the stage and show what you would look at

while performing. Q. What is our job when we are part of the audience? A. To listen, to not talk or giggle, and to clap when the performance is

finished.

Q. We are allowed to take our lyrics on stage. True or False?

A. False.

12. INTRODUCTIONS LEVEL 1

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Below are two examples of an introduction.

Q. Which one do you think is better and why?

“Please welcome to the stage Melody Soprano. Melody has been singing since the day she was born, and today she will be singing Moviestar because she plans to be a movie star one day.”

or “Um, here’s um Melody um singing um Moviestar.” A. The first one is better because there are no “ums” in it.

We get all the four parts of a proper introduction: the introduction

to the audience; the performer’s name and song; and two extra

pieces of information on the performer.

When you know whom you will be introducing at the concert, fill in the following information. Performer’s Name: Performer’s Song: Extra information: Now make up your own introduction using the space below.

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13. MUSIC WORD FIND LEVEL 1

Listed below, are some song names, musical terms, and 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 that spell a special word. (Teachers, the word is “PERFORMANCE”.)

Adagio Grand Rhyme Tie

Allegro Happy Round Tongue

Amplifier Idol Soft Trend

Bars Jaw Song Type

Breath Lips Sound Value

Clap Loud Speak Voice

Drums Moderato Stave Word

Duo Musical Tap

Ears Notes Teeth

Energy Polka Tempo

A M P L I F I E R P O

D R U M S E U G N O T

A S W E R F G Y P E A

G R A N D N G M E Y R

I A J N O R E T I P E

O E E S E T H A D P D

O R O N P R E P O A O

T F E M T I E S L H M

T D N U O S L O U D U

A S V O I C E T H U S

E P A D R O W Y T O I

M E L A K L O P A L C

Y A U S T A V E E N A

H K E A L L E G R O L

R O U N D S R A B C E

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LEVEL 2

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14. INSTRUMENT NAMES & MUSICAL TERMS: LEVEL 2

ROCK/POP INSTRUMENTS

RICOH

CHOIR

DRECOGINR

DUSTOI

RECORDING

STUDIO

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FOLK INSTRUMENTS

SPAGPIEB

BAGPIPES

STARI

SITAR

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ORCHESTRAL INSTRUMENTS

TRICNEAL

CLARINET

UTAB

TUBA

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MUSICAL TERMS

SVUQARE

QUAVERS

MESI-SVUQARE

SEMI-QUAVERS

FLAT SHARP

TLAF PRASH

NATURAL

RANLATU

#

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15. MUSICAL TERMS: Volume LEVEL 2

Unscramble the letters in each of the 6 boxes below to spell 6 terms that describe

volume in music. Then give their meaning and the symbol used for each one.

The pictures should give you a clue to their order.

MISTIFOORS F O R T I S S I M O

Means:

Symbol:

TEROF F O R T E

Means:

Symbol:

ZOMEZ TOFER M E Z Z O F O R T E

Means:

Symbol:

ZOMEZ NAPIO M E Z Z O P I A N O

Means:

Symbol:

ANOPI P I A N O

Means:

Symbol:

SIPAMIONIS P I A N I S S I M O

Means:

Symbol:

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16. MUSICAL TERMS: Tempo LEVEL 2

Below are some words, pictures, and meanings that relate to tempo in music.

They are listed in order from slowest to fastest.

Fill in the missing letters and meaning for each term.

S L O W L Y

A D A G I O = =

W A L K I N G PACE

A N D A N T E = =

M O D E R A T E

SPEED

M O D E R A T O =

MODERATELY

F A S T

A L L E G R ETTO = =

L I V E L Y &

F A S T

A L L E G R O = =

VERY

F A S T

P R E S T O = =

=

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17. MUSICAL TERMS: Clefs LEVEL 2

Below is a picture of a keyboard with each key or note named.

Notes have the letter names A, B, C, D, E, F, and G, and are used

over again up and down the keyboard.

Each stave (or staff) has 5 lines and 4 spaces. Notes are written on the stave in order

alternately on each line or space.

The higher on the stave a note is written, the higher a note sounds; the lower on the

stave a note is written, the lower a note sounds.

The notes have been drawn on both the treble clef (above) and bass clef (below).

Now write in the names of the notes on the spaces provided below each clef in the

same order as the keyboard, using the keyboard to help you work out which note is

which.

18. MUSICAL TERMS: Counting Beats & Bars LEVEL 2

Middle C

Middle C F D B E A G

Middle C E B F A G D

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REVISION:

Below are two columns with pictures of notes in them. Match each picture in one column with its pair in the other according to the total values.

Semibreve or Whole Note

Minim or Half Note

Crotchet or Quarter Note

Quaver or 8th Note

= 4 Beats

= ½ Beat

= 1 Beat

= 2 Beats

Semiquaver or 16th Note

= ¼ Beat

-

+ +

+

-

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19. EMOTION & MUSIC: Using Your Face & Body LEVEL 2

Look at the pictures below.

Look at the list of emotions, and choose one that fits each picture.

Write the name of the emotion in the space below each picture.

Then match each picture with a song from the list. Choose a letter for

each song and put it in the box above the picture it matches.

A N G R Y W O R R I E D L O V I N G

SONG E SONG A SONG B

H A P P Y S A D P R O U D

SONG C SONG F SONG D

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Emotions List:

Sad

Proud

Angry

Worried

Happy

Loving

Song List:

A. Superstition B. How Sweet it is (to be Loved By You) C. I’ve Had the Time of My Life D. Sister’s Are Doin’ it For Themselves E. You’re so Vain F. Go Your Own Way

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20. PERFORMANCE: The Microphone LEVEL 2

Answer the questions below on testing and using microphones.

Q. What two things do you do to test that the microphone is switched on or working, and to test the volume?

A. First you tap the microphone lightly (never blow into it), and then you would say something into it to test the volume like, “Testing 1, 2, 3.”

Look at the pictures and answer the questions by circling the correct one.

Q. Which of these performers is holding their microphone correctly?

Q. Which of these two performers is using their microphone and stand correctly?

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Q. What is this performer doing wrong with his microphone? A. He is yelling into his microphone.

Q. Is it a good idea to put the microphone here? A. No, because it’s too close to the speaker and the sound could feed

back and hurt our ears.

Q. We never do this onstage.

True or False? A. False! We should always do this before leaving the stage to

acknowledge and thank our

audience.

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21. PERFORMANCE: The Stage LEVEL 2

Answer the questions below on the stage and performance.

Q. These two pictures show exactly how our Fun-Key Music teacher expects us to behave backstage and while walking onstage. True or False?

A. False, because we should always do

this quietly.

Q. Draw yourself on this stage and show where you would look at while performing.

Q. We are always allowed to take lyrics onstage like this performer. True or False?

A. False. We should never take lyrics onstage with us because we should

be more prepared than that.

Q. Name 3 things you do in your role as an audience member. A.

• to listen

• to be quiet and not talk

• to clap.

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22. KNOW YOUR BODY LEVEL 2 Only

Answer the following questions.

Q. We ALWAYS/NEVER breathe through our mouths when we sing. A. Always.

Q. We keep our teeth clenched like this when we sing. True or False? A. False.

Q. We open our mouths when we sing because: A) We like it when flies get in our mouths

B) When we open our mouths, we create more room for the sound to form and get through

C) We want to let people know we’re hungry

Q. We always stand straight like this when we sing. True or False? A. True.

Q. The tip of our tongues should be: A) Poking out of our mouths

B) Flapping around in our mouths

C) Sitting behind the bottom front teeth

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23. INTRODUCTIONS LEVEL 2

Below are two examples of an introduction.

Q. Which one do you think is better and why?

“Our next performer is very musical, as she plays the tuba and the banjo as well as singing. She will be singing a song from a very well known movie and musical called The Sound of Music. Even though Sandra Singalot is only 10 years old, here she is performing for you Sixteen Going on Seventeen.”

or “Um, Sandra’s gonna um sing um Sixteen Going on Seventeen and I think it’s from a movie or something.”

A. The first one is better because there are no “ums” in it.

We get all the four parts of a proper introduction: the introduction

to the audience; the performer’s name and song; and three extra

pieces of information on the performer.

When you know whom you will be introducing at the concert, fill in the following information. Performer’s Name:

Performer’s Song:

Extra information:

Now make up your own introduction using the space below.

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24. MUSIC CROSSWORD PUZZLE LEVEL 2

1. M O 2.D E 3. R A 4. T O

U U E U 5. T I

6. S T E 7. P S 8. N O T E

I 9. T O P E E

C 10. P E R F E C T

11. A M 12. P C U H

L 13. R A T T L E 14. V

15. M E 16. F A

17. B A S 18.S 19. L U I

20. E N T E 21. R 22. T A 23. I N N

S 24. O V E R N 25. V

T E E T O

N B 26. R A I N

27.M 28. A L T O C

29. Y O U R E 30. J E T

Use the space below to work out words and spelling.

The clues are provided on the next page.

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Across

1. _ _ _ _ _ _ _ _ means moderate speed.

5. Do Re Mi Fa So La _ _ Do.

6. Dance _ _ _ _ _ can sometimes help us remember song lyrics.

8. A crotchet is a _ _ _ _.

9. An artist who sells many records is at the _ _ _ of the charts.

10. The interval between C and G is a _ _ _ _ _ _ _ 5th.

11. _ _ _ is short for amplifier.

13. The grains inside a maraca _ _ _ _ _ _.

15. “The Way You Make _ _ Feel” is a song from this year’s CDs.

17. _ _ _ _ Clef.

20. When we perform at concerts, we hope to _ _ _ _ _ _ _ _ _ people.

24. “Somewhere _ _ _ _ the Rainbow” is a well known song.

26. “Here Comes the _ _ _ _ Again” is a song from this year’s CDs.

28. _ _ _ _ is a voice type.

29. “Go _ _ _ _ Own Way” is a song from this year’s CDs.

30. _ _ _ are a very successful Australian rock band.

Down

1. “The Sound of Music” is a famous _ _ _ _ _ _ _.

2. A _ _ _ _ is a performance by two people.

3. The Fun-Key Music Golden Rule is to _ _ _ _ _ _ _ others.

4. We try to sing in _ _ _ _ _ _ _ voices.

5. Make space between your top and bottom _ _ _ _ _ when singing.

7. At Fun-Key Music, we sing a lot of _ _ _ songs.

12. _ _ _ _ _ _ means very fast.

14. “You’re So _ _ _ _” is a song from this year’s CDs..

15. The Shania Twain song “_ _ _, I Feel Like a Woman”.

16. We try to have _ _ _ while learning at Fun-Key Music.

17. “_ _ _ _ Disco in Town” is a song from this year’s CDs.

18. “Sixteen Going on _ _ _ _ _teen” is from The Sound of Music.

19. Do Re Mi Fa So _ _ Ti Do.

21. Do _ _ Mi Fa So La Ti Do.

22. _ _ _ _ _ _ Clef.

23. You often see “4 BAR _ _ _ _ _ at the top of your lyric page.

25. You need to sing out so your _ _ _ _ _ will be heard.

27. “_ _ Favourite Things” is from The Sound of Music.

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FKM - 2010 Student Workbooks - Teacher's Version

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