Music Workshop s. Summer A Midsummer Night s Dream

Transcription

1 Music Workshop s Music Workshop Summer 2007 Summer 2007 A Midsummer Night s Dream Age: 9-11 These programmes are available to order (for UK schools only) on pre-recorded CDs during the academic year of transmission from: BBC Schools Broadcast Recordings Tel: Monday to Friday 0800 to 1800 Or visit for more information Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following the original date of transmission. Refer to programme titles below to find out when programmes are available as audio on demand. This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further permission. 1

2 Music Workshop Summer 2007 These programmes are available as audio on demand from the School Radio website. Refer to dates below to find out when each one is available. Most programmes are broadcast at 0330 on Fridays. However programmes 7 and 9 will go out at 0405 on Thursday. Introduction 3 Planning chart 5 1. Rejoice 6 AOD 27/04/ Moonlight magic mystery 7 AOD 4/05/ Love's design 8 AOD 11/05/ Trouble and strife 9 AOD 18/05/ I'm in love 10 AOD 25/05/ Please be mine 11 AOD 08/06/ If I wasn't having so much fun 12 AOD 14/06/ No, no it can't be so 13 AOD 15/06/ Rehearsal and performance 1 14 AOD 21/06/ Rehearsal and performance 2 14 AOD 22/06/2007 2

3 Introduction: This version of William Shakespeare s A Midsummer Night s Dream has been specially adapted for us by Paul Miller, who also wrote the playscript which is available with the full Teacher s Notes. The programmes: have a clear music focus teach the songs with the needs of the non-specialist teacher in mind have short dramatised sequences from the play performed by professional actors help with understanding the context and language of the original story include music games and activities for practising music skills and related listening music Curriculum links: The programmes can be used to support the QCA schemes of work Unit 15 On going skills and Unit 20 Performing together. These notes: These notes offer a scaled-down version of the full Teacher s Pack, which is available by calling or visiting: The Teacher s Notes and Pupils Pack offer the full words and music of each song and a playscript, as well as a full guide to the content of the programmes and suggestions for classroom follow-up and development along with cross curricular links. These Notes are not intended as a substitute for the full Teacher s Pack but will enable teachers wishing to incorporate the programmes into other areas of study to make the relevant curriculum links. In addition there is a CD of all the songs and accompaniments, suitable for use at a school performance. Please note: This version is copyright free for school performances only. This is a special arrangement with the writers and performers negotiated with school use in mind. We would ask you to respect their rights. You do not need to ask permission for your school performance though we would like to hear from you. Contact details are available at the School Radio website: However, if you wish to substantially change the material, charge for the performance, video or record it or use it for any other purpose, permission needs to be obtained in writing. Please contact us in good time before your performance. Listening on CD: If you have ordered the programmes on CD you may wish to note the content of each programme track which is listed for each programme below. This information will help you to navigate and mediate the programmes. 3

4 Audio on demand: The programmes are also available as audio on demand from the School Radio website for 7 days following transmission (check the contents table above for dates). The audio on demand is a reliable service, especially on broadband. It allows you to listen to the programme streamed over the internet. This means that you can play the programme to your class either: direct from a computer from a hifi by connecting the output of the computer into a suitable input on the amplifier (which offers enhanced sound quality) by connecting the computer to an interactive white-board To listen to the audio files you will need to have installed Realplayer on your computer. This commonly-used software is easy to download from the internet if you do not already have it. There are instructions on how to do so at the BBC School Radio website: Using the audio on demand service is just as flexible as using a pre-recorded CD of the programmes. You are able to pause the programme whenever you wish and also scroll forwards and backwards through a programme to locate other sections or to listen to sections again. 4

5 At-a-glance planning chart Programme Music objectives 1 Rejoice Breath control; structure (repeat marks and double bars) 2 Moonlight magic mystery Using expression to build mood; structure (coda) 3 Love s design Building a sense of phrase; off beats and key signatures; legato and staccato singing 4 Trouble and strife Using different tones of voice; diction 5 I m in love Using facial expression to help meaning; pulse and rhythm and metre change 6 Please be mine Smooth phrase shapes; internalising beat 7 If I wasn t having so much fun Tongue twisters and diction; compound time 8 No, no it can t be so! Performing and thinking of the audience 9 Rehearsal and performance 1 Performing skills 10 Rehearsal and performance 2 Performing skills 5

6 Programme 1: Rejoice Music objectives: Breath control; structure (repeat marks and double bars and rallentando ) Preparation: Talk about the story together first. Look at the words of the songs and be ready to join in with Rejoice We meet Puck our guide. Introduction to the story and the concept Learning the chorus (bars 1 to 4) Encourage the children to singing loudly and firmly but not shouting 3 40 Introduction to repeat marks 4 26 Puck introduces the end of the story. Following the words of verses and singing the chorus 7 23 Putting the story into context and hearing the names of the characters Learning the first and second verse Follow the lyrics for the verses and join in the choruses Hippolyta and Theseus Meet with Demetrius Who with Hermia wants to be wed But Hermia loves and Lysander Cos he really understands her And Helena gets Demetrius instead Concentrate on the timing at the end of the verse We hear how the story begins We learn verse three Note the change in of note at the end of the verse Practising the end of the song Go back and practise this several times as it is a bit tricky! The slow down at the end is called a rallentando Singing the whole song Joining in with the rhyme Putting the song into context and singing the whole song as a performance Stand up to sing this song if possible 6

7 Programme 2: Moonlight Magic Mystery Music objectives: Using expression to build mood; the notes D and G; structure (coda) Preparation: Rehearse the rhyme that you learnt last time. Talk about the context of Rejoice and how it fits into the story 0 00 Listening to Mischief magic mystery 2 00 Learning the chorus Note that the chorus is based on two notes D and G. You may like to find them on the recorder or tuned percussion and play the tune for yourselves 4 00 Learning the words to the verse Listening to the little rhythmic motifs in the verse 5 53 Learning verse two It has an extra note 6 44 Singing the whole song This is the structure of the song. Look at the coda and talk about it before you sing it together New words (lyrics) to the same tune Moonlight, magic mystery Look at the words and make sure everyone understands what they mean The first part of the story Meeting the workmen and the fairies Learning some more of Moonlight, magic, mystery Thinking about meaning The story continues Singing the whole of the song Mischief magic mystery Stand up for the performance and put as much meaning into the words as possible 7

8 Programme 3: Love s design Music objectives: Building a sense of phrase; off beats; an introduction to key signatures; legato and staccato singing Preparation: Go through the story so far and say the tongue twister as a warm up. Practise the two versions of last week s song 0 00 Listening to verse one and chorus of Love s design Learning verse one Watch out for the rhythm. It goes across the beat 4 44 The next part of the story 6 34 Learning the chorus and looking at the key signature I m not in bar one but I am in bar 11. I m not a flat so what am I then? The answer: a sharp# 9 08 The story continues 9 55 Music vocabulary Legato singing smoothly and gently Staccato singing short and sharply Singing verse one and chorus Singing verse two and chorus The verses can be performed by the whole group or soloists Learning the Coda It meaning end and is often added onto the end of a piece of music The story continues Learning Reprise one The word rhythms are different. Pay particular attention to the changes Performing the main version of the song Love s design all the way through Keep the singing legato! 8

9 Programme 4: Trouble and strife Music objectives: Using different tones of voice; diction; word rhythms Preparation: Talk together about using different tones of voice for different things. See how many different ways you can think of saying a simple phrase like thank you or hello and how you can change the meaning by the way you say it Listening to the first part of the song Trouble and strife and learning the song This song is quite complicated and needs to be performed quite quickly practise saying the words as well as singing it. Practise singing the argument as if you are really cross 4 14 The next part of the story 6 13 Singing verse one and the chorus and listening to verse two 7 30 Putting verses one and two with their choruses together Encourage the class to really listen to the second verse rather than try to join in straight away Try the words spoken and more slowly before singing it again emphasising good diction. Verse two has a different set of word rhythms 8 30 Staccato singing Separating each word and singing clearly 9 50 The story continues Learning the last two verses and the ending of the song Verse four is quite different so listen carefully and listen again if you need to. The song gets faster and faster (accelerando) and ends with shouting Puck! The story continues Performing Trouble and strife all the way through 9

10 Programme 5: I m in love Music objectives: Using facial expression to help meaning; pulse and rhythm; metre change; structure (middle eight) Preparation: Look at the words of today s song and try to sort out the structure. Look at the Reprise which happens later as well Learning verse one, bars 1 to 11 of I m in love This is a slow song so it will take some concentration to learn The next part of the story 6 12 Learning bars 12 to 19 The tune is different so listen carefully again. The tune goes up at the end. It is called the middle eight because it is 8 bars long and is in the middle of the song! 9 00 Singing the middle eight of the song with a sad face How does the way you feel alter the way you speak /sing? Feeling the difference in metre between the verse and middle eight Listening to the ending Listen to how the end is made. I m in love is repeated to a different tune Singing the whole song with meaning The story continues Learning Demetrius reprise Performing the reprise A reprise is a song or part of a song that appears again 10

11 Programme 6: Please be mine Music objectives: Smooth phrase shapes; internalising beat Preparation: Look at the lyrics and structure of today s song. Go through the story so far. Can you remember who is now in love with whom?! Go back to the rhyme and compare that with the situation now 0 00 Listening to Please be mine 1 33 Oberon complains to Puck about the magic potion 2 14 Learning the first half of the song; bars 1 to 9 Sing the first part of the song legato; have a look and try the triplets 5 42 The next part of the story 6 56 Listening to bars The pulse is the same but the rhythm has changed 8 20 Clapping the beat to the first part of the song and tapping your knees to the second part of the song Singing the second part of the song Practise this several times, trying to feel (internalise) where the beat changes This needs to be sung with energy but no shouting! The story continues Listening to the second verse and then singing it. Spot the change of rhythm. Watch out for the rhythmic change at the end of the verse Oberon checks up on Puck again Singing the whole of the song remembering the context How does the context of the song affect the way you sing the song? 11

12 Programme 7: If I wasn t having so much fun Music objectives: Tongue twisters and diction; compound time Preparation: Try all the words of this song, first slowly and then faster and faster till everyone is happy with them as the song is very fast to sing! 0 00 Learning and singing the refrain of If I wasn t having so much fun 3 00 Tongue twister The tip of the tongue and the teeth and the lips Try other tongue twisters that you know 3 34 Learning the first verse 6 00 The next part of the story 7 18 Learning verse two 8 14 Learning the chorus. Looking at time signatures and spotting where they are Look for time signatures in other songs. What other songs do you know that change time signature in the middle? 9 34 The story continues Learning the next verse Watch out for the time signature change! The chorus is in patterns of three and the verse Learning the ending the coda The last line repeats to make the song finish. Which other songs in this series do this? The story continues Rehearsing the last verse Sing clearly and crisply to fit all the syllables in and remembering the repeat at the end The story continues Performing the song the whole way through Try performing it in groups when you know it well as we do in the performance version in the programme 12

13 Programme 8: No, no it can t be so! Music objectives: Performing and thinking of the audience Preparation: Think about a simple song that you all know well (maybe a nursery rhyme). How many different ways can you sing it? Does it change the meaning if you sing it fast / slow / with fun / sadly etc? 0 00 Listening to the fairy chorus sing the chorus 1 00 Listening to the whole song and joining in with the chorus every time it comes 3 00 Following the words and music for the verse and joining in with the chorus Imagine how Bottom may perform it! 5 53 The next part of the story 8 50 Learning the second verse and singing the chorus Singing the second verse thinking the missing beat Clapping the missing beat in the chorus line Internalising beat and rhythm is an important skill to work on Learning the coda Verse three ends a bit differently to give the coda Performing the whole song Think about the audience. Who would be there at the wedding? How will you sing the song? Puck tells us a joke from his wedding speech and we say the rhyme about the wedding again (see programme one) The story continues Rehearsing Rejoice (learnt in programme 1) You may need to practise this a few times as it will have been a few weeks since you sang it! We have put some simple vocal harmony on this version. If you have an older group you may like to try that too. 13

14 Programme 9: Rehearsal and performance 1 Music objectives: Performing and thinking of the audience Preparation: Be familiar with the words of all the songs and how they are structured 0 00 Rejoice rejoice 2 30 Mischief magic mystery 6 00 Love s design 8 05 Love s design (reprise one) Moonlight, magic mystery Trouble and strife I m in love! Programme 10: Rehearsal and performance 2 Music objectives: Performing and thinking of the audience Preparation: Be familiar with the words of all the songs and how they are structured 0 00 Please be mine 4 50 I m in love (reprise) 7 50 If I wasn t having so much fun Please be mine (reprise) Love s design (reprise two) No no it can t be so! Rejoice rejoice! 14