LP_6

Unit 6: A World Filled with Love

IntroductionMusic is a powerful tool for expressing a range of emotions and feelings. When we listen to songs carefully, we often get to understand ideas about the world as experienced by the composer. Throughout history, writers have commonly used music to express love for a special person, family, home, country or others. This unit looks at songs about love and how this feeling is expressed through performance directions and lyrics. Indeed, we live in a world of music and a world filled with love!

This unit focuses on helping pupils see love for home and family expressed through music by: Helping them identify certain musical features which enhance the mood and feelings conveyed by songs. Deepening their understanding of the lyrics of the songs. Selecting the mood of a song and performing it accordingly.

Learning Objectives Unit Focus

Lessons are planned for 25 minutes for practical reasons. Teachers who do not wish to use the optional activity suggestions may either come up with their own or devote more time to the other

activities.© Pearson Education South Asia Pte Ltd 2008 1 Perfect Match Music Primary 4

Suggested Lesson Plans

SP CI DE MC CG RM

Articulate personal thoughts about music pieces

Recognize the performance directions of songs and how they affect the mood of the songs

Understand and interpret lyrics, focusing on how they express the world for the songwriter

Singing and performing a range of songs about love, with appropriate accompaniment

SP

CIDE

MC

CG

RM

Sing and play melodic and rhythmic instruments individually and in groupsCreate and improvise musicDescribe and evaluate music through listeningDevelop understanding of music elements/conceptsDiscern and understand music from various cultures and of various genres Understand the role of music in daily life


Objectives Activity Time ResourcesWhat pupils will learn

or developPeriod 1: Express Your Feelings

This unit will be taught over 6 weeks (6 periods).In

minsPupil’s Book and other resources

Think About It© Pearson Education South Asia Pte Ltd 2008 2 Perfect Match Music Primary 4



Objectives Activity Time ResourcesRecognise the importance of family and friends

Skills: Interpreting, DescribingDiscuss and interpret the meaning and feelings in a song, in relation to real-life experiences

ASK: Is your family (or good friends) important to you? What is the role of your family (or good friends) in your life? Possible answers

Our family/friends care for us. They share our happy times and sad times. They celebrate joyous events together with us such as birthdays and festivals. They comfort us when we are scared or worried. We should do the same for our family/friends.

Lead a class discussion about the importance of families and friends.

ASK: How do parents show that they care for their children? Possible answers

They give them food, clothes and shelter to the best of their abilities. They teach them to tell right from wrong and send them to school to learn new things. They scold the children when they are naughty and do not give them things which may be bad for them.

Ensure a balanced discussion of different ways in which families show their love for each other. Encourage free response during the discussion. Ensure that no negative comments are made by any pupils about their classmates’ families or friends.

Get pupils to recite the lyrics of the song My Family together. Discuss the meaning of the song.

ASK: With what kinds of feelings should My Family be sung? Possible answers

– Appreciation and gratitude – Happiness – Contentedness

Conclude that family members show their love for each other in different ways, and all of those ways should be appreciated.

Activity Play the CD and get pupils to take note of the music's dynamics, tempo and mood. Following the notes on pp 52–53 of the PB, introduce the performance markings used

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3 PB: pp 52–53, Q1a

© Pearson Education South Asia Pte Ltd 2008 3 Perfect Match Music Primary 4Suggested Lesson Plans


Objectives Activity Time Resources

Skills: Listening, Analysing, DescribingAnalyse and describe performance directions in a song

Understand the performance direction moderato espressivo and dynamic markings

Realise the usefulness of performance directions

in this song. Write the performance markings (<) and (>) on the board and explain that they are used to tell performers to get gradually louder (crescendo) and softer (decrescendo) respectively.

Explain also that Italian terms are often used in music to tell the performers how to play or sing the song. – Moderato — moderately– Espressivo — expressively– f (or forte) — loud– p (or piano) — soft

Tell pupils to circle the performance directions in their books. Answers

Moderato espressivo, mp, mf, f, dynamic markings (<) and (>) Play the CD. Tell pupils to observe the changes in the volume of the song according to

the dynamics and expression markings. After the song is played, ask pupils to describe the changes.

Answers The music was played at a moderate pace. It was expressive — it started moderately soft (mp), then became gradually louder (<) until it was very loud (f), and then it became gradually softer (>) again towards the end.

Think About ItASK: If there were no performance directions written, what would the song be like? Possible answers

– Boring– Monotonous– Lack of feeling

ASK: What other ways are used to make performances more interesting? Possible answers

– Adding actions or dance moves

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Audio CD 2 Track 18 (00:37)

PB: pp 52–53, Q1a




Skill: PerformanceSing My Family

Skills: Improvising, SingingAdd new lyrics to a song

– Adding appropriate facial expressions e.g. smile for happy songs

Activity Tell pupils that they are now going to learn to sing the song. Teach pupils the song phrase by phrase with the help of the CD. When pupils are familiar with the tune, play the CD again and get them to sing the

whole song. Before singing, remind pupils of the correct singing posture and techniques: stand or

sit up straight, look in front, get the right pitch and follow the performance directions. Tell them to think of the meaning of the words and sing with appropriate expressions.

Going Further (optional) Get pupils to replace some of the lyrics of My Family with their own lyrics

and relevant experiences. For example, “Grandpa used to read me bedtime stories” could be replaced with “Grandpa always likes to buy me presents”. Pupils can then sing My Family according to the lyrics they have composed.

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PB: pp 52–54, Q1bAudio CD 2 Track 18 (00:37)

– END OF PERIOD 1 – 25

What pupils will learn or develop

Period 2: Express Your FeelingsThis unit will be taught over 6 weeks (6 periods).

In mins

Pupil’s Book and other resources

Recap© Pearson Education South Asia Pte Ltd 2008 5 Perfect Match Music Primary 4



Objectives Activity Time ResourcesRecall the dynamic markings used in music

Skills: Listening, AnalysingUnderstand the expression marking dolce

Remind pupils of the song My Family. Explain that they sang it expressively in the last lesson by following the dynamic markings given in the song and also thinking about its meaning while singing it.

Write the performance directions (<, >, p, mp, f, mf) on the board. Ask pupils to explain the meaning of each marking.

Answers – < — become gradually louder– > — become gradually softer– p — soft – mp — moderately soft– mf — moderately loud– f — loud

Activity Explain that the expression of a song indicates the character of a song. Ask pupils to

suggest some character traits of people Possible answers

– Sweet– Gentle– Aggressive– Agitated

Explain that a piece of music can also have a character. This is expressed by the way the music is played. For example, a piece of music can sound sweet, or to use its Italian term, dolce. Tell pupils to look at the song Home Sweet Home on p 55. This song has a dolce character.

Play the CD. Ask pupils to describe the tempo, dynamics and mood of the song. Suggested answer

Tempo — Moderately fast. Dynamics — Soft or moderately soft. Mood — Pleasant, calm.

Explain that all these elements put together make the song sound sweet and pleasant.

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3 PB: p 55Audio CD 2 Track 20 (01:09)




Skills: Interpreting, DescribingDiscuss and interpret the meaning and feelings in a song, in relation to real-life experiences

Skill: PerformingSing and play ‘Home Sweet Home’ on the recorder

Skills: Analysing, SingingAdd dynamic markings and/or performance directions

Think About It Recite the lyrics of the song Home Sweet Home together. Ask pupils:

1. What is the song talking about?2. What is “home” to you?

Possible answers 1. The song writer compares his home to all the other places around the world. He

concludes that no matter how nice and pleasant other places are, home is still the best place to be.

2. Home is a place where our family lives, and where we can be comfortable and accepted by all.

Activity Teach pupils the song one line at a time, following the melody on the CD. When pupils are familiar with Home Sweet Home, play the CD again and sing the

whole song together. You can use the instrumental track if pupils are confident enough. Tell pupils to think of the sweet warmth of home, and sing with appropriate

expressions. Using a recorder, demonstrate how to play all the notes from C to C'. Get pupils to

practice along with you. Walk around the class to ensure that pupils are using the correct fingering. Tell pupils

to check their partners’ fingering techniques as well. Get pupils to play the song Home Sweet Home on the recorder, one line at a time.

When they are familiar with the song, get the class to play the whole song together.

Going Further (optional) Get the class to discuss what dynamic changes they can use in Home Sweet Home. For

example, the 1st line may start off at mp followed by an increase in dynamics for the 3rd line.

Get pupils to decide what dynamics they want for each line of the song. They should write these dynamic changes on the score in their books.

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PB: p 55, Q 2aAudio CD 2 Track 20 (01:11)Pupils’ own recorders



Objectives Activity Time Resourcesto a song Divide the class into 2 groups. One group will play the song on the recorder while the

other group will sing the song. Get pupils to perform the song with the dynamics that they have decided on. If time permits, get the 2 groups to exchange roles.




In mins


Activity© Pearson Education South Asia Pte Ltd 2008 8 Perfect Match Music Primary 4



Objectives Activity Time ResourcesRevise music terminology for tempo Learn the term ‘lento’

Skills: Listening, InterpretingDiscuss and interpret the meaning and feelings in a song, in relation to real-life experiences

Skill: PerformingSing the song ‘Home’ with appropriate expressions

Skills: Listening, Analysing, Describing

Revise tempo markings that pupils have learned, and introduce the Italian term ‘lento’ (slow). Look at the explanation at the top of p 57 of the PB.

Tell pupils they will now listen to Home, a song by a local composer. Play the CD. Tell pupils to read the words silently as they listen to the song. Ask pupils what the tempo of the song is. Answer

The song was performed at a moderate pace (moderato). Discuss the meaning of the song as a class. Ask pupils:

1. What feelings does the composer have for Singapore? 2. What is the mood of this song?3. How do you feel when you listen to this song?4. What river is the composer referring to?5. What is your favourite place in Singapore?

Possible answers 1. The song is about the composer’s feelings for his home country. He describes it as a

place he knows very well. He feels he belongs there. He looks forward to his future in the country.

2. The mood of the song is reflective and encouraging. 3. When I listen to this song, I feel glad to be living in this country and I feel great

love for my country and home.4. He is referring to the Singapore River.

Accept any possible answers and encourage free response. Play the CD again and get pupils to sing along. Remind pupils to sing it expressively,

thinking of the meaning of the song and their love for their home and country as they sing.

Divide pupils into groups of 3 or 4. Tell pupils they will be listen to a song by Antonín Dvořák, who made use of elements of his native Bohemian and Moravian folk music in his works. They are to discuss the following questions in their groups: – What are the tempo, dynamics, and mood of the song?– How do you feel when you listen to the song?

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PB: p 57

PB: p 56, Q 3aAudio CD 2 Track 22 (04:15)

PB: p 57, Q 3bAudio CD 2 Track 23 (02:59)

© Pearson Education South Asia Pte Ltd 2008 9 Perfect Match Music Primary 4



Objectives Activity Time ResourcesAnalyse and describe musical elements in a song and the feelings expressed by the song

– What instruments were used in the song? Refer to the pictures on p 57 of the PB. Play the CD. Give pupils some time for group discussion. Tell pupils to write down their answers to

present to the class later. Play the CD again if pupils need to listen to check their answers.

Possible answers This piece of music had a moderately fast tempo, changing dynamics and a

relaxing mood. It sounds gentle and sweet but a little sad.Generally, the music made me feel calm when it was moderately soft and

excited at times when it was very loud.The violin and piano were used in this piece of music.

Let each group present their answers to the class. Encourage free response and accept all reasonable answers.

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In mins





Objectives Activity Time ResourcesRevise musical concepts on performance directions

Skills: Listening, Analysing, DescribingAnalyse and describe the tempo and mood of a song

Skills: Listening, InterpretingDiscuss and interpret the meaning of a song, in relation to real-life experiences

Remind pupils that songs can express a range of emotions and feelings. They have learnt to sing 3 songs about love in this unit so far. Ask pupils to briefly recap what the 3 songs are about.

Answers One song was about love for the family, 1 about love for the home, and 1 about love for the country.

Remind pupils that in order for songs to sound meaningful, they should be performed expressively. Recap the performance directions used in the previous songs, including dynamic markings, expression and tempo markings. Recap that the character of a song can be suggested by the song’s mood, dynamics and tempo.

Activity Tell pupils they will now listen to Home on the Range. Play the CD. Ask pupils to describe the tempo and mood of the song. Suggested answers

The song was performed at a moderate pace (moderato). The mood of the song is gentle, pleasant or relaxed.

Recite the lyrics of the song together. Then, discuss the meaning of the song as a class. Encourage free response from the pupils.

Suggested answer In this song, the composer longs for a home where animals can roam freely and the skies are clear and beautiful. The people living there are also kind and gentle, and do not quarrel or speak negatively. In short, the song describes a beautiful and idyllic landscape.

Going Further (Optional) Explain to pupils that this song highlights the importance of an

unpolluted, natural environment. The animals are free to roam about and play freely in nature. The image of beautiful scenery is painted.

Lead the class in a discussion about environmental issues.

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PB: pp 58–59, Q 4aAudio CD 2 Track 24 (01:13)




Skill: PerformingSing the song Home on the Range with appropriate expressions

Ask pupils how they can help to protect the natural environment and how to keep their country clean and beautiful. Encourage free response from pupils.

Activity Teach pupils how to sing Home on the Range one line at a time by singing along to the

CD. Once pupils are familiar with the song, play the CD again and get them to sing the

whole song. Get pupils to select percussion instruments to accompany the song. They may play a

basic 3/4 rhythm (strong-weak-weak beats) along to the song. Get pupils to perform the song with accompaniment, reminding them to sing and play it expressively while thinking of the meaning of the song and the beautiful scenery it talks about.

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PB: p 59, Q 4bAudio CD 2 Track 24 (01:13)If available, percussion instruments



Period 5: Creative CornerThis unit will be taught over 6 weeks (6 periods).

In mins





Objectives Activity Time ResourcesRecall performance directions

Skills: Listening, AnalysingDescribe performance expressions used in a piece of music via aural perception

Skills: Interpreting, DescribingUnderstand the lyrics and interpret the meaning of a song

Remind pupils of the performance directions they have learned in this unit. Write the following performance directions on the board: <, >, p, mp, mf, f, allegro,

moderato, lento, dolce, espressivo. Select pupils to come up to the board and write the meaning of each performance direction next to its marking.

Answers – < — become gradually louder – > — become gradually softer – p — soft – mp — moderately soft– mf — moderately loud– f — loud, allegro — fast– moderato — medium tempo– lento — slow– dolce — sweetly– espressivo — expressively

Activity Tell pupils they will now listen to By the Lake. Play the CD and tell pupils to take note of the expression, tempo and dynamics used in

the song. Ask pupils to describe the tempo, expression, dynamics, mood of the song. Suggested answers

The tempo of the song is moderately slow. The song is moderately expressive. The dynamics of the song changes gradually between soft and loud. The mood of the song is cheerful and light-hearted.

Recite the lyrics of the song together as a class. Ask pupils what the lyrics of the song are talking about. Encourage free response from

the pupils and accept all possible answers. Suggested answers

The song is about an evening walk by the lake. It talks about the serene atmosphere of the lake. It teaches us that taking evening walks is good exercise. It is healthy and

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Whiteboard marker

PB: pp 60–61,Q 1aAudio CD 2 Track 26 (00:31)




Skills: Interpreting, CreatingInterpret and express the meaning/feelings of a song musically using appropriate performance directions

relaxing.

Activity Divide the class into groups of 4. Tell pupils to think about their feelings when they listen to this song and read its lyrics,

and share their feelings with their groupmates. In their groups, pupils should decide how best to express their feelings musically.

Explain that this can be done through using appropriate performance directions to create their desired mood and character for their song. They should write down the expression, dynamics and tempo markings in their books.

Play the CD again for pupils to listen to if needed. Remind them to keep the song light-hearted and cheerful.

Get pupils to practice singing or playing, following the performance directions they have decided on. Allow them to include the use of instruments if they wish and give them some time to practice in their groups.

Conclude by telling pupils to get their performances ready for presentation at the next lesson.

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PB: pp 60–62, Q 1b–cAudio CD 2 Track 26 (00:31)

Pupils' own writing materials

If available, percussion or any other instruments



Period 6: Creative CornerThis unit will be taught over 6 weeks (6 periods)

In mins


Activity© Pearson Education South Asia Pte Ltd 2008 14 Perfect Match Music Primary 4



Objectives Activity Time ResourcesSkill: DescribingDiscuss and describe appropriate ways to evaluate a performance

Skills: Performing, EvaluatingPerform a song meaningfully using appropriate performance directions

To use specified criteria to critique and evaluate a musical performance

Explain to the pupils that they will be evaluating their own and their classmates’ performances using the table on p 62 of the PB. Discuss as a class how they want to use the criteria in the book.

Suggested answers – Singing with expression: the expressions used match the meaning of the lyrics, and

suitable variations in expression – Playing of percussion instruments: type and suitability of accompaniment– Knowledge of performance directions: coordination among team members in using

the same performance directions– Overall performance: enthusiasm shown by the performers.

Allow free response from the pupils in describing the evaluation criteria. Let each group take turns to perform their version of the song. After each performance,

commend the good points of the performance, and talk about the areas which can be improved upon. Allow other pupils to comment on the group’s performance.

Get the group to write down their own self-evaluation in their books. Conclude the unit by praising all groups for applying what they have learned to create

their own performance directions for a song.

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PB: p 62, Q 1d

PB: pp 60–62Percussion instruments



Documents

LP_6