Red Riding Hood - BBCdownloads.bbc.co.uk/schoolradio/pdfs/thesongtree_red_riding_hood.… · practise parts of them and then have the opportunity to sing them ... , ‘Wolfie Blues,

Red Riding Hood

Teachers’ Notes

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Contents

Page

Teachers’ Notes Introduction 3

Programme 1 I love red! 4

Programme 2 Wolfie blues 5

Programme 3 Let’s make a cake for Grandma 6

Programme 4 Stay on the path 7

Programme 5 Wolfie went a walking 8

Programme 6 What big eyes you’ve got 9

Programme 7 The big bad wolf has gone 10

Programme 8 Rehearsal and performance 1 11

Programme 9 Rehearsal and performance 2 12

Words and Music Sheets 13-31

FeedbackWe are always pleased to hear how you use our programmes and, in particular, how your own school performance has gone. Please send any letters, stories or pictures to:

BBC School Radio4th Floor Bridge HouseMediaCityUKSalfordM50 2BH

Or e-mail us at [email protected]

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Introduction‘Red Riding Hood,’ is a music series based on the story of Little Red Riding Hood. There is a song to learn in each episode, which helps to illustrate the story extract that the children to listen to. Each programme can be used alone or as part of the series. You can also put the songs together to make your own performance.

The ProgrammesOver the first seven programmes, the children learn one new song per episode. This is taught, section by section, by Sarah-Jane, the presenter.

The songs are revised in programmes 8 and 9, when the children practise parts of them and then have the opportunity to sing them all the way through, from beginning to end.

At the end of each of the first seven programmes, there are music activities, which the children can join in with.

The ‘backing track’ versions of each song, without the words, are also available on the website. This will enable children to practise for a more polished, final performance.

The teacher’s notes: The teacher’s notes offer:

• Aguidetousingtheprogrammes.

• Actionsandsimpleperformanceideas.

• Simplevocalversionsofthesongswithchords.

• Wordsandactivities.

• Photocopyablepupils’material.

Music skills include:

• High/low/differentpaces/timbre/texture.

• Structure(phrase,chorus,verse).

• Breathing,posture,articulation,soundprojection.

• Practicing,rehearsingandpresentingperformanceswithanawareness of the audience.

• Listeningandrecallingsoundswithincreasingauralmemory.

• Rehearsalandperformancetips.

• Singingsongsinunisonandintwoparts,withcleardiction,control of pitch, a sense of phrase and musical expression.

• Callandresponse.

PodcastsThe programmes can be downloaded in MP3 file format for 30 days following transmission. You can subscribe to the download by clicking on the podcast link available on the BBC School Radio website. Once you have downloaded each programme you are able to retain them in perpetuity and use them with your class in the same way you would a pre-recorded CD or other resource from School Radio.

For more information go to:www.bbc.co.uk/learning/schoolradio/podcasts

Audio on demandThe programmes are also available as audio on demand, streamed over the Internet, for 7 days following transmission.

Organising the classAtthebeginningofeachprogramme(see‘Youwillneed…’)areinstructions for any organisation or materials that you will need during the programme.

Words and Music: Katherine Freeman

Teacher’s Notes designed by: Nick Redeyoff

Editor: Andrew Barnes

Music Workshop Age 9–11

There is a music CD including backing tracks for all the songs in this series. If you would like a copy please contact us at this link:

www.bbc.co.uk/schoolradio/contactus

Or write to us at:BBC School Radio4th Floor Bridge HouseMediaCityUKSalfordM50 2BH

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P r o g r a m m e

I love red!

Focus• Longandshortnotes• Jumpyrhythms• Fastandslow

Main songI love red!

You will needTo be familiar with the words and music of the song. To have hands and voices ready for the activities.

Before the programmeAsk the children if they know the story of ‘Little Red Riding Hood.’ This first song is all about her, and a very special colour that she likes! Perhaps they can guess what it is!

1Story lineWe are introduced to Red Riding Hood and listen to how she pays a visit to her local shop, where she

hears stories about the ‘Big bad wolf.’

Learning song: ’I love red!’

• Learningverseone.• Learningversetwo.• Learningversethree.• Learningversefour.

Activities

• Identifythelongandshortnoteswhenyousingthedifferent‘reds’ in the chorus.

• Spotthejumpy,fastrhythmsofthewordsintheverses.• Identifyintheverses,whichwordshaveslowerrhythmse.g.

‘breeze’ in verse 2.

Follow up ideas

• Practisesingingthewholesong,‘Ilovered.’•Clapandsaysomeofthejumpy,fastrhythmsofindividual

words in the verses, such as ‘flutter’. • Clapandsaysomeoftheslowerrhythmsofindividualwords,

such as ‘breeze.’ • Practisesingingtheshort‘red’,thentheverylong‘red’atthe

end of the final chorus. • Practisetheactionstogetherinthechorus.

Resource UnitMusic Activity: ‘I love red!'

Focus: Rests.• Heretheclassdividesintotwogroups.Theysingthechorus

of the song in cannon, group A starting first. • Encouragethechildrentolistenandworkwiththeirgroup

and to come in together and in time.

Follow up to Music Activity

• Theclassrepeattheactivitywheretheysingthechorusincannon, but this time, they divide into three groups. They do this unaccompanied. See how many times they can sing the chorus, while staying together.

Listen to Cinderella Suite – Cinderella’s Waltz – by Prokofiev

Focus: Music played by an orchestra.

• Listentothisextractofmusic.Itisquitefastandlively,justlike today’s song.

• Whatisthestyleofthepiece?Itsoundsquiteexciting!Whatdothechildrenimagine,whentheylistentoit?CantheyimagineCinderelladancingwiththeprinceattheball?

• Listenoutfortheinstruments–whoisplayingthetune?Itisthe violins. They are part of the string section of the orchestra. An orchestra is the name of a big collection of instruments, that all play together.

• Doesthemusicstartoffloudlyorquietly?Itstartsoffquietly,and gradually gets louder.

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Literacy links Reception / Year 1:

• Talkaboutalltheredthingsthatarementionedinthesong.Whatotherredobjectscanthechildrenthinkof?Draw some of these.

Year 2:

• Talkaboutthedifferentcoloursinthesong.Dothechildrenhaveafavouritecolouroftheirown?Theywriteabout some of their favourite colours and what things are this colour - e.g. ‘yellow is the colour of the warm sun, green is the colour of the juicy grass.’

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Story lineWe hear the second extract of the story, ‘Little Red Riding Hood.’

Learning song: ’Wolfie blues’

• Learningverseone–singingwithlotsofenergy.• Learningversetwo.• Learningthemiddlesection,dividingintotwogroups.• Learningversethree.

Activities

• Clapalongtothesteadybeatofverseone.Thisiscalled the pulse.

• Practisethepunchyfirstandsecondlinesofeachverse,remembering to pause in the rests.

• Noticeandpracticetherepeated‘rumbly’inthechorus. Howmanytimesisitrepeated?

• Practicethetwopartcallandresponsemiddlesection.

Follow up ideas

• Practisesingingthewholeofthesong,‘WolfieBlues,'throughagain from the beginning.

• Practicesingingwiththeactions.• Lookagainattherestsineachverse.Clapinthese.• Practicetheverylastlineofthesong,whichisrepeated.• Clapalongtothechorus,makingsurethetempoofthebeat

alwaysstaysthesame–notgettingfasterorslower.

Resource UnitMusic Activity: ‘Wolfie Blues’

Focus: Different patterns of notes.

• Inthemusicactivity,thechildrencopySarah-Jane,asshesingsdifferentnotepatterns–somehighandsomelow–andall to the words of ‘I’m wolfie!’


• Childrenworkinpairstomakeupsomeoftheirowndifferent ways of singing ‘I’m wolfie!’ Encourage them to think about using a variety of high notes and low notes –sometimestheycouldbegintheirphrase‘high,’andsometimes ‘low’. Can one of them sing first, then their partner repeatsaccuratelywhattheyhavesung?Thentheyswapandthe other person sings first. They could also practise singing their phrases at the same time as each other.

Listen to The Marriage of Figaro – overture

Focus: high notes, identifying the piano.

• Listentothisextractofmusic.Itisplayedbyanorchestra.• Thepieceisanoverture–thatmeansitcomesrightatthe

beginning of an opera. An opera is a piece of music which is also a story sung by singers on a stage.

• Isitfastorslow?Itisfast!Theviolinsareverybusy,likebeesflying around flowers, collecting honey.

• Thenotesinthepiecestartoffquietly.Raiseyourhandwhenyou hear the loud chords in the music!

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Talk about how hungry the poor wolf is! What sort of things couldthechildrensuggestforhimtoeat?Encouragethemtodraw something that they think would be tasty for the wolf. Share their ideas with the rest of the class.

Year 2: Talk about what the wolf looks like. Children think of words

to describe his appearance - e.g. hairy, big teeth. Children write a passage to describe the wolf and draw a picture to illustrate this.

P r o g r a m m e

Wolfie blues

Focus•Rests•Themainbeat,orpulse

in music

Main songWolfie blues

You will needTo be familiar with the words and music of the song. To have hands, voices or instruments ready for the activities.

Before the programmeTalk about what happened in last week’s story and how we were introduced to Little Red Riding Hood. We’re now going to meet anothercharacter–thewolf!

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P r o g r a m m e

Let’s make a cake for Grandma

Focus•Howmusicchanges(though

the words of the song can be the same)–lowerandhighernotes

• Fastandslowrhythms•Repetitionofnotes

Main songLet’s make a cake for Grandma

You will needTo be familiar with the words and music of the song. To have voices, hands, bodies and percussion instruments ready for the activities.

Before the programmeTalk about what has happened so far in the story. We have met Little Red Riding Hood, whose favourite colour is red. We have also met thebigbadwolf–wholivesinthewoods and is feeling very hungry!

3Story lineLittle Red Riding Hood makes a cake to take to her Grandma’s house. Grandma lives on the other side

of the woods.

Learning song: ‘Let’s make a cake for Grandma.’

• Learningverseone.• Learningthechorus.• Learningversetwo.• Learningversethree.• Learningversefour.

Activities

• Notehowthewordsineachlineofthechorusarerepeated,but each time, the music changes, getting higher and getting lower.

• Talkaboutthedifferentingredients,whichareneededforthecake and how they appear in each verse.

• Noticehowalltheingredientsaremixedupinversefour!

Follow up ideas

• Singallof‘Let’smakeacakeforGrandma,’again.• Talkaboutthedifferentrhythmsofeachingredientandclap

these together. Some are slower and steady and some are fast. • Practisedoingtheactionsforeachverse,suchasthestirring

action for ‘Stir it in’. • Practisesingingtherepeatednotesintheverses,suchas‘Take

some flour,’ and ‘Stir it in.’

Resource UnitMusic Activity: ‘Let’s make a cake for Grandma.’

Focus: Fast and slow rhythms.• Ledbythepresenter,thechildrenclapslowlyintimetothe

music. They gradually clap faster and faster.


• Talkaboutdifferentrhythmsinmusic–somecanbeslowandsome can be fast. And some can be in between!

• Clapsomefastandslowrhythmsandtheclasscopythese.Encourage the children to really listen carefully, then to work together as a class, to all clap at the same time.

• Inpairs,thechildrencanworktogethertocreatesomefastand slow clapping rhythms.

Listen to Beethoven’s fifth symphony, 2nd movement

Focus: Tempo–slow.

• Listentothisextract.Whatdoesthemusicmakethechildrenthinkof?Itcouldbedescribingacalmday,withthesunshininggentlyonastilllake.Whatotherimagescometomind?

• Whatisthespeed–ortempoofthispiece?Itisslow!• Whatisthedynamic?Itisquiet.• Canthechildrenspotthelowinstrumentplayingatthe

beginning?Thisiscalledthecello.Itisplayingalovely, slow tune.

• Alittlelater,somehigherinstrumentscomeinandplaytoo.These are instruments that you blow and they are called flutes.

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• Talkabouttoday’sepisodeandhowRedRidingHoodmade a delicious cake for Grandma! Discuss what ingredients are needed to make a cake. Act out the things you need to do to make a cake - e.g. stir in the flour, beat the eggs. The children draw or write a list of the ingredients that are needed to make a cake.

Year 2:

• Talkaboutallthethingsthatyouneedtodotomakeareally delicious cake - e.g. sieve the flour, beat the eggs, stir in the sugar. Children make up their own recipe to make a tasty cake. They can also draw a picture of the end result!

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Story lineLittle Red Riding Hood walks through the forest alone.Shemeetsamysteriousstranger–thewolf!

He asks her where she is going.

Learning song: ’Stay on the path’

• Learningverseone.• Learningthechorus.• Learningversetwo.• Learningversethree.• Learningversefour.

Activities

• Recognisethejumpyrhythmsoftheverses.• Notehowtherhythmofthechorusissmoother.

Follow up ideas

• Singallthrough‘Stayonthepath,’again.• Noticehowthemusicoftheverseshasafast,jumpyrhythm.

By contrast, the notes of the chorus are slower and smoother. • Practisesingingversefourquietly,thensinginglouderagain

for the final chorus. • Remembertotakeabreathatthebeginningofeachlinein

the chorus and sing this as smoothly as you can. • Practisetheactionofpointingforwardontheline‘Orthe

wolf will be after you!’

Resource UnitMusic Activity: ‘Stay on the path’

Focus: Clappingloudlyandquietly.

• Ledbythepresenter,thechildrenclaploudlyandquietlyintime to the steady beat, or pulse of the music.


• Talkabouthowmusicoftenhasquietandloudpassagesinit.These are called ‘dynamics’. Different dynamics help to make the music more interesting!

• Inpairs,usingpercussioninstruments,clappingortheirvoices, the children can make up their own very loud or very quietrhythms,thenshowthesetotherestoftheclass.

Listen to Stockhausen helicopter quartet – first movement

Focus: Tempo–fast!

• Listentothisextract.Themusicisveryfastandstrange! The composer Stockhausen wrote it all about helicopters. Do the children think that the music sounds like helicopters movingaround?

• Whatisthespeed–ortempoofthispiece?Itisfast and exciting!

• Thispieceofmusicisbeingplayedastringquartet.Thisisagroup of four musicians, who all play string instruments. Two play the violin, one plays an instrument called a viola, which is a big violin and one plays an instrument called a cello, which is like a very big violin played upside down.

• Listenagain–canthechildrenalsohearsomesinging?Theviolin player is singing at the same time as playing the violin!

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Talk about the different things that Suki caught today: a bigfish,anoctopus,rubberduck…whatcouldshecatchnext?ThechildrendrawapictureofwhattheythinkSukiwill catch next. They could also label this underneath, or write a short sentence to go with their picture e.g. ‘Suki caught an old boot.’

Year 2: Discuss what Suki caught today. The children imagine that

they are Suki and write about the different things that they catch on each day of the week e.g. ‘On Monday I caught an old hat, on Tuesday I caught a starfish, on Wednesday I caught a crab,’ etc. You could also prepare a worksheet, on which the children fill in the day of the week and what they catch on that particular day.

P r o g r a m m e

Stay on the path

Focus• Fast,bouncyrhythms• Slower,smoothrhythms• Short,quicknotes• Longernotesandphrases• Loudandsoft

Main songStay on the path

You will needTo be familiar with the words and music of the song. To have hands, voices or instruments ready for the activities.

Before the programmeDiscuss what’s happened so far. Little Red Riding Hood has been getting ready to visit her Grandma, who lives on the other side of the forest. Can the children remember the ingredients of the cake that she bakedtotakewithher?

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P r o g r a m m e

Wolfie went a walking

Focus• Fastandslow

Main songWolfie went a walking

You will needTo be familiar with the words of the song. To have voices, hands and instruments ready for the music activity.

Before the programmeTalk about what happened last time. The wolf ran off into the woods to Grandma’s house. It looks like he is going to pay her a visit. She’d better watch out!

5Story lineWe hear the fifth extract of the story, ‘Little Red Riding Hood.’

Learning song: ‘Wolfie went a walking.’

• Learningverseone.• Learningthechorus.• Learningversetwo.• Learningversethree.

Activities

• Talkaboutthestrongbeatorpulsethatrunsthrough the song.

• Noticehowthemusicoftheverseshasaslow,steadybeat,rather like the wolf walking along.

• Noticethecontrastingfaster,morejazzyrhythmofthechorus. It makes you want to dance!

Follow up ideas

• Singallthewaythrough‘Wolfiewentawalking.’• Clapalongtothesteadypulseintheverses.Clapalongtothe

fast beat of the chorus. Talk about how these are different. • Practisetheclappinganddifferentsoundsandspeechthat

happen in the pause in the singing near the end of each verse, such as ‘Rat a tat, tat!’ ‘Oh dear me!’ and the wolf ’s howl in verse three.

• Practisesingingthechoruswithlotsofenergyandswayinggently in time to the music.

Resource UnitMusic Activity: ‘Wolfie went a walking.’

Focus: Singing in two parts.• Thechildrendivideintotwogroups.GroupAspeaksthe

words, ‘Trip, trap,’ in time to the music. • GroupBsingsverseoneoverthetopofthis.


• Workinginpairsandusingpercussioninstruments,thechildren can make up their own two-part pieces of music. One of them could play a low, steady beat, while the other plays some faster notes over the top.

Listen to Vivaldi Four Seasons. Spring. First movement

Focus: Music showing mood and emotion

• Listentothisextractofmusic.Whatarethedynamics?Themusicstartsoffloud.Whenthetunerepeats,itgetsquieter.

• Isitfastorslow?Itisfastandhasajoyfulfeel!Itisallaboutspring and new life.

• Whatdoesitmakethechildrenthinkof?Askthemtolistenagain, then share their ideas. Perhaps they can see flowers growing and lambs skipping about!

• Themusicisplayedbyastringorchestra.Thisisagroupofviolins, violas and cellos.

• Canthechildrenspotwhenthesoloinstrumentscomein?Therearetwoviolinsthatplayasolo–theyplayontheirown–something different from the rest of the orchestra.

• Whatdothesoloviolinsremindthechildrenof?Perhapstheymake them think of little birds, fluttering around happily!

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• TalkaboutwhatyouthinkGrandma’shouseandgardenlookslike…whatisthegardenlikeandwhatcouldbelivingthere?Drawapictureofthehouseandgardenandifchildren are able, they can label some of the things, such as ‘roof,’ ‘windows’ ‘roses.’

Year 2:

• TalkabouttheconversationthatGrandmaandthewolfhave through the letterbox. In pairs, the children act this out–oneofthemisthewolfandtheotherisGrandma.Children could also write down their own made up conversation between Grandma and the wolf.

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Story lineRed Riding Hood arrives at Grandma’s house. She finds Grandma in bed, and is rather surprised to see

that she is looking a little strange.

Learning song: ’What big eyes you’ve got’

• Learningverseone.• Learningversetwo.• Learningversethree.

Activities

• Recognisethenotesinthefirstandsecondlinesofeachverse,which jump from low to high.

• Talkaboutthejumpyrhythmsinthelivelychorus.• Noticehowallthechorussoundsbrightandhappy–itisinthe

major key. That is apart from the last line ‘To see you with my dear.’ Here the music changes and becomes scary, as we know that it is really the wolf! Here the music is in the minor key.

Follow up ideas

• Practisesinging‘Whatbigeyesyou’vegot.’• Encouragethechildrentolistencarefullytothejumpy

rhythm of the chorus and to sing this with lots of energy • Practisespeakingthechorusslowly,beforesingingit,tomake

the words as clear as you can. • Practisethespokensectioninversethree.• Practisethetwopartsection,attheendofversethreewhen

the wolf snarls at Grandma and she screams.

Resource UnitMusic Activity: ‘What big eyes you’ve got’

Focus: Rhythm.

• Thepresentersingsdifferentnotes,inanascendinganddescending scale. The children copy these. They lift their hands and lower them, to show them ascending and descending.


• Workingtogetherasawholeclass,thechildrentakeitinturnsto play their own repeated made up rhythm. The rest of the class can then copy these.

• Workingwiththerestoftheclass,thechildrentakeitinturnsto sing high notes and low notes.

• Inpairs,thechildrenworktogethertosingashortphraseofhigh notes, then a phrase of low notes.

• Childrenrepeattheabove,usingpercussioninstruments.

Listen to The arrival of the Queen of Sheba, by Handel

Focus: Major(happy),tempo.

• Whatisthemoodofthispiece?Itisfullofjoyandveryhappy!Itisallaboutthearrivalofaqueen–theQueenofSheba. What sort of a procession can the children imagine when they listen to this music.

• Theinstrumentsthatareplayingthemaintuneinthispieceare violins. These instruments belong to the string family.

• Isthistempoofthisfast or slow?Itisfast!• Therearesomeotherinstrumentsthatcomeinlaterandtake

it in turns to play with the string instruments. These are the clarinet and the oboe and they are instruments, which you blow. They belong to the woodwind family.

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Talk about what Red Riding Hood says to the wolf. ‘What big eyes you’ve got etc.’ Draw a picture of the wolf in bed, dressed up as Grandma. Pick a line from their conversation e.g. ‘What big eyes you’ve got!’ ‘All the better to see you with.’ Write this underneath.

Year 2: Talk about what happens next in the story. What do the

childrenthinktheendingmightbe?Askthechildrentowritetheir own version of the ending of the story. Think about who might help Red Riding Hood and Grandma. What could they dotogetridofthewolf?

P r o g r a m m e

What big eyes you’ve got

Focus•Notesjumpingfromlow

to high•Musicconveyingmood

and emotion•Musicgoingdownandupstep

by step

Main songWhat big eyes you’ve got


Before the programmeDiscuss how last time the wolf paid a visit to Grandma. Can the children remember Grandma’s reaction, when the wolf pretendedtoRedRidingHood?

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10

P r o g r a m m e

The big bad wolf has gone

Focus•Notesjumpingfromlowtohigh•Rests•Accumulationsong–eachverse

gets longer and longer.

Main songThe big bad wolf has gone


Before the programmeDiscuss how last time Grandma and Red Riding Hood ran away from the wolf, into the woods. How are they going to get rid ofhim?

7Story lineRed Riding Hood and Grandma capture the wolf, with the help of the woodcutter. They take him to

the forest, where they set him free and he runs away, never to be seen again. Everyone celebrates with a big party.

Learning song: ‘The big bad wolf has gone.’

• Learningverseone.• Learningversetwo.• Learningversethree.

Activities

• Recognisethenotesinthechorus,whichjumpfromlow to high.

• Talkabouthoweachversegetslonger,asyouaddanewaction to it.

Follow up ideas

• Practisesinging‘Thebigbadwolfhasgone.’• Encouragethechildrentopractisetheactionsineachverse

and to try to think ahead about what happens next. • Encouragethechildrentosingloudlywithlotsofenergy–

this is a very happy song!

Resource UnitMusic Activity: ‘The big bad wolf has gone.’

Focus: Rhythm.• Workingtogetherasawholeclass,andledbythepresenter,

the children take it in turns to clap, stamp and tap in time to the music. They do this in time to the steady beat.


• Inpairs,thechildrenmakeupsomeclapping,tappingandstamping patterns of their own. They could even add some more actions, such as tapping their head, or wiggling their hips.

Listen to English Folk Song Suite, Part 1, by Vaughan Williams

Focus: Major(happy),tempo

• Thisisaverylivelypiece,withexciting,jumpyrhythms.• Thedynamicsofthepiecechangequiteafewtimes.Canthe

children spot when the dynamics are loud, and when they aresoft?

• Thispieceisplayedbythewholeorchestra,butdifferentinstruments take it in turns to play.

• Canthechildrenspottheviolinsplayingintheloudsectionsandtheflutesplayingthequietsections?

• Canthechildrenclapalongintimetothefastbeat,orpulseofthepiece–‘One,two,three,four…’

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• TalkaboutwhatRedRidingHoodsaystothewolfe.g.‘What big eyes you’ve got etc.’ Draw a picture of the wolf in bed, dressed up as Grandma. Pick a line from their conversation e.g. ‘What big eyes you’ve got!’ ‘All the better to see you with!’ Write this underneath.

Year 2:

• Talkaboutwhathappensnextinthestory.Whatdothechildrenthinktheendingmightbe?Askthechildrentowrite their own version of the ending. Think about who might be able to help Red Riding Hood and Grandma. Whatcouldtheydotogetridofthewolf?

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What we will be doing• Warm up–towarmupvoices.• Sing: ‘I love red!’

• Sing: ‘Wolfie Blues.’• Sing: ‘Let’s make a cake for Grandma.’

Activities: ‘Rehearsal and performance 1’Sing: ‘I love red!’

• Thisisaveryhappysong.Singwithlotsofenergy!• Notethelongandshort‘red’attheendofthechorus.• Practicetheactionsinthechorus.• Practisesingingversefour,whichisdifferentfromtherest.• Singthroughthewholesong.

Sing: ‘Wolfie Blues’

• Practisesingingthisincharacterasthewolf!• Makesureyoudivideintotwogroupsforthemiddlesection

of the song, group A singing first, then group B. • Rememberthateachpunchylineintheversesisfollowed

by a rest. • Singthroughthewholesong.

Sing: ‘Let’s make a cake for Grandma’

• Singthisclearly,sothatwecanheareachingredientthatmakes the cake.

• Practisetheactionsineachverse.• Practisesingingthroughthefinalverse,whichincludesallthe

ingredients!• Singthroughthewholesong.

Follow up ideas

• Learnthewordstothesong,sothatyoucangiveareallygoodperformance to your teacher or the rest of the school.

• Singalongwiththesingers,thenusethe‘accompanimentonly’ backing track versions of the songs, when you are feeling more confident.

• Thinkcarefullyaboutallthethingsyouneedtoremember,to give an excellent performance, such as good posture, clear diction, expressive singing and great actions.

Listen to Clapping music, by Steve Reich

Focus: Different rhythms

• Thispiecedoesn’thaveatunethatyoucansing–itisall about rhythm!

• Canthechildrenguesswhatinstrumentsareplayinghere?They are not actually instruments at all! The sound that we can hear is made by clapping!

• ThepersonwhohaswrittenthispieceiscalledSteveReich.Heis called the composer. Sometimes composers write pieces of music for singers, sometimes for instruments and sometimes for people clapping, like in this piece!

• Thedynamicsofthispieceareloud!• Thetempoisfast.Agroupofpeopleisclappingtogether.

The rhythms that they clap keep changing, so that they have to really concentrate!

• Canthechildrenclapsomeoftheirownfastrhythms?

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Talk about the different characters in the story. What is the children’sfavouritecharacterandwhy?Talkaboutwhatqualitiestheyhave.Thechildrencoulddrawapictureoftheirfavourite character and label this.

Year 2: Talk about the different characters in the story. Pick one of

these–suchasRedRidingHood–anddiscusswhatqualitiestheyhave,andlisttheseontheboard.Pickanothercharacter–suchasthewolf.Thechildrenmakealistofthequalitiesthathe has, then draw a picture of him.

P r o g r a m m e

Rehearsal and performance 1

Focus• Performance

Main songI love red!Wolfie BluesLet’s make a cake for Grandma

You will needTo have voices ready for the warm up. To be familiar with the words of the songs.

Before the programmeGo through the words of these three songs. Identify sections that might be more challenging.

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P r o g r a m m e

Rehearsal and performance 2

Focus• Performance

Main songFollow the pathWolfie went a walking What big eyes you’ve gotThe big bad wolf has gone

You will needTo be familiar with the words of the songs. To have voices and bodies ready for the warm up.

Before the programmeGo through the words of these three songs. Identify sections that might be more challenging.

9What we will be doing• Warm up–towarmupvoices.• Sing: ‘Stay on the path.’

• Sing: ‘Wolfie went a walking.’• Sing: ‘What big eyes you’ve got.’ • Sing: ‘The big bad wolf has gone.’

Activities: ‘Rehearsal and performance 2’Sing: ‘Follow the path’ • RememberthedifferentthingsthatRedRidingHoodseesin

the woods. • Practisesingingthelastversequietly–wedon’twantto

disturb the fairies!• Rememberthejumpyrhythmsineachverseandhowthey

contrast to the smoother, more flowing chorus. • Singthroughthewholesong.

Sing: ‘Wolfie went a walking’ • Remembertoclapfor‘Rat-a-tat-tat,’inthefirstverse,saythe

‘Oh dear me!’ in the second, and howl like the wolf in the third verse.

• Swayfromsidetoside,whenyousingthefun,bouncychorus.

• Singthroughthewholesong.

Sing: ‘What big eyes you’ve got’ • Practisesingingthejumpytuneinthefirstlineofeachverse–

‘Grandma!’ Try to sing this with accurate pitch. • PractisesingingincharacterasLittleRedRidingHoodandas

the wolf. • Remembertodivideintotwopartsforthefinalverse–group

A singing first, then group B.• Singthroughthewholeofthesong.

Sing: ‘The big bad wolf has gone’ • Singthislastsongwithlotsofenergy!Thewolfhasgoneand

everyone is overjoyed!

• Practisesingingeachverse,rememberingthattheygetlongerand longer, as you add more and more words.

• Practisedoingtheactionsanddon’tforgetthatwhileyouaredoing these, to keep singing!

• Singthroughthewholesong.

Follow up ideas

• Learnallthesongsandpractiseperformingthemwiththeaccompaniment only ‘backing track’ versions only of the songs.

• Usingtheprogrammesasastartingpoint,makeupyourownperformance of ‘Little Red Riding Hood’. You could include also some of the pieces of music that you have made up as a class at the end of the programmes and also talk about some of the work from the literacy activities.

Listen to Bolero, by Maurice Ravel

Focus: Dynamics–loud!

• Thisexcerptisfromaveryexcitingpieceofmusic.Thepiecestartsoffveryquietly,butgraduallygetslouderandlouder!

• Thissectioncomesrightattheendofthepiece.Itendswitheveryone in the orchestra playing!

• Whatisthemoodofthemusic?Isitsad?Isithappy? Isitexciting?

• Canthechildrenhearthebrassinstruments?Theseareinstruments like the trumpet and the trombone, which are made out of metal and you blow. They can be very loud!

• Cantheyidentifytheloudcrashesinthemusic,neartheendofthepiece,whenthebrassandpercussionsectionsplay?

• Canthechildrenclapsomeoftheirownfastrhythms?

9

13© BBC Learning 2013

Chorus

Red! Red! I love red!From the tips of my fingers,To the top of my head,From my knees, to my toes,To the end of my nose,I love red!I love red!

Verse 1

Yellow is the colour of golden corn,And a cute little chick, all fluffy and warm,But there is a colour that I love best,It’s so much better than the rest!

Chorus

Verse 2

Green is the colour of garden peas,And leaves that flutter in the breeze,But there is a colour that’s lots of fun,This is the colour that’s my number one!

Chorus

I love red

Verse 3

Blue is the colour of the summer sky,And blueberries sitting in a blueberry pie,But there is a colour, I’ll never miss,And this one’s right at the top of my list!

Chorus

Verse 4 (To the tune of the chorus)

Ladybird is red,Tomatoes too,Strawberries are red, for me and you.Lipstick is red and crayons are bright,All this red is a wonderful sight!

Chorus


1, 2 & 3

C

D

BmD

GDG C

CC

C

Bm

Bm

D

D

C

C

DCG

DCGDG C

Verse

Chorus

but

but

butpie,

y

ber

and

the

ry

warm,

breeze,

fluff

in

blue

of

the

number

my

rest

one!

list!

flut

all

ter

in a

than

my

top

li

that

berr

ttle

ies

chick,

sitting

bet

at

ter

that's

the

cute

leaves

blue

much

the

one's

colour

love red!I

myFromof my head.the topers tomy fingtips of

and

and

and

a

it's

and

so

is

this

corn,

peas,

sky,

this

gold

gard

sum

en

en

mer

love

of

er

best,

fun,

miss

of

of

of

the

that

I'll

I

lots

nev

I love red!of my nose,the end

col

col

col

our

our

our

our

our

our

that's

ow is

is

is

the

the

the

a

a

a

col

col

col

1.Yell

2.Green

3.Blue

there

there

there

is

is

is

toto my toes,knees

From thered!loveIRed!Red!

15

19

9

I love red Words and music: Katherine Freeman


4

G CDCG

GD

DCG

DCG

CGDC

DCD

DG

CG

Final Chorus

red!I lovenose,of myto the endtoes,to my

theFromred!I loveRed!Red!

my kneesFromof my head.the top

red!I love

ers tomy fingtips of

er ful sight!a wondred isAll thisbright.crayons are

red andstick isLipyou.me andforare redber riesStrawtoo.a toestombird is red,La dy

2

40

35

29

24

Words and music: Katherine Freeman


Verse 1

I’m feeling sad!I’m feeling blue!The cupboard’s bare,Oh,whatshallIdo?

Chorus

I’m the wolfie!The hungry wolfie!And I’ve got the rumbly,Rumbly, rumbly,Rumbly, rumbly tummy blues.

Verse 2

I’ve got sharp teeth!I’ve got sharp claws!But I can’t even find a bone to gnaw!

Wolfie Blues

Chorus

Group one:I’m hungry!

Group two:I’m hungry!

Group one:My tummy!

Group two:My tummy!

Group one:Is rumbly!

Group two:Is rumbly!

UnisonAnd I’ve got the rumbly tummy blues.

Chorus

Verse 3

I love to jump!I love to creep!As I search for something good to eat!

Final Chorus

I’m the wolfie!The hungry wolfie!And I’ve got the rumbly,Rumbly, rumbly,Rumbly, rumbly tummy blues.

And I’ve got the rumbly,Rumbly, rumbly,Rumbly, rumbly tummy blues.


3.

3.

1 & 2

1 & 2

A7

E

EA7

B

E

Chorus

Verses 1 & 2

And I've

ry!

I'm

I'm hung

aeven find

Oh,board's bare,

ie!ry Wolf

blues.

The hung

u mmy blues.

ie!

rum bly, t

the Wolf

bly, rum bly

do?

gnaw!

I'm

rum bly, rum

shall

to

I

the rum bly,

what

bone

got

But I Can'tsharp claws!

the cuping blue!

I've gotteeth!

I'm feeling sad!

I've got sharp

I'm feel

13

8

Wolfie Blues Words and music: Katherine Freeman


B

B

B

B

E

E

E

A7

A7

EA7

E

Verse 3(Unison)

Chorus

rum bly,

thing

rum bly,

rum bly,

bly, rum bly,

for some

bly, rum bly,

got the rum

creep! As I search

got the rum

And I've

I love to

And I've

ie!

to jump!

ie!

bly, rum bly,got the rumAnd I'veie!

blues!bly tum mygot the rumbly! And I'veIs rum

blues!bly tum mygot the rumAnd I've

ry Wolf

I love

hung ry Wolf

The hung

The

ie!

u mmy blues.

Wolf ie!

the Wolf

rum bly, t

eat. I'm the

ry WolfThe hungie!the Wolf

I'm

rum bly

good to

I'm

tum my!Myry!hung

Is rum bly!my!My tum

31

37

2

25

19



E

B

mmy blues.t ubly,bly rumrum

bly, rum bly,rum bly, rumgot theAnd I'veu mmy blues.rum bly, trum bly

3

47

43



Chorus

Let’s make a cake for Grandma.Let’s make a cake for Grandma.Let’s make a cake for Grandma.A yummy cake for tea.

Verse 1

Take some flour and stir it in,Take some flour and stir it in,Take some flour and stir it in,And make a cake for tea.

Chorus

Verse 2

Take some butter and rub it in,Take some butter and rub it in,Take some butter and rub it in,And make a cake for tea.

Let’s make a cake for Grandma

Chorus

Verse 3

Take some eggs and beat them in,Take some eggs and beat them in,Take some eggs and beat them in,And make a cake for tea.

Chorus

Verse 4

Take some flour and stir it in,Take some butter and rub it in,Take some eggs and beat them in,And make a cake for tea.

Chorus


FCBDmFC

B

F

FFCFB

CF

F

Verse

Chorus

for tea.

for tea.

a cake

a cake

for tea.a cake

make

make

and

and

makeand

them in

it in

beat

rub

it instir

eggs and

butter and

take some

take some

flour andtake some

in,

in,

them

it

in,it

and beat

and rub

eggs

butter

and stirflour

take some

take some

take some

it

it

them

in,

in,

in,

stir

rub

beat

ma.Grand

flour

butter

eggs

and

and

and

some

some

some

1.Take

2.Take

3.Take

tea.

cake formake aLet'sma.

cake foryum myma, a

for Granda cakemake

for Granda cakeLet's make

Let's

13

7

Let's make a cake for Grandma Words and music: Katherine Freeman


Verse 1

See the rabbits hopping in the woods today,The woods today,The woods today,See the rabbits hopping in the woods today,The green, green woods today.

Chorus

Stay on the path,Follow the way that’s true.Stay on the path,Or the wolf will be after you.

Verse 2

Seethesquirrelsscamperinginthewoodstoday,The woods today,The woods today,Seethesquirrelsscamperinginthewoodstoday,The green, green woods today.

Chorus

Stay on the path

Verse 3

Hear the blackbirds singing in the woods today,The woods today,The woods today,Hear the blackbirds singing in the woods today, The green, green woods today.

Chorus

Verse 4

See the fairies playing in the woods today, The woods today,The woods today,See the fairies playing in the woods today,The green, green woods today.

Final Chorus

Stay on the path,Follow the way that’s true.Stay on the path,Or the wolf will be after you.

Stay on the path today.


EBAEB

E

E

B

B

A

A

BEB

A

CmBA

E

AE

Coda (after verse 4 chorus)

Chorus

Verse

to day.path,theonStayyou!aft er

bewill

to day.

or the wolf

to day,the woods

woodsgreen,

the path,

green,

on

the

Stay

day,woods totheto day,

to day,

that's true.

woods

the way

in

in

in

in

the

the

the

the

ow

ping

ering

ing

ing

foll

in

in

the

the

woods

in the

in the

sing

play

ing

ing

birds

ies

scamp ering

hop ping

rels

bits

bits

rels

birds

ies

hop

scamp

sing

play

path,

the

the

the

the

rab

squir

black

fair

on the

See

See

Hear

See

Stay

the

the

black

fair

3.Hear

4.See

the squir

the rab

2.See

1.See

20

13

9

Stay on the path Words and music: Katherine Freeman


Verse 1

Wolfie went a-walking in his big straw hat,His big straw hat, his big straw hat,Andheknockedonthedoorwitharat-a-tat-tat,(clap)Oh Grandma let me in!

Chorus

Grandma dear, won’t you let me in,Grandma dear, won’t you let me in,Grandma dear, won’t you let me in,It’s cold outside.

Grandma dear, won’t you let me in,Grandma dear, won’t you let me in,Grandma dear, won’t you let me in,It’s cold outside.

Wolfie went a walking

Verse 2

Grandma heard the knocking and she went to the door,Went to the door, went to the door,She peeped through the letterbox,Andsawahairypaw,(speak)Oh,dearme!A very hairy paw!

Chorus

Verse 3

‘Little Red Riding Hood,You don’t look right,Don’t look right, don’t look right, You’remuchtoohairyandyou’vegivenmeafright,(howl)I will not let you in!’

Chorus


(clap)

(speak) Oh dear me!

(speak) Rahh! Agh!

Chorus

Verse

Oh

A

I

in?won't you let me

a

a

en

tat

hairy

me

tat!

paw.

a fright

Grand ma dear

with

box

and

a

and

you've

rat

saw

giv

you let me in?

look right,to the door,

hisstraw hat,

don't

went

don't look right,

went theto door,

His bigbig straw hat,

on the

the

door

letter

hairy

ma dear won't

he knocked

peeped

much

through

too

Grand

look

the

hat,

door.

right.

and

She

You're

let

hai

let

me

ry

you

in!

paw.

in!

big

went

don't

straw

to

Grand

ve

will

ma

ry

not

ing Hood you

ing and she

tle Red Rid

ma heard the knock

ing in hisie went a walk

3.Lit

2.Grand

1.Wolf

6

10

Wolfie went a walking Words and music: Katherine Freeman


3.1 & 2

out side.side! coldcold outlet me in? It'sdear won't youGrand ma

2

17



Verse 1

Grandma! Grandma! What big eyes you’ve got!Grandma! Grandma!Oh, how strange you look!

Chorus

All the better to see you with!All the better to see you with!All the better to see you with!To see you with, my dear!

Verse 2

Grandma! Grandma! What big ears you’ve got!Grandma! Grandma!Oh, how strange you look!

What big eyes you’ve got

Chorus

All the better to hear you with!All the better to hear you with!All the better to hear you with!To hear you with my dear!

Verse 3

Grandma! Grandma! What big teeth you’ve got!Grandma! Grandma!Oh dear, what a shock!

Chorus

All the better to eat you with!All the better to eat you with!All the better to eat you with!To eat you with, my dear!


GGCFCC

CGF C

A G

CCm

CmA GCm

Chorus

Verse

dear!

dear!

with my

with my

dear!with my

eat you

you

To

To hear

see youTo

with!

with!

eat you

hear you

with!see you

ter to

ter to

bet

bet

ter tobet

the

the

All

All

theAll

you

you

you

with!

with!

with!

hear

eat

see

Oh dear,

Oh

Oh

how

how

ma!

ma!

ma!

ter

ter

ter

to

to

to

the

the

the

bet

bet

bet

All

All

All

you

you

you

with!

with!

with!

Grand

Grand

Grand

ma!

ma!

ma!

Grand

Grand

Grand

you've got!

you've

you've

got!

got!

to

to

to

see

hear

eat

bet

bet

bet

ter

ter

ter

All

All

All

the

the

the

teeth

eyes

ears

What big

What

What

big

big

Grand ma!

Grand

Grand

ma!

ma!

look!

look!

shock!

strange

strange

what

you

you

a

ma!

ma!

ma!

3.Grand

1.Grand

2.Grand

23

16

What big eyes you've got Words and music: Katherine Freeman


Chorus

Oh happy day! The wolf has gone away!Come on now, let’s have some fun,Nowthebigbadwolfhasgone.

Verse 1

Clap your hands!Stamp your feet!Swing your hips!To the wolfie beat!

Chorus

Verse 2

Wave your arms!Crouch down low!Jump up high!And off we go!Clap your hands!Stamp your feet!Swing your hips!To the wolfie beat!

The big bad wolf has gone

Chorus

Verse 3

Show your teeth! Rahh!Tap your toes!Shout‘hooray!’(shout)Hooray!And wiggle your nose!

Wave your arms!Crouch down low!Jump up high!And off we go!

Clap your hands!Stamp your feet!Swing your hips!To the wolfie beat!

Final Chorus

Oh happy day! The wolf has gone away!Come on now, let’s have some fun,Nowthebigbadwolf,The big bad wolf,The big bad wolf has gone!


GGAA

GG

Fm

AA

GG

A

AA

GGAA

GG

E

GGAAGGAA

A

AA

D

GG

E

AA

A

GG

GG

D

AA

AA

GGAAE

DFmAEDA

Verse 2

Chorus

Verse 1

Chorus

let'sone now

your hips!

Come

down low!

Swing

To thehips!

Crouch

aw ay!

your feet!

has gone

arms!

Stamp

wolf

Wave your

Swing yourfeet!Stamp your

thefun, nowhave somelet'sone nowComeay!

The

your hands!

day!

gone.

Clap

hap py

wolf has

we go!

Oh

big bad

And off

your hands!Clap

now the

ie beat!

fun,

high!

Wolf

have some

Jump up

gone.wolf hasbig bad

gone awwolf hasTheday!hap pyOh

23

30

37

15

The big bad wolf has gone Words and music: Katherine Freeman


DA

AGGAA

A

D

E

GG

A GA GA GA GGGAA

Fm

AA

A

GG

A

AA

E

D

GGAA

D

A

GGAAGGAA

GGAAGGAAGG

A FmE

AAAED

DAA GA G

Final Chorus

(shout) Rahh!!

(shout) Hooray!

Verse 3

Chorus

the

hap py day!

wolf,

Oh

big badthe

off we go!And

Wolf ie beat!

now

To the

some fun,let's have

gone!

your hips!

now

has

up high!Jumplow!Crouch down

hoo ray!Shoutyour toes!Tapyour teeth!

Swing

Come one

wolfbad

your feet!

ay!

big

Stamp

gone aw

the

arms!Wave your

wolf has

wolf,

Clap your hands!

The

badbig

your nose!wig gleAnd

Showgone.wolf hasbig badnow thefun,have some

now let'sCome oneaw ay!has gonewolfTheday!hap pyOhie beat!To the Wolf

72

82

88

2

62

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Documents

Red Riding Hood - BBCdownloads.bbc.co.uk/schoolradio/pdfs/thesongtree_red_riding_hood.… · practise parts of them and then have the opportunity to sing them ... , ‘Wolfie Blues,