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1.1 Arts and culyure: music - to sing a round

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Arts and culture

Grade 6

Personal and social skills

Module 2

Music: to sing a round

Activity 1:

To sing a round

[lo 3.5]

STEP 1

This is the notation of the round Viva la Musica .

Make a graphic representation of the melody in all three phrases.

Phrase 1
Phrase 2
Phrase 3

STEP 2

Choose the correct description with regard to the melody:

Phrase 1 Makes a leap Moves mostly step by step
Phrase 2 Makes a leap Moves mostly step by step
Phrase 3 Makes a leap Moves mostly step by step

Choose the correct description with regard to the rhythm:

Phrase 1 Thrusts forward Less movement and syncopation Repetition of previous phrase
Phrase 2 Thrusts forward Less movement and syncopation Repetition of previous phrase
Phrase 3 Thrusts forward Less movement and syncopation Repetition of previous phrase

STEPS 3 and 4

Divide into groups and follow the teacher’s instructions.

The colour tone changes because harmony is created. The same harmony is used throughout.

Choose the word that is best suited:
HARMONY RHYTHM MELODY
How long or short the notes are
The melody
The sound of the combined notes

Activity 2:

To sing a two-part song and to produce warm and cold sounds

[lo 3.5]

STEP 1

This is a traditional Zulu children’s song: Siyanibingelela (We greet you).

Step 2

Divide into two groups (warm and cold) and follow the teacher’s instructions to sing the two-part song.

STEP 3

What does warm sound like, and what does cold sound like?

Try the following and listen to the difference:

COLD WARM
Clap with flat hands Clap with cupped hands
Shake tin with pebbles Place your hand on the tin, and then shake it.
Strike a hanging triangle with a metal stick Hold the triangle in your hand, then strike it
Snap your teeth with your mouth open Snap your teeth with your mouth closed
Clear, sharp, open sounds Dull, closed sounds(more resonant)

Add more examples, i.e. two different sounds on the same instrument.

STEP 4

Follow the teacher’s instructions and perform the song with an “instrumental” interlude.

Activity 3:

To combine two different songs and to sing it as a two-part song

[lo 3.5

Step 1

Learn the following two songs:

The two songs differ in character – They sound different. Why?

STEP 2

The class is divided into two groups e.g. girls (yellow) and boys (blue)

Girls (yellow) sing Colours and immediately afterwards the boys (blue) sing John Brown .

The two groups sing together! The two groups must first read through ? below quietly – in a whisper – before singing it.

This is not easy – keep practising until everyone starts on the right note and sings together. The educator can help you to join in at the right time.

Step 3

When two primary colours are combined, a new colour is created: Yellow + Blue = Green.

When two songs are sung together we also get a new “colour” or song, but some of the elements of the music must be the same.

Step 4

Your teacher will add the accompaniment. Can you hear that the same chords are used, otherwise it will not sound right.

Step 5

Now sing ? using la-la or any other sound.

STEP 6

Sing your school song or Nkosi Sikilel’iAfrica and John Brown together!

It does not sound good!

Why not?

Assessment

Learning Outcomes(LOs)
LO 3
PARTICIPATION AND COOPERATION The learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.
Assessment Standards(ASs)
We know this when the learner:
GENERALIn regard to 3.1 – 3.6 below:
  • cooperates with other group members during arts activities;
  • is able to make his or her own contribution within the group;
  • accepts fellow learners;
VISUAL ARTS(3.6)
  • shares resources, choice of materials and negotiates choice of subject matter in group project with other learners, with focus on:
  • joint decision-making;
  • presentation;
  • safety;
  • the environment;
  • cultural diversity.
MUSIC (3.5)
  • sings and/or plays in a group – canons, rounds and two-part songs from at least three cultural traditions of South Africa;
  • extends and develops given snippets of dialogue with a partner, showing ability to “feed off” and respond to partner’s ideas;
  • assumes both leader and follower roles willingly in dramatic activities;

Questions & Answers

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Source:  OpenStax, Arts and culture grade 6. OpenStax CNX. Sep 08, 2009 Download for free at http://cnx.org/content/col11007/1.1
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