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: |
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VISUAL ARTS(3.6) |
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MUSIC (3.5) |
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