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    This module and collection are included inLens: Siyavula: Arts & Culture (Gr. 4-6)
    By: Siyavula

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ARTS AND CULTURE

Grade 4

PERSONAL AND SOCIAL SKILLS

Module 2

MUSIC

MUSIC

Activity 1

To investigate tone colour [LO 3.6]

What is tone colour?

Figure 1
Figure 1 (graphics1.png)

Step 1

Sing the song Red, Yellow, Blue.

Figure 2
Figure 2 (graphics2.png)

Step 2

  • The class divides into three colour groups:

Red - voices

Yellow - body percussion (we use our bodies as musical instruments)

Blue - rhythm instruments (rhythm blocks)

  • Learn the song given above. Each group performs the song using the ‘instruments’ as indicated. The different tone colours of the different instruments must be listened to/observed. Instruments can be changed from group to group.
  • Perform the song on your “instrument”.

Table 1
RED YELLOW BLUE
Voice Body percussion Rhythm blocks
Sing Clap hands Knock blocks
Hum Click fingers Rub blocks
  • Observation
Table 2
Does the Blue group sound the same as the Red group?  
Does the Blue group sound the same as the Yellow group?  
Does the Yellow group sound the same as the Red group?  

Every voice and every instrument therefore has a specific tone colour that makes it unique and different to all others. The different sounds in music are called tone colours or timbre. (Pronounced: taem-br)

Activity 2

To investigate how tone colour can be changed [LO 3.6]

HOW CAN I MAKE THE TONE COLOUR LIGHTER OR DARKER?

Figure 3
Figure 3 (graphics3.png)

Method

Each colour group must divide into two - light and dark. Perform the song on the various instruments as indicated. Listen carefully to your teacher’s instructions!

1. Distinguish between loud and soft.

Table 3
RED YELLOW BLUE
piano FORTE piano FORTE piano FORTE

2. Distinguish between fast and slow, i.e. TEMPO.

Table 4
RED YELLOW BLUE
fast SLOW fast SLOW fast SLOW

3. Distinguish between staccato and legato.

Table 5
RED YELLOW BLUE
staccato LEGATO staccato LEGATO staccato LEGATO

  • Staccato (pronounced stak-kaa-toe) sounds like a ball bouncing or raindrops falling – in other words, short sounds.
Figure 4
Figure 4 (graphics4.png)

Legato (pronounced le-ghaa-toe) sounds like a piece of bubble gum being stretched, in other words, keep-it-going and no-stopping.

Figure 5
Figure 5 (graphics5.png)
  1. Distinguish between solo and group.

When one person sings on his or her own or a single instrument is played, we call it a solo.

When a group sings together or instruments are played together, we call it an ensemble.

Table 6
RED YELLOW BLUE
solo ENSEMBLE solo ENSEMBLE solo ENSEMBLE
  1. Now try different combinations, e.g.

Red + Yellow: fast and soft

Red + Yellow + Blue: soft, staccato and fast

6. Possible combinations:

7. The best combination:

Table 7
Complete the following checklist: YES NO
I can distinguish between LIGHT and DARK    
I can distinguish between solo and ENSEMBLE    
I can distinguish between piano and FORTE    
I can distinguish between staccato and LEGATO    
I can distinguish between fast and SLOW    

Activity 3

How to sing a round [LO 3.5]

Figure 6
Figure 6 (graphics6.png)
Figure 7
Figure 7 (graphics7.png)

You have sung a Round!

When two or more groups sing the same song, but come in at different places/times, we call it a round.

  • Try the following combination:
Table 8
LIGHT GROUP DARK GROUP
piano, staccato FORTE, LEGATO
  • Each group discusses and then decides upon a specific combination. You can’t use the slow/fast combination as EVERYONE MUST KEEP THE SAME TEMPO! First practice the combinations and then sing the round.
  • Record the final product on a tape recorder.
Table 9
Words Primary colours link them all Colours of the rainbow RED YELLOW BLUE RED YELLOW BLUE
Example Staccato Staccato LEGATO and FORTE LEGATO and piano
I am in the group        
  • Listen to your recordings. How do you feel about them? Are there any suggestions for improvements?

ARE YOU ABLE TO DECIPHER THIS GRAPHIC REPRESENTATION OF THE ROUND?

Figure 8
Figure 8 (graphics8.png)

Assessment

LEARNING OUTCOME 3:PARTICIPATION AND COOPERATIONThe learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.

Assessment Standard

We know this when the learner:

  • sings and/or plays canons, rounds and two-part songs with other learners, using natural, manufactured and found instruments;
  • plays simple wind instruments such as a Kazoo or Tshikona/Dinaka pipes or percussion instruments such as shakers in harmony with others.

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