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RazzberryJazzberry

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teacher resource guide

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Welcome to

The Razzberryjazzberry jam

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© 2009 Trapeze Animation Studios Ltd. in association with Canadian Broadcasting Corporation. All rights reserved CBC Learning authorizes the reproduction of material contained in this Guide for educational purposes. Please identify and credit the source. Published by:CBC LearningP.O. Box 500, Station AToronto, Ontario M5W �E6Toll-free: �-866-999-3072Local: 4�6-205-6384Email: [email protected]: cbclearning.ca Printed in Canada

Razzberry Jazzberry Jam is a children’s animation series with soul….and pop, and jazz, salsa, rock, country, hip-hop…every music genre under the sun. That’s because the series is all about helping children discover a love for music under the guiding principle that music is an essential and inclusive activity that can be enjoyed by everyone.

The storyline of each episode is based on a single element of music that reinforces the main characters and emotions in the story. Central to each episode, of course, are songs! The soundtrack and songs further support the key music elements through lyrics, musical styles and instrumentation that reflect the emotional arc of each story. The music repertoire in RJJ includes both original – and very catchy! – compositions as well as music in the public domain with which students may already be familiar.

Beyond its music education focus, RJJ features an appealing collection of characters (the Jazzberries and their guests) who, through their experiences in each episode, reflect emotional and social development concepts central to primary level education such as: understanding the impact of emotions, fostering empathy and self-esteem, problem-solving, conflict resolution, developing friendships, and working cooperatively to achieve a common goal.

When the Razzberry Jazzberries get together, they JAM!

razzberry jazzberry jam

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table of contents

The Cast................................................................................................ 3

Using the Guide..................................................................................... 4

Unit Overview........................................................................................ 5

Unit �: Move to the Beat........................................................................ 7

Unit 2: Tempo Trouble............................................................................ 9

Unit 3: Solo on the Slide....................................................................... ��

Unit 4: Happy Birthday House.............................................................. �3

Unit 5: Melody Makers......................................................................... �5

Unit 6: Billie’s Biggest Fan.................................................................... �7

Unit 7: Super Sounds........................................................................... 2�

Unit 8: Give It a Rest............................................................................. 24

Unit 9: The Forever Song...................................................................... 26

Unit �0: Phantom of the Jam................................................................ 29

Unit ��: A Bonnie Tale.......................................................................... 32

Unit �2: Join the Jam............................................................................ 34

Unit �3: Tuning In................................................................................ 37

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The video series follows the musical adventures of a band of musical instruments, each a spirited performer and, like in all families, with contrasting and relatable personalities and strengths and weaknesses:

The cast

Louis, the TrumpetThe charismatic bandleader is bright, cheery and full of energy; he shines in the spotlight, but is also generous, giving his friends plenty of room to play.

Ella, the PianoThe band’s emotional center, the diplomat and ambassador; she doesn’t like discord, is great at getting the others to see the value of compromise and at getting along with others.

Billie, the GuitarThe diva of the group, she likes the spotlight and is exacting in trying to bring out the best in her bandmates and guest instruments; naturally talented, she gets frustrated if she can’t pick up new music right away

RC, the Double BassCool, calm and confident, RC is solid and steady; he’s the backbone and observer of the group and doesn’t talk a lot, but when he does, his bandmates listen.

Buddy and Krupa, the DrumsThe drum kit brothers couldn’t be more different from one another; Buddy is the optimist and comedian while Krupa is the sourpuss, although never mean. But the brothers never let their disagreements stand in the way of their close friendship.

In each episode, a guest instrument arrives at the House of Jam, bringing new experiences and dynamics to the band – both musically and emotionally; the guests bring a fresh supply of new sounds and demonstrate the welcoming and inclusive nature of music.

guest instruments

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Live Action Component Integrated into each animated story – like an intermission – is a “live action” segment (or segments) that highlights real kids in impromptu conversation and demonstration with an adult proficient in the element of music or the featured instrument of the episode. Together, they explore the central music theme of the episode, and the kids actively participate in the same manner as is suggested in the Activities section of this guide.

The goal of Razzberry Jazzberry Jam is to ignite children’s imaginations and creativity by making music inclusive and fun. So get going, get up, and JOIN THE JAM!

Curriculum Consultant The Royal Conservatory of Music has assisted with the development and presentation of the series’ music curriculum content. This respected national organization is unique in the breadth, reach and impact of its music education services, the continuing opportunities it presents to the many communities it serves across the country, and in its ongoing activities in music and musician development.

Razzberry Jazzberry Jam Curriculum Connections The activities in this guide have been developed to reflect curriculum across Canada in primary to junior music education. Although the terminology may vary among provinces, the video episodes and related activities help students:

develop musical literacy through singing, playing, moving, creating and listening

explore and experiment with a wide range of musical instruments, including contemporary and historical, found objects and environmental sounds

experience the joy and fun of creating and performing musical compositions

express and communicate ideas, thoughts and feelings in numerous ways through music

analyse and interpret music they hear or perform

understand and appreciate music of different cultures and eras

understand and appreciate the differences and similarities among forms of music and musical expression

understand what musicians do as individuals and as a part of their community

make links between music and other areas of the curriculum, such as language, visual arts, drama, dance, social studies and science

apply their knowledge of music concepts independently and in cooperation with others

Organization of the Guide Units A consistent format has been used for the support materials for each unit (episode) in this guide. As with all learning resources, the suggested level of each activity is just that – a proposed and increasing level of difficulty or complexity. Teachers will apply her/his own knowledge of level of student understanding and the reality of the classroom situation in making decisions concerning the use of the video and the related activities in this guide.

Each unit provides teacher support materials for one episode of the video series:

Synopsis – brief description of the episode storyline; the teacher is encouraged to pre-view the video before showing it to the class, and be prepared to stop the video at selected points to review and reinforce key elements and assess students’ understanding

Primary Element of Music – the main element of music presented in the story and reinforced through the Jazzberries’ adventures, the songs in the episode, and the guide activities

Secondary Element of Music – other or related elements of music with a lesser focus in the story; secondary elements of music may be reinforced in the suggested activities

Featured Instrument – usually the guest instrument; the storyline, music, and live action segment will focus on the sound/character of the featured instrument

Additional Featured Instrument(s) – often a complimentary instrument to the featured instrument, or the “family” of the featured instrument; this is also where the Jazzberries themselves get to be in the spotlight!

Activities – three distinct activities (Level �, Level 2, Level 3) with progressively more complexity that reflect students’ understanding, skills, and development in music literacy. The activities involve a range of opportunities for students to reinforce and increase their understanding of the primary and secondary elements of music, communicate and express their ideas, create and perform music in different forms and media, and apply new knowledge and skills through participation in musical experiences both in the classroom setting and in their lives beyond.

Using the guide

5

EPISODE

ELEMENTS OF MuSIC INSTRuMENTS

Primary Secondary Featured Additional

1Beat Singing in unison,

tempo, texture, timbre, collaboration,

Sousaphone Piano

2Tempo Rhythm, beat, measure

countingViolin Electric guitar, drums

3Solo Timbre, dynamics, call and

responseSteel resonator guitar

Drums, electric guitar

4Dynamics Melody, harmony, beat,

rhythm, found musicBagpipes Guitar, piano

5Melody Timbre, collaboration, pitch,

notes and notationXylophone Piano

6Inclusiveness Tempo, rhythm, melody,

ensemble, found instruments

Hand drums and drumsticks

Percussion, synthesizer

7Texture Timbre, tempo, dynamics,

pitch, rhythmSynthesizer Guitar, double bass,

trumpet, piano

8Rest Texture, tempo, dynamics,

notationCymbals Trumpet

9Form Dynamics, repetition,

tempo, verseHarmonica Voice, cymbals

10Expression Sound effects Handsaw Found sounds

11Improvisation Classical vs. Jazz Clarinet Guitar, double bass,

trumpet, drums, piano

12Ensemble Duet, listening skills,

teamworkKeyboard instruments

Calliope, kazoo, alpine horn, guitars

13Tuning Pitch, listening skills,

performance anxietyUkulele Lute, banjo, pitch pipe

Unit Overview

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Synopsis When Susie the Sousaphone joins the band, she tells the Jazzberries about the fun of playing in parades. Hearing this, the band decides to stage a marching performance, which accidentally leaves Ella out. She can’t march with her bandmates because she has WHEELS!

Primary Element of Music

[ beat ] Beat is the heartbeat that sets the pace of the song. Beats are found all around us in our daily lives. Following the same beat helps bandmates play together.

Secondary Element of Music

Singing in unison: harmony and pitch

Collaboration

Improvisation

Tempo: adjusting the beat, being “behind the beat”

Environmental sound as music: musical texture

Timbre: through the unique sound of the sousaphone

Texture: through multiple instruments with the sousaphone taking the lead, and a difference in texture when Ella is unable to play

Phrasing: through the shared and distinctive elements of the songs

Featured Instrument

The Sousaphone

The sousaphone is often called a marching tuba. It is a brass instrument with valves, and sometimes referred to as a “wearable tuba”. It was designed in the late �800’s in such a way that it fits around the body of the wearer and so it can be easily played while being worn. Often you will see the sousaphone in a marching band. This instrument was named after John Philip Sousa, the famous march composer and conductor.

Additional Featured Instrument

Piano (Ella).

Move to the Beat 1

Move to the beat


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ACTIvITIES

Level 1CLAPPING TO THE BEATWith a song the group knows well, such as Row, Row, Row Your Boat, clap the beat of the song while singing.

Now put the beat on other parts of your body: tap the beat on your lap, or your shoulders, or your head.

Find as many fun-filled ways to tap the beat while singing the song. Change the tempo, singing and clapping faster and slower.

Try the same with another well known song. Repeat the activity with other songs, such as those you hear on TV or radio. Even if children don’t know the songs well, they will be able to listen and find the beat.

Level 2SwAy TO THE BEATDivide the group into pairs. Pairs sit on the floor across from one another with legs extended in a V shape and feet touching their partner’s feet. Reach forward to clasp hands. Sway back and forth to the beat while singing a song together. For example, with Row, Row, Row Your Boat, sway forward on the first “Row”, sway backward on the second “Row”, and so on.

vary the activity by changing tempo, moving to a faster tempo, and for more fun, faster still!

Repeat with another well-known song.

Repeat with a less familiar song; children will be able to listen and find the beat.

Level 3PASS THE BALL! Have the group sit in a circle on the floor. Find a song you all enjoy and sing that song while passing a ball from one person to another on the beat. Make sure the beat stays steady and the ball isn’t held or passed too slowly or too quickly.

Alternatively, play a music recording that has a good steady beat. Once children are comfortable with the activity, increase the complexity by selecting a leader who can randomly give the command “change”, at which point the ball changes direction in the circle without missing a beat.

Repeat the activity with paper cups. While sitting on the floor in a circle, children hold a paper cup in one hand and tap it on the floor to the beat.

Increase the complexity – and fun! - of the activity; have the children pass their cup by tapping it on the floor in front of the person to their right.

Join the JamThe Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games that are fun to play and reinforce key elements of music. The game Keep the Beat is relevant to this Unit.

Move to the Beat1


9

Synopsis Billie tries to teach the band some new dance moves, but refuses to slow down her own dancing long enough for the other Jazzberries to learn them. When Wills the Fiddle joins the band, he challenges her to a tempo duel. Which is faster – his fiddling, or her dancing?


[ tempo ] Tempo is the speed of music in many ways shapes the emotion and feelings of the piece.


Rhythm and beat

Collaboration

Musical Style: through the differences of classical violin and fiddle

Beat and measure counting

Featured Instrument

The violin

The violin is a bowed string instrument with four strings tuned in perfect fifths. It is the smallest and highest-pitched member of the family of string instruments, which includes the viola and cello. Violinists particularly cherish Stradivarius violins made by the Stradivari, Guarneri and Amati families from the �6th to the �8th century in Cremona, Italy. A violin can also be called a fiddle.

Itzhak Perlman, one of the most recognizable contemporary violinist of our time is known for his brilliant technique and interpretation. He has reached a superstar status.


Billie, the electric guitarBuddy and Krupa, the drums

tempo trouble 2

Tempo Trouble2


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ACTIvITIES

Level 1RECOGNIzING DIFFERENT TEMPOPlay a variety of music, each with different tempi. Have the children move to the music in a way appropriate to what they’re hearing (slowly to the slow music; quickly to the fast music). Ask children to describe how the music makes them feel.

Bouncing ball game: The teacher bounces a ball; every time the ball hits the floor the children clap. Make the game more fun by changing the tempo from slow to really fast and back again. Play the same game to a variety of musical selections with various tempi.

Level 2ExPERIMENTING wITH DIFFERENT TEMPOSing a well-known song such as Happy Birthday at normal speed.

Ask children to describe how it makes them feel.

Then sing the song very, very quickly (expect loads of giggles!). How does that version make them feel?

Now sing Happy Birthday like a funeral dirge, and ask children to describe their feelings. Try this with several other well-known songs, and with poetry as well.

Level 3PLAyING wITH TEMPOHave children stand at one end of the room. One child stands at the opposite end of the room.

Select a piece of music with a moderate tempo.

While the music is playing, the single child turns his/her back on the row of children. While his/her back is turned, the row of children walk to the tempo of the music and try to get as close to the other side of the room as possible. When the single child turns and faces the row of “racers” they must freeze. If anyone is caught moving, they are sent back to the beginning. Repeat as many times as required before one child reaches the other side.

Repeat the game again using a musical selection with different tempi, from very slow to very fast tempo.

Join the JamThe Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games that are fun to play and reinforce key elements of music. The game Keep the Beat is relevant to this Unit.

tempo trouble2


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3

Synopsis Billie has been practicing her new solo so that it would be ready to play for her dad, Elmore the Steel Resonator Guitar, when he comes to visit. But when he arrives, he is so excited about being part of a band that he forgets to spend any alone-time with Billie.


[ solo ]A soloist is a singer or instrumentalist who performs a composition, or a section of a composition, either alone or with accompaniment. The soloist’s part is usually meant to feature the technical or lyrical skills of the soloist. From the Italian “solo”, meaning “alone”.


Timbre, through the differences between the steel guitar and electric guitar

Dynamics – children experiment with strumming the guitar louder. Dynamics are also explored through the differences between electric and acoustic guitar.

Collaboration

Melody (solo)

Call and response

Featured Instrument

Steel Resonator Guitar

A resonator guitar is an acoustic guitar whose sound is produced by one or more metal cones called resonators.

Resonator guitars were designed to be louder than conventional acoustic guitars which were often overwhelmed by other instruments such as horns and percussion. They became famous for their unique sound and found life with bluegrass and also blues styles.

The name steel guitar is inspired not from the material of which the guitar is made, but from a slide called “the steel” which is held in the left hand. The resonator guitar was introduced to bluegrass music by Josh Graves who played with Flatt and Scruggs in the mid �950s.

Additional Featured Instruments

Buddy and Krupa are featured solo in the teaserThe electric guitar is also featured in the live segment and through Billie

Solo on the Slide

Solo on the Slide3


�2

ACTIvITIES

Level 1THE SOLOIST ExPERIENCETo experience the sensation of becoming a “soloist”, start singing a familiar song with the class. Point to one of the children to take over the lead, and have him/her continue singing the melody as a solo.

In ballet, a “soloist” is a principal dancer in the company. Play an orchestral recording of a Tchaikovsky ballet (Swan Lake, The Nutcracker or Sleeping Beauty are good choices) and have a selected child or children dance around the room with movements appropriate to the emotion of the music.

Level 2KARAOKE TIME!In music, a solo is used for the act of performing a solo. With that being said, it’s Karaoke time!” What better way to be a soloist than to hold on to a paper towel tube and sing a song with others around cheering you on? Write some familiar song lyrics on a piece of paper and conduct as children belt out the words with enthusiasm.

Level 3SOLO APPRECIATIONHave the class listen to a variety of solo performances, and describe the influences that they have on them when listening. Consider how the soloist is different from the accompanying players. Listen for the unique quality that the soloist displays with their artistic flair and technical brilliance. Here are some excellent examples you might include in this activity.

Unaccompanied solos:

Piano – Chopin, Etudesviolin – Bach, Unaccompanied Sonatas and PartitasCello – Bach Solo Suites

Solo with accompaniment:Concerto – A composition written for generally one but occasionally more musicians that is intended to be performed accompanied by an orchestraviolin – Mozart, Mendelssohn, Brahms, Bach, Haydn, Tchaikovskyviola – Hindemith, Walton, Schnittke, BartokCello – Popper, Dvorak, Haydn, Saint-Saens, KlengelPiano – Mozart, Rachmaninoff, SchumannDouble Bass – Bottesini, KoussevitskyFlute – Penderecki, Nielsen, Arnold, John WIlliamsOboe – Vaughan Williams, Zimmermann, MartinuBassoon – Hetu, DaviesClarinet – Copland, Hindemith, StravinskyHarp – Handel, Gliere, Villa-LobosHorn – Strauss, Ligeti, PendereckiTrombone – Holboe, Milhaud, Rota, TomasiTrumpet – Perry, Arnold, HaydnTuba – Williams, Holmboe

Vocal Solos:

Arias represent the operatic or choral version of solos for the soloist and chorus.

O mio babbino caro” from Puccini’s Gianni Schicchi

Si, mi chiamano Mimi from Puccini’s La Boheme Recondita Armonia from Puccini’s Tosca Viens, Mallika (The Flower Duet) from the

Opera Lakme Habanera from Bizet’s Carmen Torreador Song from Bizet’s Carmen Klange Der Heimat (Czardas) from Strauss’ Die

Fledermaus Largo al factotum (Figaro) from The Barber of

Seville by Rossini

Jazz Solos:

In many jazz performances, pieces will alternate ensemble sections with solo sections where one performer is playing either completely alone, or with subtle accompaniment from others, such as the rhythm section of jazz bands.

Experience this improvisational element through recordings of Dixieland jazz, bebop and free jazz performers, such as Charlie Parker, Keith Jarett and Miles Davis.

North American Pop Soloists:

John Lennon, Billy Joel, Elton John, Bob Dylan, Johnny Cash, Neil Young, Patti LaBelle, Maria Carey, Alisha Keyes, Aretha Franklin, Diana Ross, Whitney Houston.

Solo on the Slide3


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4happy Birthday house

Synopsis In honour of the 100th birthday of the House of Jam, Billie and Ella have written a new birthday song but can’t agree on how to play it. Billie wants to play it loudly because the House of Jam is where she likes to rock out. But Ella wants to play the song softly because the House of Jam is her home where she feels safe and secure.


[ dynamics ]The varying degrees of volume in music. Sounds, including music, can be barely audible, loud enough to hurt your ears, or anywhere in between. Scientists speak of amplitude, however, musicians talk about dynamics. An orchestra playing fortissimo (very loud) is going to sound much different from a single violin playing ff (fortissimo), therefore making dynamics relative.


Melody

Part playing and harmony: the sounds of the individual instruments playing their own tunes separately in different parts of the house, and those melodies drifting together and blending into one.

Rhythm: through the pipe band drums and marching

“Found” music: Buddy creates a birthday present out of things he found around the house

Beat

Timbre: created by different percussion instruments (found instruments)

Featured Instrument

Bagpipes

The origins of the bagpipe can be traced back to the most ancient civilizations. They have always been made in many shapes and sizes, and have been played throughout Europe from before the Norman Conquest until the present day. Bagpipes are included in the “aerophones” class of musical instruments, which is any musical instrument producing sound primarily by causing a body of air to vibrate without the use of strings or membranes, and without the vibration of the instrument itself adding considerably to the sound. The Scottish Great Highland Bagpipe and the Irish uilleann pipes are probably the best known variety and have the greatest international visibility. In the United Kingdom and Commonwealth Nations such as Canada and New Zealand, the bagpipe is commonly used in the military and is often played in formal ceremonies. Bagpipes have often been used in various films depicting moments from Scottish and Irish history; the feature film Braveheart and the theatrical show, Riverdance, have served to make the Uilleann pipes more commonly known.

Additional Featured Instruments

Billie the electric guitarElla the piano(these two characters compete for the “dynamics” spotlight)

Happy Birthday House4


�4

ACTIvITIES

Level 1TREASuRE HuNTING wITH DyNAMICSHide a favourite object (a toy, a book, etc.) in the classroom. Play a recording (or use a radio) and use dynamics to help a selected child find the object. If the child moves toward the object, increase the volume; and if they move further away, decrease the volume of the recording. This activity introduces the beginning of dynamic growth, and the dynamic terms forte (f) and piano (p).

Level 2PLAyING wITH DyNAMICS AS A GROuPThis group activity allows children to experience how the number of individuals involved in dynamic-making affects the relative quality of the sound levels.

Create a “body parts orchestra” with children using hand claps, hand rubs, finger snaps, foot stomps, foot shuffles, chest/tummy and shoulder taps, tongue clicks, finger flicks against a cheek, etc. The first member of the “orchestra” establishes the constant beat - perhaps a rhythmic pattern. Have children add their “instruments” to the beat, one at a time. You can alter the activity by inviting each child to add his/her own rhythm as they join the “orchestra”.

Level 3ExPLORING DyNAMICSThese two activities explore dynamics in our environment, make children aware of the quality and volume of sounds that are around us everyday, and introduce the basic terms for dynamics.

Create a chart listing the things around the childrens’ homes that create sound and classify them by their dynamic impact.

Pianissimo (pp) – very soft Reading a book

Piano (p) – soft Clothes dryer

Mezzo forte (mf) – medium loud Bathtub filling with water

Forte (f) – loud Stereo from the basement

Fortissimo (ff) – very loud Big brother!

Dynamic Scavenger Hunt

For a more active form of this activity, invite children on a Dynamic Scavenger Hunt around the school and complete the chart below with their observations.

Fortissimo(ff) very loud

Forte (f) Loud

Mezzo Forte (mf) medium loud

Piano (p) soft

Pianissimo (pp) very soft

happy Birthday house4


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Melody Makers 5

Synopsis Billie is doing her best to clean up the House of Jam before Mike the Reporter arrives to interview her. When Xavier the Xylophone loses his keys in the ventilator system, the band is forced to search the place from top to bottom, trying to find his keys in time for their big performance.


[ melody ]An arrangement of pitches placed in sequence to be musically expressive. A melody is a series of notes that, when grouped together, form a phrase. Melodies often consist of one or more musical motifs, and are usually repeated throughout a song or piece in various forms. Melodies may be found in rock, folk, and popular music with lyrics in addition to the tunes, voices or lines from classical music, jazz, Indian classical music, Balenese Gamelan and the list goes on!


Tuned percussion instruments

Collaboration

Timbre: through the different tone qualities of the African and traditional xylophone

Pitch: through the teaching of melody on different areas of the xylophone

Notes and notation: through the finding of each of the xylophones’ missing keys. With each key they find, a new note is added to a melody.

Featured Instrument

xylophone

The xylophone is a member of the percussion family. First introduced to the orchestra just over a century ago, the xylophone is a tuned instrument made of hardwood (usually rosewood) bars. The bars are varying lengths set on a metal frame, with the larger, lower-sounding bars on the left and the higher notes to the right. Striking the bars with hard mallets produces a bright, sharp sound. The xylophone was originally modeled after an African instrument and its name is from the Greek, meaning “wood sound”.


Piano (Ella)

Melody Makers5


�6

ACTIvITIES

Level 1THE HuMAN MELODyBecome a Human Melody by using a familiar song to explore the rise and fall of the melody.

Children start with their hands at their waist and, as the notes climb, lift their hands above their heads following the shape of the melody, and noticing when the notes climb “step by step” or with ‘leaps’.

At times there will be large or small distances between the sounds (notes of the melody) and the music may move faster or slower towards notes. Encourage body movement as a source of experiencing the contour and shaping of the melody.

Level 2ACTIvE INTERPRETATION OF MELODIESCreate an active interpretation of different melodies.

Attach a ribbon or a streamer to a popsicle stick to see how the melody progresses.

Have the children move around the room with the stick and alter their body levels up and down with the notes. use different styles of music and notice the range of note distances; some may only be three notes while others cover full ranges of the piano keyboard and orchestral instruments. A melodic phrase is a group of notes that make sense together, suggesting a similarity to a grammatical phrase. Encourage the children to shape the movement of the ribbon differently when coming to the end of the musical sentence.

Level 3vISuAL INTERPRETATION OF MELODyCreate a visual art interpretation of a melody.

Using paper and various colouring media, have children create an artistic picture of the musical line of a melody or of different melodies.

They may discover that the line goes up steeply when the melody suddenly jumps to a much higher note, or that it falls quickly with large intervals (note spaces). After they have completed their artwork, listen to the recording again and have the children conduct by following the lines on the page with their fingers.

Melody Makers5


�7

Synopsis When Billie’s biggest fan, Annie the Handfan, is invited for a backstage tour of the House of Jam, the Jazzberries ask her to join them on stage for their big performance. Annie’s not so sure as she isn’t a musical instrument, and Billie doesn’t like the idea either as she prefers for fans to stay fans.


[ inclusiveness ]Music is for everyone. Music is the magic that encompasses all people from diverse backgrounds allowing for development and exposure to contemporary culture – popular, classical, folk and traditional, brass band, new or avant-garde, and music from around the world.


Tempo

Rhythm

Melody

Ensemble/band: playing together and listening to one another

Found instruments: music can be made out of things you find in your environment. The guest instrument is a fan, and in the live action sequence the children use items from around the home as marching band percussion instruments

Featured Instrument

Hand drum and drumsticks

A hand drum is any type of drum that is typically played with the hand rather than a drum stick or mallet (though in this case drum sticks are used). The simplest type of hand drum is the frame drum, which consists of a circular shell with a drum head attached to one of the open ends.


Percussion: through found objects, as well as clapping.Body percussion: using your body as a percussion instrument.The hand fan is featured as a found sound.Synthesizer is also featured.

Billie’s Biggest Fan 6

Billie’s Biggest Fan6


�8

ACTIvITIES

Level 1wORKING TOGETHER TO FORM A BANDMusic is for everyone. Have fun creating a band by making instruments from found objects. Here are several ideas, but with your and your class’ creativity and imagination, the band can really rock! Ask children to bring objects from home to class to make the instruments below.

Consider composing a theme song using your instruments, or become the back-up group for a favourite song or recording. Children enjoy this creative, imaginative activity. Record the band’s first song and play it back for some great giggle time!

Tambourine

Materials required: two paper plates, stapler or glue, hole punch, string, jingle bells and crayons.

Assembly: Personalize your tambourine by drawing on two paper plates with crayons. Staple or glue the two plates together, facing each other. Using a punch, make holes around the plates and tie jingle bells to the holes with string.

Shake to play.

Horn

Materials required: paper towel roll, waxed paper, rubber band and pen.

Assembly: Cover one end of the paper towel roll with waxed paper. Secure with a rubber band. Punch a row of holes along one side of the roll with the tip of a pen.

To play, sing a tune into the open end of the horn.

Comb Buzzer

Materials required: pocket comb, tissue paper

Assembly: Fold a piece of tissue paper over the tooth edge of the comb.

To play, hum through the tissue paper.

Guitar

Materials required: empty shoebox, rubber bands, ruler or stick

Assembly: Remove the cover from the box. Stretch the rubber bands lengthwise around the box, around the open side. Attach the ruler or stick to the back of the box on one end to act as the arm of the guitar.

To play, strum or pluck (pull) the rubber bands.

Hand Bells

Materials required: two paper towel rolls, hole punch, four jingle bells, string or yarn

Assembly: Punch a hole in each end of the paper towel rolls. Tie two jingle bells to each side of the paper towel rolls by running string or yarn through the holes and securing tightly.

Shake to play.



�9

Level 2INTRODuCING MEMBERS OF AN ORCHESTRAIntroduce children to types of instruments and the members of an orchestra through selected compositions. If access to the instruments isn’t feasible in your teaching environment, images can be used instead.

woodwind instruments:Flute, piccolo, clarinet, alto clarinet, bass clarinet, oboe, English horn, bassoon, saxophone

Brass instruments:Trumpet, coronet, French horn, baritone, trombone, tuba, sousaphone

String instruments:Violin, Viola, cello, double bass, guitar, harp

Percussion instruments:Marimba, Xylophone, Glockenspiel, Chimes, triangle, tambourine, sleigh bells, Maracas, wood block, cowbell, timpani, bass drum

Keyboard instruments:Grand piano, organ, electric piano

ExPLORE By LISTENING TO RECORDINGS OF ANy OR ALL OF THE FOLLOwING PIECES:Peter and the Wolf (Sergei Prokofiev)

This children’s story with both music and spoken word displays the following instruments as characters. Bird (flute), duck (oboe), cat (clarinet), Grandfather (bassoon), Wolf (three horns), Hunters (woodwind theme with gunshots on timpani and bass drum) and Peter (string instruments).

Carnival of the Animals (Saint-Saens)

The suite of fourteen movements shares the following (�) Introduction and Royal March of the Lion (Strings and two pianos), (2) Hens and Roosters (violin, viola, double bass, pianos and clarinet) (3) Wild Asses (two pianos) (4) Tortoise (strings and piano) (5) Elephant (double bass), (6) Kangaroos (two pianos) (7) Aquarium (violin, viola, cello, piano flute and glass harmonica) (8) Characters with Long Ears (two violins) (9) The Cuckoo in the Depths of the Woods (clarinet and pianos) (�0) Aviary (strings, piano and flute) (��) Pianists (�2) Fossils (strings, two pianos, clarinet and xylophone) (�3) The Swan (two pianos and cello) (�4) Finale – full ensemble

The Young Person’s Guide to the Orchestra (Benjamin Britten)Theme: Allegro maestoso e largamente

Variation A: Presto (piccolo and flute)Variation B: Lento (oboe) Variation C: Moderato (clarinets)Variation D: Allegro alla Marcia (bassoon) Variation E: Brillante: alla polacca (violin) Variation F: Meno mosso - Violas, Variation G: (cello) Variation H: Cominciando lento ma poco a poco accel. Allegro (double bass) Variation I: Maestoso (harp) Variation J: L’istesso tempo (French horn)Variation K: Vivace (trumpet) Variation L: Allegro pomposo (trombone and tuba) Variation M: Moderato (percussion), Fugue: Allegro molto

Billie’s Biggest Fan 6


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Level 3DIvERSITy THROuGH MuSICWorld music is an excellent tool to engage children in learning about and celebrating diversity. Truly the universal language, music can help children explore the many cultures that exist in our world. Music span cultures ranging from countries such as Senegal, South Africa, Brazil, Colombia, Mexico, France, Greece, Haiti, Trinidad, China, and many more. Consider listening to the following artists who have dedicated a special focus toward exposing children to World Music. These selections provide an opportunity for children to learn and have fun during their voyage of discovery. Now that’s a trip worth taking!

Ladysmith Black Mambazo

The Gift of the Tortoise is a collection of traditional Zulu songs and stories that will take the class on a fun journey through a fascinating culture.

Putumayo World Music

Reggae Playground CD is a great compilation that incorporates kid-friendly songs from a number of Caribbean music legends.

Karan Casey

Seal Maiden tells a traditional Irish story of a seal who turns into a girl. A lovely introduction to Celtic music and instrumentation.

Lucienne Varnay

Songs in French for Children is a classic collection of generations of familiar French songs.



2�

Super Sounds

Super Sounds 7

Synopsis When Ella’s cousin Herbie the Synthesizer comes to visit, he tries to convince the Jazzberries to try new ways to play themselves and develop fresh new sounds. Worried that they might be losing their audience, the Jazzberries give it a shot. All but Ella who really likes the way they sounds.


[ texture ]The relationship between all aspects of the music. Texture is one of the fundamental elements of music. The texture of a piece of music is related to how much is going on in the music at any given moment. For example, the texture might be thick or thin, or it may have many or few layers. It might be made up of rhythm only, or of a melody line with chordal accompaniment, or many interweaving melodies. How the music is played (fast, slow, bumpy, smooth) also affects texture.


Timbre

Tempo

Dynamics: through the loud and soft sounds from the synthesizer

variations: the synthesizer re-interprets the Jazzberries’ song

Rhythm: the band tries out different ways of playing their instruments and rhythm comes through

Pitch: in the live action sequence the synthesizer player explains the principals of pitch through playing on different parts of the keyboard

Featured Instrument

Synthesizer

The invention of the synthesizer revolutionized the world of sound and music. Its name is inspired by what it does: it “synthesizes” or manufactures sound. A synthesizer is an electronic instrument that produces and then combines many different frequencies, producing thousands of different sounds and sound combinations. The earliest known synthesizer was invented the late �800’s, but the modern day synthesizer is attributed to Robert Moog (�934-2005).


All the House of Jam instruments are featured – guitar, bass, drums, trumpet and piano – through their interaction with the guest instrument, Herbie the Synthesizer, who encourages them all to explore all the sounds available on their instruments.

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ACTIvITIES

Level 1INTRODuCING LEGATO AND STACCATOIntroduce the musical terms and textures of legato and staccato by experimenting with how different articulations alter the music, and the feeling or mood. Have the children move around the room using smooth, sliding steps (legato), as if they are ice-skating. Then switch to taking steps in the same tempo on their tiptoes to create a pointed (staccato) feel.

Through discussion, consider where you may find legato and staccato in your everyday environment.

LIFE ExAMPLES OF TExTuRE

Legato (smooth) textures Staccato (sharp) textures

Pet a dog or cat with smooth strokes Touch the corner of a table

Gently touch velvet Quickly touch burlap or a pine cone

Allow a child’s hand to sit on top of yours as you write cursively.

Allow a child’s hand to sit on top of yours while you print

ACTIvITIES TO REINFORCE TERMS

Activity Legato Articulation Staccato Articulation

Song and action Hold hands and “row” your boat smoothly down the stream

Sing “Pat-a-cake” and feel the hands clapping against each other

Bean Bag Slide a bean bag across the floor to a partner

Toss a bean bag to a partner

Ball Sitting down, roll a ball back and forth across the floor

Bounce a small ball (tennis ball) and listen to the sound of the ball makes contacting with the floor

Level 2vISuAL INTERPRETATION OF TExTuREGather different colouring or paint media with varying shades and intensities of colour. Children express texture, relating the colours to sounds and music. You may find that deep tones refer to a deep purple, uplifting happy songs are an emerald green or turquoise blue. There is no right or wrong answer. Let children’s instincts lead the way!

Artistic influence takes on a totally different vision through a visit to an art gallery – either a real excursion or by bringing art plates to the classroom for this activity. Ask children what songs or types of music come to mind when they view the artwork. The texture of a Monet is very different from that of Degas, Picasso or a Renaissance portrait.

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Level 3ExPLORING TExTuRE IN FOODExperiment with “taste” by eating different textured foods and reflecting upon the similarities to music articulations of legato and staccato. Create a 2-column chart and label the left column “Legato” and the right column “Staccato” (see Level � activity above). Title the chart “Food and Spices Challenge” and track children’s responses. For example:

Examples of STACCATO in food: Examples of LEGATO in food:

eating an apple crunching on a carrot eating nachos

slurping on a smoothie licking a popsicle eating soft cheese

Create another 2-column chart as described below, but label it “Life Examples of Texture”. Log as many different “legato” and “staccato” feelings and experiences as the children can identify.

ExPLORING TExTuRE wITH vOICEFor a final activity, have children use their natural instrument – their voices – by singing the following sounds as a true experience of the smooth and sharp textures.

LEGATO – using 4 beats to each sound“Soo-oo-oo- oo”“Lee-yee-yee-yee”“Mah-ah-ah-ah”“To–oo-oo-oo”

STACCATO – using 4 beats to each sound“K-k-k-k”“T-t-t-t”“Ch-ch-ch-ch”“P-p-p-p”

Join the JamThe Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games that are fun to play and reinforce key elements of music. The game the Razz JaM is relevant to this Unit.

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Give It a Rest

Give It a Rest8

Synopsis When the Jazzberries get some free time, most of them use it to rest up for the night’s performance. But not Louis. Louis fills the time by catching up on his chores. As a result, when everyone else is rested and ready for the show, Louis is dangerously exhausted. And crabby!


[ rest ]The silence in music. Resting is important too! In music, there is a time to play and there is a time for silence. Learning when not to play is just as important as learning when to play. A musical rest is a symbol that is used to tell the musician when to stop playing.


Texture and tone quality: in the live action sequence, through a comparison of different cymbals and their sounds

Dynamics: through different ways to play cymbals

Tempo and style: through a decelerated and softer version of the main song Missing It which is played as a lullaby

Notation: the symbol for a rest is shown on screen in the video

Featured Instrument

Cymbals

The cymbal is a percussion instrument whose origin can be traced back to prehistoric times. Cymbals consist of thin, normally round plates of metal alloys. Most modern cymbals are of untuned pitches. The clashing sound of cymbals is often a musical highlight of a performance. Some cymbals are part of drum sets, some are suspended cymbals and others are small cymbals, based on ancient designs, used for meditation.


Trumpet (Louis has a small feature in this episode)

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ACTIvITIES

Level 1MuSICAL CHAIRSThe popular children’s game Musical Chairs is a fun way to introduce the music element “rest”.

Set chairs up in two rows back to back, making sure there is one chair less than the number of players.

While the music plays, children walk around the chairs. When the music stops, the children sit in the chairs, with the child left standing taken out of the game.

Continue the game, removing one chair each time the music is stopped, until only one child remains seated.

Level 2THE REST AND RHyTHMClapping on the rhythm and silently opening your hands helps children feel the music in the rest. For example, clap to Pease Porridge Hot, substituting opening their hands (sh) as indicated:Pease Por – ridge hot (sh)Pease Por – ridge cold (sh)Pease Por – ridge in the pot (sh)Nine days old (sh)

Now fill in the “rest” by clapping, stomping and shouting Hurray! with this beloved children’s song:If you’re happy and you know it, clap your hands (clap clap)If you’re happy and you know it, clap your hands (clap clap)If you’re happy and you know it, then your face will surely show itIf you’re happy and you know it, clap your hands. (clap clap)

If you’re happy and you know it, stomp your feet (stomp stomp) << etc >>

If you’re happy and you know it, shout “Hurray!” (hoo-ray!) << etc >>

If you’re happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!) << etc >>

Level 3COuNTING THE RESTEngage children in this counting activity that also requires that they internalize the “rest”. Have children start with their fingers spread in front of their faces with palm facing outwards. Count each finger while pointing to it with the index finger of the opposite hand.

“�, 2, 3, 4, 5” Touch each finger while counting out loud.

Then, replace the first number with the sound “sh” (“sh”, 2, 3, 4, 5”)

Continue moving the “rest” (sh) through the numbers one until each number in the sequence has been replaced by “sh”. (“�, sh, 3, 4, 5” and so on)

Alternatively, children can stomp their feet, touch their heads, stick out a foot, or even turn around so that they feel the rest.

The super-challenge is to remove the verbal “sh” and replace it with an internally felt, silent “sh”!

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The Forever Song

the Forever Song9

Synopsis When Monica the Harmonica joins the band, she brings with her a very catchy tune that she cannot stop playing without being struck by bad luck. One by one, the other Jazzberries catch it as well. How will they be able to perform for their audience if they can’t get rid of the Forever Song?


[ form ]The structure of a piece of music – the container - like the frame of a house. “Form” refers to a specific genre of musical composition such as a folk song, symphony or concerto, and the structure of a particular piece, how its parts are put together to make the whole; such as Binary (two parts), Ternary (three parts) or Rondo form (alternating ABCADAEA etc.)


Dynamics (loud sounds)

Repetition

Tempo (Krupa sings quickly)

verse

Featured Instrument

Harmonica

The harmonica is sometimes called a mouth organ, mouth harp or blues harp. The harmonica is a free reed wind instrument invented in the �820s in Germany. It is played by blowing air into it or by drawing air out. The player’s lips are placed over individual holes (reed chambers) or multiple holes to create harmonies. The harmonica was popular with many 50’s, 60’s and 70’s blues players and singers.


Voice (Monica)Cymbal (Buddy)

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ACTIvITIES

Level 1COMPARING THE TERNARy FORM (ABA) IN MuSIC TO MAKING A SANDwICHShow or illustrate a slice of bread on which two slices of cheese are placed, then the sandwich is completed with a second slice of bread.

By singing Twinkle, Twinkle Little Star this comparison will come to life:

Bread #1: Twinkle, Twinkle Little Star, how I wonder what you are?

Cheese #1: Up upon the world so highCheese #2: Like a diamond in the sky.

Bread #2: Twinkle,Twinkle Little Star, how I wonder what you are?

After singing this a few times (and having a few sandwiches!), compose your own song and physical demonstration by having a conversation of sound between the childen and yourself, passing the melody back and forth with the order of Teacher - Child, Child - Teacher.

Level 2TuRNING yOuR FORMS INTO FORMS! Form is the key that unlocks the musical map of a song or a musical composition. Just as a house has rooms, a song has rooms or sections as well.

The children can count and/or identifying the phrase within a song. They may then decide if the phrases are “similar” or “different”, revealing the form of the piece.

For example, sing Hot Cross Buns:Same Hot Cross Buns ASame Hot Cross Buns A Different One a Penny, Two a Penny B Same Hot Cross Buns A

This song may take on the form of “square, square, triangle, square”. Repeat the activity with other songs, comparing the forms – both musical and visual.

Level 3HuNTING FOR THE RONDOMost popular songs fall into one of these forms: ABA, AABA, ABACA, or ABAB, which are characteristic of the rondo. In this form, a principal theme, sometimes called the “refrain” alternates with one or more contrasting themes.

Play detective and hunt for the RONDO inside these popular hits!

Create flashcards with capital letters – 5 each of A, B, C, D and E. Hold up the appropriate card as you hear the section of the form. Draw pictures on a paper to match the order.

The Lion Sleeps Tonight by Solomon Linda

Form = A + B + A + C + APictures = Lion + Rock + Lion + Tree + Lion

A-weema-weh A-weema-weh A-weema-weh etc…..

In the jungle, the mighty jungle the lion sleeps tonight in the jungle, the quiet jungle the lion sleeps tonight.

the Forever Song 9

The Forever Song


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Level 3 (continued...)A-weema-weh A-weema-weh A-weema-weh etc…….

Near the village, the peaceful village the lion sleeps tonight. Near the village, the quiet village the lion sleeps tonight.

A-weema-weh A-weema-weh A-weema-weh etc…..

Twist and Shout by The BeatlesForm = A + B + A + C + A + D + A + E + A

Well, shake it up, baby, now, (shake it up, baby)Twist and shout. (Twist and shout)C’mon, c’mon, c’mon, baby, now, (come on baby)Come on and work it on out. (Work it on out)

Well, work it on out, honey. (Work it on out)You know you look so good. (Look so good)You know you got me goin, now, (got me goin)Just like I knew you would. (like I knew you would, wuu!)

Well, shake it up, baby, now, (shake it up, baby)Twist and shout. (Twist and shout)Etc.

You know you’re a twisty little girl, (twisty little girl)You know you twist so fine. (Twist so fine)Come on and twist a little closer, now, (twist a little closer)And let me know that you’re mine. (Let me know you’re mine)

Ahhhhhhhhhh(root) Ahhhhhhhhhh(third) Ahhhhhhhhhh(fifth) Ahhhhhhhhhhh(seventh) Ahhhhh Ahhhhh

Well, shake it up, baby, now, (shake it up, baby)Twist and shout. (Twist and shout)Etc.

You know you’re a twisty little girl, (twisty little girl)You know you twist so fine. (Twist so fine)Come on and twist a little closer, now, (twist a little closer)And let me know that you’re mine. (Let me know you’re mine, wuu!)

Well, shake it, shake it, and shake it, baby, now. (Shake it up baby)Well, shake it, shake it, shake it, baby, now. (Shake it up baby)Well, shake it, shake it, shake it, baby, now. (Shake it up baby)

Ahhhhhhhhhh(low) Ahhhhhhhhhh(higher) Ahhhhhhhhhh(higher) Ahhhhhhhhhhh(high)

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phantom of the Jam 10

Synopsis Whenever the Jazzberries tries to rehearse for the Masquerade Ball, they find themselves interrupted by ghostly noises. Could it be that the House of Jam is…..HAUNTED? Determined to find out the truth, RC leads his bandmates on a search for whatever is truly causing the sounds. Even if it is a g..g..g..ghost!


[ expression ] Performing music with a range of feeling and emotion. The way the music makes you feel.


Expression Sound Effects

Featured Instrument

Hand saw

The sound created by a hand saw is beautiful, ethereal, and very similar to a woman’s clear singing voice. The saw is generally played with the player seated, the handle squeezed between the legs, and the opposite end held with one hand. To make a note, a sawist must bend the blade into an S-curve. The parts of the blade that are curved do not vibrate, so they do not make a sound. At the center of the S-curve a section of the blade remains flat. This is called the “sweet spot”, and produces a distinct pitch. The wider the section of blade, the lower the sound.


Found soundsSound effects

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ACTIvITIES

Level 1ARTISTIC ExPRESSION THROuGH LISTENINGAn introduction to music through listening allows for artistic expression and reactions to the music itself. Through this experience, children will learn that music can become meaningful as well as interesting and enjoyable.

Music also has colours and paints pictures of stories and people. Here is a suggested music list that lends itself to visual art extensions. For example, children can draw pictures of the oceans, storms, fountains, rivers, people and scenes they see as they listen to the music.

Bedrich Smetana: Ma Vlast (Die Moldau). The composition evokes pictures of the famous river and of the people and their activities along its shore as it flows to the sea.

George Frideric Handel: Water Music written to entertain King George I of England as he cruised in his royal barge on the Thames River. Ludwig van Beethoven: Symphony No. 6 “Pastoral” - The second movement is entitled “Scenes by the Brook,” the fourth movement includes a thunderstorm, and the fifth movement evokes “happy, thankful feelings after the storm.” Completed in �808, this is one of the first examples of “program music”, music that is supposed to tell a story, depict a scene or suggest a mood in the listener. Ottorino Respighi: The Fountains of Rome – One part of his Roman trilogy, each of the four parts of this picturesque composition depict one of Rome’s fountains at different times of the day and night.

Ralph vaughan williams: A Sea Symphony – One of the first symphonies to include a choir throughout the work, the music is set to the poetry of Walt Whitman.

Ferde Grofe: The Grand Canyon Suite – A suite of five movements depicting scenes in the Grand Canyon, including a mule ride down into the canyon and an unexpected cloudburst. Grofe also composed the “Mississippi Suite,” a musical portrait of the “Father of Waters”. Claude Debussy: La Mer – An acknowledged masterpiece of suggestion and subtlety in its depiction of the ocean, and suggestion of winds, waves, and the ambience of the sea.

Nicolai Rimsky-Korsakov: Scheherazade. The first (The Sea/Sinbad’s Ship) and fourth (Festival at Baghdad/The Sea/The Ship Breaks Against a Cliff) movements tell stories of the ocean.

Level 2HAvE FuN wITH THE MuSIC IN POETRyDr.Suess, Dennis Lee (Alligator Pie), and Shel Silverstein (Where the Sidewalk Ends) are wonderful reads for musical cadence and rhythm.

Children love taking familiar songs and making them their own. How many versions of “Jingle Bells: are there?

Consider the song Down by the Bay (The rhyme scheme – or rhyme pattern - is ABCBDAEEA)Down by the bay, where the watermelons grow.Back to my home, I dare not go,For if I do, my mother would say …Did you ever see a bear, combing his hair? Down by the bay.

It’s the internal rhyme which makes the song so much fun. The “did you ever see a whale with a polka-dot tail” part of the song will have the children giggling along!

Have the children compose their own poetry, adding new critter verses to the song:

skunk – junk trout – snout eagle - beagle seal – peel monkey-funky

The more the merrier! Have a great chuckle with this form of silly expression.

phantom of the Jam10


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Level 3THE uNIvERSAL LANGuAGE OF MuSICMusic offers a vocabulary of communication to every society in the world. The very essence of rhythm is our natural inheritance. It exists in our bodies, our hearts, and our breathing. It exists in the cycles of the seasons, the ticking of clocks and the orbit of the earth. There is no part of creation that is without rhythm.

The art of drumming is a practice that spans the globe and has a presence in every culture. It has been used for centuries in rituals, ceremonies, communication, rites of passage, music and dance, celebration, healing and community building.

Create your own drum and express your feelings in full array. These instructions build a sturdy DuMBEK!

A conga is an African drum traditionally made of hardwood and a cow-skin drumhead. A dumbek is a goblet-shaped drum from the Middle East. True dumbeks are made from a variety of materials, especially clay and metal - copper, bronze, and aluminum. The dumbek has a variety of names, depending on where it is made. In Turkey, a dumbek is called a darbuka, while in Egypt, a dumbek is a tabula.

Materials Required

cardboard carpet tube, 7–�0 cm in diameter plastic flowerpot. The bottom of the pot should be the same in diameter as the cardboard tube so

that the pot fits on the tube without any overlap. a two-piece plastic embroidery hoop. The hoop should be the same diameter as the top of the

plastic pot so that it fits on the pot without much overlap an old beach ball or inflatable pool toy of heavy gauge plastic (material that is strong and flexible) 2–5cm wide packing or masking tape paint, paper or fabric to decorate the drum yarn or jute to cover up taping

Assembly

cut a piece of tube approximately 30cm long cut a piece of plastic to size, making sure to leave a couple of inches excess for overlapping later take the embroidery hoop apart and place the plastic over the inner hoop while stretching the plastic (you may need another pair of hands to help you), place the outer hoop

over the plastic and inner hoop to create the drumhead. place the drumhead on top of the plastic flowerpot and using packing/masking tape, secure in

place place the flowerpot on top of one end of the tube and using tape, attach the flowerpot to the

cardboard tube decorate your drum using paint, paper or fabric, and cover up the tape by wrapping yarn or jute

around the drum

Here are a few audio products that may of interest for your drumming circle:

Bakongo! Drumming Music for Dancers – Geoff JohnsDrumming is Calling – Sofi HellborgDrumming Around the World – Various Artist’sGraceland – Paul Simon

Children can use their drums to communicate during the classroom day: time for recess, quiet time, cleanup time, etc.

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A Bonnie Tale

a Bonnie tale11

Synopsis When Woody the Clarinet can’t make it, he sends his sister Bonita to play with the Jazzberries instead. The Jazzberries expect a great improviser like her brother, but instead she will only play what is written down on the sheet music. If they can’t convince Bonita to try improvising, they’ll need to notate all their music by showtime!


[ improvisation ]Musical improvisation is the creative activity of immediate (in the moment) music making which combines performance with different moods, feelings, images and instrumental technique as well as spontaneous response to other musicians.


Classical vs. jazz/improvisation

Featured Instrument

Clarinet

The clarinet is a member of the woodwind family. The instrument most commonly played today is the B-flat clarinet; the next most common is the clarinet in A. The clarinet was central to early jazz starting in the �9�0s and remained popular through the big band era of the �940s.The instrument remains popular in Dixieland music.


All the house instruments are featured – guitar, bass, drums, trumpet and piano – through their interaction with the guest instrument Bonita (the Classical clarinetist) and Woody (the Jazz clarinetist).

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ACTIvITIES

Level 1ARTISTIC IMAGINATIONProvide your child with a piece of paper and colouring pastels, crayons, paints. Using any of your favourite character pieces, Debussy – En Bateau, Offenbach – Can, Can, Beethoven’s’ Pastoral Symphony, Holst’s “ The Planet’s”; have your child listen and create a drawing based on what they hear. The composition could consist of swirls, zigzags, circles, a country garden or even an alien!

Level 2CREATING MuSIC wITH GLASSES AND wATERFill up water glasses and make some music! Look for different sizes of glasses and add different quantities of water to alter the pitches among the glasses. Tapping a large glass with a little liquid results in a high tone. As the glass is filled, the pitch gets lower and lower.

Arrange the filled glasses in order to form an ascending (low to high notes) or a descending (high to low) tone row. Once your “instruments” are filled, arranged and sitting on a table, the music making begins!

Level 3ENGAGE THE CHILDREN IN CREATING ATMOSPHERIC MuSICInvite them to imagine they are walking through a dark, thickly wooded forest. How do they walk with cautious steps? Encourage words such as quietly walking, darkness, and stillness, perhaps referring to a favourite story or movie to help understanding.

Then them a shaker or a pot and wooden spoon and ask them to demonstrate how a ‘walking part’ in music could be improvised to match the steps of the ‘walker’. By having different sound makers, children can create additional textures that represent the animals in the forest. Ask questions such as: Is it night time or day time? Which animals and birds might we hear? Are there boughs from the trees creaking in the wind or twigs breaking underfoot?

Join the JamThe Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games that are fun to play and reinforce key elements of music. The game the Razz JaM is relevant to this Unit.

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Join the Jam

Join the Jam12

Synopsis When the Jazzberries get into a big argument, RC wonders if it might not be time to break up the band! This gets everyone thinking about how they all came together in the first place. But will that be enough to save the Jazzberries.


[ ensemble ]Playing together as a group. To be part of an ensemble is the highest point in the life of a musician. Bringing all of the different elements of music together creates community amongst performers. The discovery of how to find ease with the idea ‘starting, staying and stopping’ together keeps everyone guessing!


Duo

Listening Skills

Cooperation

Teamwork

Featured Instrument

Keyboard instruments (piano, grand piano, harpsichord, accordian, keytar)

The most common keyboard instrument is the piano (upright, grand piano, etc), but the family includes the organ, hurdy gurdy, clavichord, harpsichord, and electronic keyboards.


Calliope Kazoo Flamenco guitar Alpine horn Guitar Steel resonator guitar

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ACTIvITIES

Level 1SIMON SAyS “RHyTHM”Here’s a fun version of the ‘Simon Says’ game that reinforces listening skills. The teacher (or leader) claps a variety of rhythms, no more than 4 beats long, using hands, body, voice, even the floor, and the children copy the rhythms. Establish a “Don’t clap” rhythm, such as “tah, tah, ti-ti, tah”. Intersperse the “Don’t clap” rhythm with other rhythms, and every time someone claps back the “Don’t clap” rhythm, the teacher gets a point. If no one claps when they hear the “Don’t clap” rhythm, the children get a point.

Extend the rhythmic patterns to 6 or 8 beats for a more challenging musical memory activity.

A suggested reading for primary grade students is The Philharmonic Gets Dressed (Karla Kusking and Marc Simont). This lovely book demonstrates the individual members of the orchestra preparing to join one another in glorious music making. Some DVDs that invite participation from the audience are A Fun-derful Day (Sharon, Lois and Bram), The Baby Einstein, and Meet the Orchestra – First Instruments.

Level 2uSING THE BODy TO ExPRESSBody movements and actions can offer cues to our feelings and expressions (ie body language):

Confidence Brisk, erect walk

Thinking, evaluating Hand to cheek

Impatience Tapping or drumming fingers

Anticipation Rubbing hands

Nervousness Biting nails

Visit your community concert hall or watch a musical performance on television, DVD or computer to find the ways that a musician offers “cues” (or clues) to start the music. See if the children can see the body language cues as musicans deliver these results:

Starting the piece

Slowing down or speeding up the piece

Playing softer or louder during the piece

Displaying different articulations – staccato (sticky) or legato (smooth)

Offer excitement or anticipation

Enjoy viewing ….

Which Way to Carnegie Hall: A Journey into Music

In this DVD Jon Kimura Parker follows talented artists from British Columbia in their quest to establish themselves in musical careers.

At the Heart of Chamber Music

An engaging and fun film for music students of all levels, this DVD follows three ensembles as they are coached by Gillian Rogell (New England Conservatory) and the award-winning Jupiter Quartet. Commentary by Paul Katz, founding cellist of the Cleveland String Quartet.

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Tuning inLevel 3MAESTRO! MAESTRO!Children take turns exploring being the conductor of an “orchestra”.

You may wish to watch (and perhaps have the children watch) the “Sorcerer’s Apprentice” section from Disney’s classic Fantasia. Recorded in �938, it features the famous conductor Leopold Stokowski who offered his services at no charge, and assembled over �00 professional musicians to record the score for the nine-minute cartoon.

The Maestro or Conductor leads the ensemble with a baton in hand. The way he/she moves his arms and hands tells the musicians when to begin or stop playing, when to play louder or softer, and also indicates the beat.

Old McDonald Had a Farm is an excellent song choice for this activity. Divide the class into groups (sections) representing the different farmyard animals. The conductor leads each section as the song directs. This is like conducting the different sections in the orchestra – �st violins, 2nd violins, viola, celli, double bass, woodwinds, brass and percussion. There are moments within the song when everyone sings together (“tutti”) and others where the sections have a “solo”.

Before the children begin this activity, explain these conducting fundamentals. By finding your bellybutton, you have established the “ictus” point for the conductor; the lowest point for a beat pattern. Now find your eye-line; this will establish the highest point for a two-beat pattern. Move your hand from the high point to the low point for beat one and then from the low point to the high point for beat two.

Another song suggestion for this activity is a march-like melody. If you are a football fan, introduce the children to Cheer, Cheer for Ol‘ Notre Dame!

If you or the children have access to a Wii system, you/they may wish to try conducting skills with Wii Music, which features 66 “playable” instruments!

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Tuning in

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Synopsis Preparing to receive the Bandleader of the Year Award has Louis very anxious, so the Jazzberries call on the extremely laid-back Lebowski the Ukelele to come and show him how to relax. But how can Louis maintain his cool when they discover that Lebowski doesn’t believe in tuning himself?


[ tuning ] Adjusting “off-sounding” notes until they’re in tune again.


Stage fright

Performance anxiety

Pitch

Listening skills: flat/sharp

Featured Instrument

ukulele

The ukulele is a 4-stringed instrument usually played with bare fingertips, or sometimes a felt pick. It originated in the �9th century as a Hawaiian interpretation of a small guitar-like instrument which had been brought to Hawaii by the Portuguese. It gained popularity in the United States in the early 20th century, and from there spread internationally. Ukeleles come in four sizes: soprano, concert, tenor and baritone.


LuteBanjoPitch pipe

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tuning In13ACTIvITIES

Level 1THE BEGINNINGS OF MATCHING PITCHAs Maria says, “Let’s start at the very beginning; a very good place to start!”By trying some pitch matching, you will discover the range of your children’s voices.

Any number of songs are appropriate to this activity, whether it’s “Do, Re, Mi” from The Sound of Music or Mary Had a Little Lamb. The children should be very familiar with whatever song you chose. Children strive to match the notes of the song while they sing along.

The objective is to have the children – individually or in small groups – match the pitch you are singing. For example, the teacher sings the first note of the song and has the child/children match the pitch. Repeat for the next note, and so on.

Most young children cannot match the correct pitch at first. If a child is singing the wrong pitch, listen to hear if the pitch is lower or higher than the pitch you are singing. If the child is singing lower than the desired pitch, point your finger up and invite them to slide with their voice into the note. If the child is singing higher than the desired pitch, point your finger down with the same invitation of sliding until they locate the pitch.

You may also consider singing along with the children and randomly stopping on a note, with the children matching the pitch. You can also do this pitch matching activity using a piano or other musical instrument.

Level 2PITCH AwARENESSMusic is different from noise because music is made up of a regular sound pattern. It has pitch, rhythm and quality. Pitch has to do with the frequency of vibrations. Close vibrations produce high notes and spread-out vibrations produce low notes.

Make children aware of “high” and “low” sounds in their environment. Identify sounds around the school, the neighbourhood, or their homes. If you have a pitch pipe at your disposal, it will help identity the note each sound is creating (ie the pitch of the sound). For example, most car horns are honking an “F”.

Just as children first begin to learn language by ear, every musician must learn the language of music – pitch – by ear. Our ears are the key to musical enjoyment because music is hearing art.


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Level 3FINDING PITCH IN THE wORLD AROuND uSExplore how the speed of vibrations affects sound. All sound is produced by vibration, which creates sound waves that travel through the air to our ears. Have the children gently touch their necks/throats with one of their hands as they talk. Do they feel anything? When we speak or sing, vocal chords in our throats (voice boxes) shake, or vibrate, to make the sound of our voices. When we make a low sound the vibrations move slowly resulting in a ‘low tone’ and when we make a high sound, the vibrations move quickly with a ‘high tone’ as the result.

Bring a string instrument or two into class, or find a picture of a violin, viola, cello and string bass. What part of these instruments vibrates to produce the sound? Making the string vibrate by plucking or bowing makes the sound of string instruments. Rosin is put on the bow hair to make it sticky; when the musician pulls the bow across a string, it catches and makes the string vibrate. One may also pluck the string with their finger to create a pizzicato sound.

Children will be able to participate in this activity using a simple, home-made string instrument. To make an instrument for plucking, you will need a piece of wood at least 30 cms long and 5 cms wide, a long rubber band, 2 nails and a hammer:

�. Hammer nails at each end on the same side of the wood. 2. Stretch the rubber band around the nails.3. Pluck the rubber band and listen to the sound it makes4. Hold the rubber band down to the wood midway between the two nails and pluck one end of the

band. What has happened to the pitch when the rubber band was shortened?

By changing the width of the elastic band, children will be able to hear and compare the sounds a thinner or thicker “string” makes.

Join the JamThe Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games that are fun to play and reinforce key elements of music. The game LouIS IS Late is relevant to this Unit.

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© 2009 Trapeze Animation Studios Ltd. in association with Canadian Broadcasting Corporation. All rights reserved

Join the Jam at The Razzberry Jazzberry Jam’s website: www.jointhejam.com

Published by:CBC LearningP.O. Box 500, Station AToronto, Ontario M5W �E6Toll-free: �-866-999-3072Local: 4�6-205-6384Email: [email protected]: cbclearning.ca Printed in Canada

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