ä

Student’s

Workbook

LEVEL 1 - PINK

&

LEVEL 2 - VIOLET

TEACHER’S VERSION

TABLE OF CONTENTS

Items in both books:

1. Golden Rule…………………………………………………………………………………….Pg. 4

2. Humming With the Clock……………………………………………………………Pg. 4

3. Record of My Performances……………………………………………………..Pg. 5

Level 1:

4. Instrument Names & Musical Terms

Rock/Pop Instruments………………………………………………………….Pg. 6

Folk Instruments……………………………………………………………………Pg. 7

Orchestral Instruments……………………………………………………….Pg. 8

Musical Terms…………………………………………………………………………Pg. 9

5. Musical Terms: Volume………………………………………………………………Pg. 10

6. Musical Terms: Tempo……………………………………………………………….Pg. 11

7. Musical Terms: Clefs………………………………………………………………….Pg. 12

8. Musical Terms: Counting Beats & Rests…………………………………Pg. 13

9. Emotion & Music: Using Your Face & Body…………………………….Pg. 14 & 15

10. Performance: The Microphone……………………………………………….Pg. 16 & 17

11. Performance: The Stage…………………………………………………………..Pg. 18

12. Introductions……………………………………………………………………………..Pg. 19

13. Music Word Find………………………………………………………………………..Pg. 21

TABLE OF CONTENTS

Level 2:

14. Instrument Names & Musical Terms

Rock/Pop Instruments………………………………………………………….Pg. 24

Folk Instruments……………………………………………………………………Pg. 25

Orchestral Instruments……………………………………………………….Pg. 26

Musical Terms…………………………………………………………………………Pg. 27

15. Musical Terms: Volume……………………………………………………………..Pg. 28

16. Musical Terms: Tempo………………………………………………………………Pg. 29

17. Musical Terms: Clefs…………………………………………………………………Pg. 30

18. Musical Terms: Counting Beats & Bars………………………………….Pg. 31

19. Emotion and Music: Using Your Face & Body……………………….Pg. 32 & 33

20. Performance: The Microphone……………………………………………….Pg. 34 & 35

21. Performance: The Stage………………………………………………………….Pg. 36

22. Know Your Body…………………………………………………………………………Pg. 37

23. Introductions…………………………………………………………………………….Pg. 38

24. Music Crossword Puzzle…………………………………………………………..Pg. 39 & 40

1. THE FUN-KEY MUSIC GOLDEN RULES LEVELS 1 & 2

At Fun-Key Music we only have one Golden Rule: TO RESPECT OTHERS

What does this mean?

Ask students what this means to them, and to then come up with their own set of rules that the class will run by. This way they are setting the rules for their own class, and so should understand and abide by them better.

Our main aim is to have fun learning music, and we can only do that when students abide by the Golden Rule.

If students don’t abide by the Golden Rule:

· they may be asked to have Time Out;

· they may be asked to sit out for the entire class;

· they may be asked to leave Fun-Key Music.

2. Humming with the Clock LEVELS 1 & 2

To do this exercise you need a watch with a second’s hand/counter on it.

Have your ‘Breathing Record’ handy.

Take a breath, and then hum a note for as long as possible without taking another breath.

Write the number of seconds that you hold the note for on the ‘Breathing Record’ in the ‘humming column’.

This exercise is NOT a competition between you and another person to see who can hold their breaths the longest. It is so you can see an improvement in your own breathing. This improvement in the number of seconds you can hold a note for might only be small, but any improvement is important.

Encourage students to do this at home as well as in class, and record their times regularly.

3. RECORD OF MY PERFORMANCES LEVELS 1 & 2

Date

Venue

Repertoire

Comments

Students have a bigger grid in their workbooks – this is just a sample.

Encourage them to fill it in after any performances, but especially after the fun-key music concerts. Apart from being a record for them of performances, it helps everyone remember songs that have been performed (i.e. so no-one repeats them).

4. INSTRUMENT NAMES & MUSICAL TERMS: LEVEL 1

Students are instructed to see if they can unscramble the letters to spell the instrument below and write their answers in the spaces provided.

(Please note: Level 2 students complete this section as revision).

ROCK/POP INSTRUMENTS

FOLK INSTRUMENTS

ORCHESTRAL INSTRUMENTS

MUSICAL TERMS

5. MUSICAL TERMS: Volume LEVEL 1

WELCOME to the Hotel Volume! On each floor, a resident should tell you what type of volume they are, the meaning and the symbol, but there’s some information missing.

Fill in the missing sections. (Hint: the highest floor is the loudest.)

6. MUSICAL TERMS: Tempo LEVEL 1

Unscramble the letters in the middle column. These words will describe the pictures on the left. Then match these with the 6 terms that describe tempo in music.

7. MUSICAL TERMS: Clefs LEVEL 1

Below is a picture of a keyboard with each key or note named.

Notes have the letter names A, B, C, D, E, F, and G, and are used over again up and down the keyboard.

Below is a picture of the C Major Scale written in the Treble Clef.

Middle C D E F G A B C

Each stave (or staff) has 5 lines and 4 spaces.

Notes are written on the stave in order alternating between each line and space.

Now draw the notes in a C Major Scale on the Bass Clef in DESCENDING order below and write in the note names in the spaces provided. Use the keyboard and the scale in the treble clef to help you work out where each note belongs and what it is called.

Middle C has been marked on the stave to give you a starting point.

8. MUSICAL TERMS: Counting Beats & Rests LEVEL 1

Below are pictures of some notes and rests that are used in music.

You have been given one name for each, but you will need to fill in the spaces to give their other name, as well as fill in how many beats each note is worth

9. EMOTION & MUSIC: Using Your Face & Body LEVEL 1

Look at the pictures below.

Look at the list of emotions, and choose one that fits each picture.

Write the name of the emotion in the space below each picture.

Then match each picture with a song from the list. Choose a letter for each song and put it in the box above the picture it matches.

Emotions List:

Disappointed

Proud

Hurt

Confused

Wondrous

Happy

Song List:

A. Turning JapaneseB. Raindrops Keep Falling on My Head

C. I Am Australian

D. A Whole New World

E. Under the Boardwalk

F. Tainted Love

10. PERFORMANCE: The Microphone LEVEL 1

(After students complete both the microphone and stage sections, you can sign and date the performance licence in their books).

Answer the questions below on testing and using microphones.

Q.How do we test to see if the microphone is on or working?

A. We would tap it gently.

Q.How can we test the volume of the microphone?

A. By speaking into it (you might say, “Testing 1, 2, 3.”).

Q.Should we ever blow into the microphone?

A. No, because this can damage the microphone.

Q.Should we ever yell into the microphone?

A.No, because we can damage the equipment and our ears!

Q.Should we ever try to grab the microphone from anyone?

A.No, because we can damage the equipment, and it is not polite.

Look at the pictures and answer the questions by circling the correct one.

Q.Circle the microphone that is in the wrong place? Why?

A. It is too close to the speakers and can feed back and hurt your ears.

Q.Which of these two characters do you think is holding their microphone in the correct way? Why?

A.Because she is holding it closer to her mouth.

Q.Which of these two characters do you think is using their microphone correctly? Why?

A.Because she is holding it at a good angle, closer to her mouth.

Q.Which of these two characters do you think is using their microphone incorrectly? Why?

A.Because he is holding it straight up in the air

Q.Which of these two characters do you think is using their microphone in the right way?

A.Because it is on the correct angle pointing to his mouth.

11. PERFORMANCE: The Stage LEVEL 1

Look at the pictures and answer the questions below about the stage and performance and stage presentation.

Q.Does this picture show how we should

behave while waiting to perform?

A. Yes, we should wait quietly.

Q.What is this performer holding that she shouldn’t be?

A. Her lyrics.

Q.Draw yourself on this stage ready to sing your solo performance.

Q.What is our job when we are part of the audience?

A. To listen, to not talk or giggle, and to clap when the performance is finished.

Q.This is how we show appreciation

to our audience after a performance.

True or False?

A. True.

12. INTRODUCTIONS LEVEL 1

Below are two examples of an introduction.

Q.Which one do you think is better and why?

“Please put your hands together for the magnificent Macarena Trebleclef. Since Macarena saw the movie Beaches, she has always wanted to sing this song, and here she is with Under the Boardwalk.”

or

“Macarena’s gonna sing, I think, um, Under the Boardwalk.”

A.The first one is better because there are no “ums” in it.

We get all the four parts of a proper introduction: the introduction to the audience; the performer’s name and song; and two extra pieces of information on the performer.

When you know whom you will be introducing at the concert, fill in the following information.

Performer’s Name:

Performer’s Song:

Extra information:

Now make up your own introduction using the space below.

13. MUSIC WORD FIND LEVEL 1

E

T

N

E

M

U

R

T

S

N

I

N

T

N

E

D

O

E

H

O

E

T

R

U

Z

R

U

T

A

N

A

G

A

T

Z

U

N

E

R

A

I

N

A

L

O

M

D

V

P

I

F

A

S

T

F

H

E

A

D

P

H

O

N

E

S

T

S

T

S

O

P

R

A

N

O

K

P

S

R

O

T

C

U

D

N

O

C

I

T

O

N

E

V

E

N

U

E

A

R

R

N

L

A

R

U

T

A

N

B

C

E

O

R

C

H

E

S

T

R

A

S

V

M

R

E

K

A

E

P

S

K

U

A

E

L

E

C

T

R

I

C

C

N

U

D

R

A

O

B

Y

E

K

O

A

Q

G

N

I

D

R

O

C

E

R

M

Listed below, are some song names, musical terms, and words we use at Fun-Key Music. Find them all in the puzzle, and circle each letter of each word in the puzzle.

Remember, the words can be up, down, backwards, or diagonal, and some letters may be used in more than one word.

When you’ve done that, you’ll find 10 letters that spell a word that says what we hope we do! (Word is ENTERTAINS)

Backstage

Instrument

Piano

Soprano

Conductor

Keyboard

Quaver

Stave

Drum

Manuscript

Recording

Tone

Electric

Metronome

Rock

Tune

Fast

Mezzo

Round

Venue

Flat

Natural

Sharp

Headphones

Orchestra

Speaker

LEVEL 2

14. INSTRUMENT NAMES & MUSICAL TERMS: LEVEL 2

ROCK/POP INSTRUMENTS

FOLK INSTRUMENTS

ORCHESTRAL INSTRUMENTS

MUSICAL TERMS

15. MUSICAL TERMS: Volume LEVEL 2

Unscramble the letters in the boxes below to form the correct terms for volume. Then fill in the symbol for each term, and draw a line connecting the terms with the instrument you think best describes that volume.

16. MUSICAL TERMS: Tempo LEVEL 2

Unscramble the letters of 6 terms in the middle column that describe tempo in music. Use the pictures to help you work out the tempo and match these with their meanings.

17. MUSICAL TERMS: Clefs LEVEL 2

Below is a picture of a keyboard with each key or note named.

Notes have the letter names A, B, C, D, E, F, and G, and are used over again up and down the keyboard.

Below is a picture of the C Major Scale written in the Treble Clef. It is written in DESCENDING order, which means each note is lower than the previous one.

C B A G

F E D Middle C

Each stave (or staff) has 5 lines and 4 spaces.

Notes are written on the stave in order alternating between each line and space.

Now on the Bass Clef below, draw the notes in a C Major Scale in ASCENDING order and write in the note names in the spaces provided. Use the keyboard and the scale in the treble clef to help you work out where each note belongs and what it is called.

You will finish on Middle C, which has been written on the stave and named.

C D E

F G

A B Middle C

18. MUSICAL TERMS: Counting Beats & Bars LEVEL 2

Below are pictures of rests that we use in music. Each rest has a note of the same value. Draw in the missing notes, and fill in the missing letters to give the two names each note & rest has. Then fill in the values for each note and rest pair.

This is a

S E M I BREVE

or

Whole Note

It is worth

4 Beats

This is a

M I N I M

or

H A L F Note

It is worth

2 Beats

This is a

C R O T C HET

or

Q U A R T E R Note

It is worth

1 Beat

This is a

Q U A V E R

or

E I G H TH Note

It is worth

½ Beat

This is a

S E M I QUAVER

or

S I X TEENTH Note

It is worth

¼ Beat

Now fill in the missing values in these bars with RESTS.

19. EMOTION & MUSIC: Using Your Face & Body LEVEL 2

Look at the pictures below.

Look at the list of emotions, and choose one that fits each picture.

Write the name of the emotion in the space below each picture.

Then match each picture with a song from the list. Choose a letter for each song and put it in the box above the picture it matches.

Emotions List:

Angry

Patient

Sad

Excited

Happy

Loving

Song List:

A. I’m So Excited

B. Hit Me With Your Best Shot

C. Leaving on a Jet Plane

D. Right Here Waiting For You

E. Dancing in the Streets

F. Crazy For You

20. PERFORMANCE: The Microphone LEVEL 2

(After students complete both the microphone and stage sections, you can sign and date the performance licence in their books).

Answer the questions below on testing and using microphones.

Q.What are the two things you do to test that the microphone is switched on or working, and then to test the volume?

A. You firstly tap it lightly to see whether it’s on or working, then you speak into it to test the volume.

Q.We always blow into the microphone to test it? True or False?

A. False

Q.We never yell into the microphone? True or False?

A.True.

Q.It’s okay to grab the microphone from someone? True or False?

A.False

Look at the pictures and answer the questions by circling the correct one.

Q.Circle the microphone that is in the wrong place? Why?

A. It is too close to the speakers and can feedback.

Q.Which of these two characters do you think is holding their microphone incorrectly? Why?

A.He should be holding it closer to his mouth.

Q.Which of these two characters do you think is using their microphone in the correct way? Why?

A.She is holding it on an angle to her mouth, not straight up in the air.

Q.Which of these two characters do you think is using their microphone incorrectly? Why?

A.The head of the microphone is pointing at his chest, not his mouth.

Q.Which of these two characters do you think is using their microphone in the right way?

A.He is holding it correctly because it is not too close or too far from his mouth, and on the correct angle to his mouth.

10. PERFORMANCE: The Stage Level 2

Look at the pictures and answer the questions below about the stage and performance and stage presentation.

Q.Does this picture show how we should

behave while waiting to perform?

A. Yes, we should wait our turn quietly.

Q.What is this performer holding that she shouldn’t be?

A. Her lyrics.

Q.When we are onstage performing we look:

a) Up at the ceiling and fidget with our clothes;

b) Down at the ground and mumble into the microphone;c) Directly at the audience and sing confidently into the microphone.Circle the correct response from the list above.

Q.This is how we show appreciation

to our audience after a performance.

True or False?

A.True

Q.What 3 things do we do as audience members?

A.We listen, we don’t talk or giggle, and we clap at the end of a performance.

22. KNOW YOUR BODY LEVEL 2 Only

Answer the following questions.

Q.Circle the correct organ that we breathe through when we sing.

Q.Is this the correct way to have our mouths when we sing? Why or why not?

A.This is not the correct way to hold our mouths when we sing because they need to be open so the sound can form properly inside our mouths, but also so the sound can get out of our mouths.

Q.Do we poke our tongues out of our mouths

like this when we sing?

A.No, because we use the tongue to pronounce words. For vowels, the tip of the tongue should be placed behind the bottom front teeth.

Q.We should always stand like this when we sing.

True or False?

A.False. We should stand up straight with our feet

shoulder-width apart, and our shoulders relaxed.

This means that the air we breathe travels more

easily to our lungs, we are more relaxed, it looks

like we are enjoying ourselves more, and it sends

a better message to our audience that we are

happy and ready to perform.

23. INTRODUCTIONS LEVEL 2

Below are two examples of an introduction.

Q.Which one do you think is better and why?

“Our next performer is not only a talented singer, but she has also been having dancing lessons for the last three years. So it’s no surprise that Harmony Tuneful will be singing music that will get you all dancing! Give her a warm welcome as she sings Dancing in the Streets.”

or

“Um, here’s Harmony and she’s singing, um, Dancing in the Streets.”

A.The first one is better because there are no “ums” in it.

We get all the four parts of a proper introduction: the introduction to the audience; the performer’s name and song; and three extra pieces of information on the performer.

When you know whom you will be introducing at the concert, fill in the following information.

Performer’s Name:

Performer’s Song:

Extra information:

Now make up your own introduction using the space below.

24. MUSIC CROSSWORD PUZZLE LEVEL 2

1. A

C

2. O

U

S

3. T

I

4. C

5. S

N

R

O

6. L

U

N

G

7. D

E

C

K

N

E

A

A

H

8. P

E

R

F

O

R

M

9. N

O

E

L

E

T

S

10. T

11. P

12. M

13. D

14. E

N

T

E

R

T

A

I

N

E

R

R

U

L

U

15. S

C

A

L

E

16. M

I

N

I

M

O

17. I

S

18. P

I

A

N

19. I

S

20. S

I

21. M

O

R

D

M

A

22. B

23. A

M

P

L

I

F

I

E

R

E

N

G

L

C

A

24. O

N

S

T

A

G

E

25. H

I

T

Use the space below to work out words and spelling.

The clues are provided on the next page.

Across

1. An _ _ _ _ _ _ _ _ guitar is not electric.

6. You have two of these organs (_ _ _ _) in your body to help you breathe.

7. “_ _ _ _ the Halls” is a Christmas carol.

8. At the Fun-Key Music concerts we _ _ _ _ _ _ _ our songs.

9. “The First _ _ _ _” is a Christmas carol.

11. Fun-Key Music classes are held in the _ _ not the a.m.

14. _ _ _ _ _ _ _ _ _ _ _ is another word for performer.

15. We sing Do Re Mi Fa So La Ti Do as a _ _ _ _ _ .

16. This type of note is also called a half note, a _ _ _ _ _.

18. _ _ _ _ _ _ _ _ _ _ is the musical term for very soft.

23. We use an _ _ _ _ _ _ _ _ _ to make voices and instruments louder.

24. When we perform, we stand _ _ _ _ _ _ _ .

25. “_ _ _ Me With Your Best Shot” is a song by Pat Benatar.

Down

1. _ _ _ _ _ _ _ is the musical term for a walking pace tempo.

2. An _ _ _ _ _ _ _ _ _ is led by a conductor.

3. A semi_ _ _ _ is the smallest interval between two notes.

4. Treble or bass _ _ _ _.

5. Each drumkit will have a _ _ _ _ _ drum.

10. “_ _ _ _ Colors” is a song by Cyndi Lauper.

11. You hold the microphone in the _ _ _ _ of your hand.

12. Do Re _ _ Fa So La Ti Do.

13. A drummer plays the _ _ _ _ _.

15. The highest female voice is called a _ _ _ _ _ _ _.

17. “Love _ _ a Battlefield” is a Pat Benatar song.

19. “_ _ _ _ _ Pony” is a song by The Beatles.

20. “_ _ _ _ _” is a song by Lily Allen.

21. Often a song that is in 2/4 time is a _ _ _ _ _.

22. Singing on time and with the _ _ _ _ is important in music.

LYAMETERDO OLDU

M O D E R A T E L Y L O U D

means

means

means

means

�

4th FLOOR:

Yes, I’m

M E Z Z O FORTE

and that means

MODERATELY L O U D

My symbol is M F

2nd FLOOR:

How do you do?

I’m P I A N O

and that means

S O F T

My symbol is P

1st FLOOR:

G’day, I’m

P I A N I S S I M O

and that means

V E R Y SOFT

My symbol is P P

3rd FLOOR:

Greetings, I’m

MEZZO P I A N O

and that means

M O D E R A T E L Y

SOFT

My symbol is M P

5th FLOOR:

Hi, I’m FORTE

and that means

L O U D

My symbol is F

��

6th FLOOR:

HELLO, I’m

F O R T I S S I M O

and that means VERY LOUD

My symbol is F F

SEMI-QUAVERS

�

�

QUAVERS

SVUQARE

MESI-SVUQARE

FLAT

SHARP

NATURAL

#

�

�

TLAF

PRASH

RANLATU

MECLIURD

DULCIMER

UKULELE

ZITHER

�

�

�

THEIRZ

LUELUEK

DISC JOCKEY

SCID

YECKJO

�

EQUALISER

�

HURDY GURDY

�

SQUIEREAL

DYRHU DYRGU

MANUSCRIPT

�

SCRAMPUNTI

BASS

CLEF

TREBLE

CLEF

�

�

BELTER

LFEC

SABS

LEFC

�

CRANIAO

TRONCE

CORNET

�

KETTLE DRUM

�

TEKLET MRUD

OCARINA

�

�

�

�

STIFORMIO

F O R T I S S I M O

Symbol: F F

RYEV DOUL

V E R Y L O U D

�

EYRV TSFO

V E R Y S O F T

OFTS

S O F T

UDOL

L O U D

means

means

LYAMETERDO

FOTS

M O D E R A T E L Y S O F T

OEZZM APION

M E Z Z O P I A N O

Symbol: M P

NOIPA

P I A N O

Symbol: P

SINAPIOISM

P I A N I S S I M O Symbol: P P

ZEMZO TROEF

M E Z Z O F O R T E

Symbol: M F

REFTO

F O R T E

Symbol: F

VERY FAST

MODERATELY

FAST

SLOWLY

WALKING PACE

LIVELY

&

FAST

MODERATE

SPEED

TOMERDOA

M O D E R A T O

TELALTROGE

A L L E G R E T T O

TANDEAN

A N D A N T E

ODAGIA

A D A G I O

GELROAL

A L L E G R O

TROPES

P R E S T O

�

�

�

�

�

�

PRESTO

ALLEGRETTO

ADAGIO

or

LENTO

ANDANTE

ALLEGRO

MODERATO

TOMERADE EDSEP

M O D E R A T E S P E E D

LEMOYARTED TAFS

M O D E R A T E L Y F A S T

KLANWIG CEPA

W A L K I N G P A C E

YOWLLS

S L O W L Y

YELLVI & TSFA

L I V E L Y & F A S T

YERV AFTS

V E R Y F A S T

Middle C

�

�

�

�

�

�

�

�

�

�

�

�

�

�

Middle C B A G F E D

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

Middle C

This is a quaver

or E I G H T H Note

and its rest

It is worth ½ Beat

This is a crotchet

or Q U A R T E R Note

and its rest

It is worth 1 Beat

�

This is a semiquaver

or S I X T E E N T H Note

and its rest

It is worth ¼ Beat

�

�

This is a minim

or H A L F Note

and its rest

It is worth 2 Beats

�

�

This is a semibreve

or W H O L E Note

and its rest

It is worth 4 Beats

�

�

�

�

�

�

�

�

�

�

44

�

C O N F U S E D

P R O U D

D I S A P P O I N T E D

�

�

�

SONG C

SONG A

SONG B

H A P P Y

H U R T

W O N D R O U S

�

�

�

SONG D

SONG F

SONG E

SONG B

SONG A

SONG E

�

�

�

E X C I T E D

A N G R Y

H A P P Y

SONG D

SONG F

SONG C

�

�

�

L O V I N G

P A T I E N T

S A D

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

NABD

DOIP

�

�

BAND

IPOD

LIVNY DORCERS

�

VINYL RECORDS

TRELAT

DREECORR

�

�

RATTLE

RECORDER

JOODDERIDI

�

DIDJERIDOO

YERL

GROAN

�

�

LYRE

ORGAN

SOOSBAN

�

BASSOON

�

�

�

�

�

�

PAGE

30

( FUN-KEY MUSIC 2007: Created by Luisa Antolovich