Year 2

Music YEAR ASummer 2009

THE LONG AND SHORT OF IT

Learning Intention

• To learn that music is made up of long and short sounds

• To learn how to use our voices to make a variety of long and short sounds

Some sounds are short

Some sounds are shortSome sounds are longWhich sounds are on the card after this

song?

Some sounds are shortSome sounds are longThese sounds were on the card after the

song

Some sounds are short

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7

Some sounds are short

• Sit in a circle and sing the song.

• Pass around a bean bag

• When the song stops, the person with the bag makes voice (VOCAL) sounds

• You can use oooooo eeeeeee aaaaaa deeeee sooooo, pip dip pop, can you think of any others?

• Which number were they performing?

Some sounds are short

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2

3

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6

7

Dipidu

Good day, good day to you,Good day, oh dipidu.Good day, good day to you,Good day, oh dipidu.

Dip, dip, dipiduDipidu oh dipiduDip, dip, dip, dip, dipiduDipidu oh dipidu

Dipidu

• Which section of the song had the most long sounding words?

• Which words in section 2 are the shortest?

• What happens in the last bit of the second section?

Learn the song

Good day, good day to you,Good day, oh dipidu.Good day, good day to you,Good day, oh dipidu.

Dip, dip, dipiduDipidu oh dipiduDip, dip, dip, dip, dipiduDipidu oh dipidu

Jackass wid him long tail

Jackass wid him long tail

Bag a coco comin down

• Actions – stroke the long tail then tap.

Learning Outcomes

• We’ve learned that music is made up of long and short sounds

• We’ve used our voices to make a variety of long and short sounds

• The word we use for long and short sounds is DURATION

Year 2

Music YEAR ASummer 2009

THE LONG AND SHORT OF IT 2

Learning Intention

• how to make sounds of different duration on untuned percussion instruments

• how to use instruments to create sequences of long and short sounds

Dipidu

Good day, good day to you,Good day, oh dipidu.Good day, good day to you,Good day, oh dipidu.

Dip, dip, dipiduDipidu oh dipiduDip, dip, dip, dip, dipiduDipidu oh dipidu

Dipidu – clap on the beat

Good day, good day to you,

Good day, oh dipidu.

Good day, good day to you,

Good day, oh dipidu.

Dipidu – play on the beat

Choose an instrument that can make a LONG sound.

Good day, good day to you,

Good day, oh dipidu.

Good day, good day to you,

Good day, oh dipidu.

Dipidu – clap the RHYTHM

Dip, dip, dipidu

Dipidu oh dipidu

Dip, dip, dip, dip, dipidu

Dipidu oh dipidu

Dipidu – play the RHYTHMChoose an instrument that can make a SHORT

sound

Dip, dip, dipidu

Dipidu oh dipidu

Dip, dip, dip, dip, dipidu

Dipidu oh dipidu

Dipidu – perform the song with instruments

Choose an instrument that can make a LONG sound.

Good day, good day to you,

Good day, oh dipidu.

Good day, good day to you,

Good day, oh dipidu.

Dipidu – play the RHYTHMChoose an instrument that can make a SHORT

sound

Dip, dip, dipidu

Dipidu oh dipidu

Dip, dip, dip, dip, dipidu

Dipidu oh dipidu

Some sounds are short

Some sounds are shortSome sounds are longWhich sounds are on the card after this

song?

Some sounds are shortSome sounds are longThese sounds were on the card after the

song

Some sounds are short

1

2

3

4

5

6

7

Instruments

• Tambour

• Cymbal

• Woodblock

• Chime Bar

(Rubber beater)

How can we make long and short sounds with each of these instruments?

Play the game with instruments

Some sounds are shortSome sounds are longWhich sounds are on the card after this

song?

Some sounds are shortSome sounds are longThese sounds were on the card after the

song

Some sounds are short

1

2

3

4

5

6

7

Jackass wid him long tail

Jackass wid him long tail

Bag a coco comin down

• Actions – stroke the long tail then tap.

• Make the long and short sounds with instruments

Learning Outcomes

• We’ve explored long and short sounds on classroom instruments

• We’ve performed long and short sounds in

response to symbols

• We’ve used instruments to create sequences of long and short sounds

• The word for long and short sounds -

duration

Year 2

Music YEAR ASummer 2009

THE LONG AND SHORT OF IT 3

Learning Intention

• To learn that music is made up of long and short sounds

• ……(sounds of different duration)

• To learn how to combine long and short sounds to fit in with a steady beat

Long Tail, Short Temper

• Listen to this song – listen carefully to the words

• Which word has the longest sound in it?

• Listen again – make a long arc on the air for the long sound and clap for the short.

Long Tail, Short Temper

• Listen again and notice the clip clop of the donkey’s hooves.

• Are the sounds long or short?

• Are the words in this section mostly long or short?

• We’ll listen again and tap the clip clop on our knees.

Tingalayo• We’ll learn to sing the song –

Tingalayo, come little donkey come X 2

Me donkey eat, me donkey sleep,Me donkey kick wid him two hind feet. X 2

Tingalayo, come little donkey come X 2

Me donkey walk, me donkey talk,Me donkey eat wid a spoon and fork X 2

Tingalayo, come little donkey come X 2

• Sing the long sounds smoothly and the short sounds snappily.

Tingalayo rhythms

clip clop clip clop clip clop clip clop

Tin -ga –lay---------------------o

spoon and fork spoon and fork

come lit - tle don - key come lit - tle don - key

Tingalayo rhythms

• We’ll practise each rhythm

• Half tap the clip clop beat, half tap a rhythm

• All tap the clip clop beat, take it in turns to tap a rhythm on a woodblock (say the rhythm too)

Tingalayo rhythms

clip clop clip clop clip clop clip clop

Tin -ga –lay---------------------o

spoon and fork spoon and fork

come lit - tle don - key come lit - tle don - key

Learning Outcomes

• We’ve identified long and short sounds in a piece of music

• We’ve performed long and short sounds in response to symbols

• The word for long and short sounds –

• duration