Transcript Hot Cross Buns - TeachingResourcesandLinks

Hot Cross Buns
A song to sing and learn from
Hot Cross Buns
Hot cross buns.
Hot cross buns.
One a pen-ny, two a pen-ny
Hot cross buns.
The Music
These beats have no words and no ‘sound’ we are having a rest – “SA”
How many sounds are there on this beat?
What we need to know
about the music.

Firstly the music is written in the treble staff - the lines and spaces
for the higher sounds. Secondly the music’s pulse is organized into
groups of four 4. The Time signature at the beginning of the music
tells us this.

There are three Rhythmic elements and three Melodic elements.

Let’s work on the rhythm first. We need to learn the symbols for ‘ta’
‘ti-ti’ and ‘sa’ in the music. Students should be able to point to or
identify the beat in the music and also keep a steady beat first. Then
we can work on the rhythm. Always teach only one element at a
time and then practice reading, writing and using it.
Teaching the rhythm
?
?
= ‘ta’ this symbol has a name – it is called a ‘crotchet’ but when we see
it we say ‘ta’
What can you hear on the last beat of the line?
We can feel the beat but there is no sound. We are taking a rest from singing.
?
?
= ‘ta’
= ‘sa’
How many sounds can you
hear on each beat?
?
?
When we have two even sounds per beat we use ‘ti-ti’
?
?
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If we repeat the first line again we have the whole song!
?
The Music
So we now know ‘ta’, ‘sa’
and ‘ti-ti’
= ‘ta’
=‘sa’
= ‘ti-ti’
Can you read this?
So we now know ‘ta’, ‘sa’
and ‘ti-ti’
Rhythm equal to a beat
= ‘ta’
Rhythm longer than a beat
= ‘two-oo’
=‘sa’
= ‘ti-ti’
= ‘three-ee-ee’
= ‘ti-ka-ti-ka’
= ‘ti, ti-ka’
= ‘fou-ou-ou-our’
= ‘ti-ka, ti’
= ta+i ‘ta-i’ usually followed by ‘ti’
Now get to and practice!
= ta, ti-ka-ti-ka, ti-ti, ta
= ti-ti, ti-ti-ka, ti-ka ti, ta
= ta-i, ti, ti-ti, ti-ti
= two-oo, ti-ti, ta
What about the melody?
Music notation is a very unique language or ‘code’ and as such we need
to teach it slowly and a ‘word’ at a time. You may remember from another
Lecture, that we should give students experiences in the vertical plane initially,
and invite them to respond and ‘match’ the direction of the pitch with
Movement. We also need to keep the language consistent –using the words
“High” and “Low” rather than ‘up’ and down’.
Once students can identify the direction and move in response to what
they are hearing, they may be ready to move to the staff notation. At first
it is good to use songs that only have two notes in them Soh and Mi, but
at higher grades you might begin where we are here – with steps moving
Higher and pitches staying the same. When ever possible, you should
aim to have the staff notation of the songs you are singing.
The Music
We can see that the melody is stepping down.
Here the melody is
staying the same
Now it has stepped
Higher
And now it is stepping down
again.
The sol-fa tool

Solfege is a great way to teach pitch as the syllables enable the
students to focus on the sound the notes are making. The vowel
sounds assist in the pitch discrimination. You may well be familiar
with the ‘scale’ of solfa from the movie ‘The sound of Music’ and
that is because that is exactly what they used. Here is the solfa in the
‘key’ of C – it begins on ‘C’ and ends on ‘C’.
ti
doh
re
mi
fa
soh
lah
doh
Using dots

Initially students may use ‘dots’ to show the the direction or
placement of the melody.
The Music House –the
staff where the notes ‘live’
mi
re
mi
doh
re
doh
When ‘mi’ is on a line, ‘re’ will be in the space under it.
‘Doh’ is a ‘copycat’ and always lives one line lower.
In fact ‘Soh’, ‘Mi’ and ‘Doh’ either all live ON lines or IN spaces.