Carmalt Grades 3-5: Lesson 2

welcome back 3rd 4th and 5th grade for week 2 of our online or at home distance learning for music class I hope you all had a great week it was so nice to hear from so many of you this week had a lot of check-ins got to see a lot of familiar faces and I was just so happy with the overwhelming amount of students that were online and ready to learn so nice job let's keep up the good work Carmel let's start with our drama echos today I play you play back to me my GarageBand app for you different of a style since we talked we've talked about a little bit about musical style before all right I'm gonna shuffle them up this time maybe start with something different all right here we go [Music] start with snapping kachra knees [Music] not your head Wow later I later on Leoben great one running free free choice I say your bread well let's not go on for a little while all right here we go back to the steady beat top your chin March and play yeah hop on one foot jumping down we'll finish it here all right hope that got you warmed up blood pumping a little bit of a brain brain ready to move on into our music class so we last week look at a very blurry but complex musical score and what you were asked to do was count how many musical lines there were and that meant the music staffs each one of those lines represented an instrument in the orchestra and the part that they play so the musical selection that we looked at last week was from an orchestral arrangement and we saw all of the parts on top of each other even though it was hard to read the words and hard to see we were able to understand that each line is important for the conductor to be able to see what music notes each instrument should be playing because we know that all instruments don't sound the same and we know that all instruments have different parts and different moving lines within a piece of music to make the big piece of music so the conductor would need to be able to see all of that now for this week's music lesson we are going to be taking a look at some instruments and thinking about how they're the same and how they're different so our essential question is how do we discern the musical creators and performers expressive intent and our discussion question is how does size change a musical sound now when we all have been in music class we played the boom whackers the colorful tubes and each one of those tubes a different length and a different color well the color doesn't really have anything to do with the sound other than it helps us know that red is C and orange is D and yellow is E but the length is what makes up the sound the longer or that bigger an instrument is the lower and pitch it will sound and the shorter or smaller a musical instrument is the higher in pitch will here and of a sound coming out of that so for our student response the string section of an orchestra has four kinds of instruments the violin the viola the cello and the bass describe the shape of the four instruments are they similar and how are they different you see in your lesson that there is a picture of those instruments and there are a lot of ways where they look very similar but there's also one key factor in how they look different and what I'm going to do is show you some real-life examples of that not just a picture so if you I'm gonna tilt my camera and you can follow me over here and I'm gonna show you this whole thing just happens to have two of those I have got a violin right here and I have also got my big string bass back in the corner here now I'm gonna pull this guy up and you're going to be able to take a look at these two instruments and tell me what do you think looks different about these two instruments now they might have the same color I'm gonna have strings might be similar might even be shaped the same way but what do you think is different [Music] that's our big base and that is our violin so I'll play a little bit of something on the bass for you since it's not something that you might usually hear or see we've seen violins a lot but the bass it's a big deep low instrument so I'll play a little something for you on the bass you can hear how low it sounds you can hear that it's so low because it's so big it doesn't even fit into the screen of my camera now I've got another example of musical instruments that might look the same but sound very different I have here for you a flute and a piccolo now this is also these instruments are also members of the orchestra even though they're not on your paper here so a flute and piccolo are part of the same family they're part of the flute family and the woodwinds and my piccolo is a dark wood color my flute is silver but you can see they look the same because they both have you know these kids they're silver and you play them like this but I'm gonna let you hear the difference between a longer instrument on a bigger instrument the flute and the piccolo I'll play the same thing on the piccolo can you hear the difference between the two one is a little bit lower and the piccolo is much higher but the flute compared to the big bass the big bass still because it is so much larger play is a lot lower and the flute plays higher than the bass because it's much smaller now the next question we as interpret how does the musical sound change when the size of the instrument changes well I think I just answered that for you by playing some different examples some are higher some are lower which one is which is the smaller instrument make higher or lower pitches or does it is the bigger instrument higher or lower you decide last question is evaluate how can composers use the range of instruments in a family to produce different kinds of sounds back when we were in second grade we studied a musical piece called Peter in the wolf and in each one in each character in the story had a different instrument that represented it the flute represented the bird the bassoon represented the old grumpy grandpa the strings represented Peter and the French horn represented the wolf now why do you think what a composer would choose a flute to sound like a bird why would he choose such a big low instrument to represent something scary like a wolf so those are what we mean by range high sounds all the way down to the lowest low sounds well how can composers use range to produce different kinds of sounds for the orchestra and the music that they're creating I hope this video was helpful for you it was fun to show you some of my instruments in my next couple of videos I will do that again I'll bring some of these back out because the next lesson talks about really big instruments so I'm gonna try to get out some more really big instruments for you guys I know if you have a really great week if you have any questions you can get in touch with me I'll be happy to answer your questions through team's email text any way you want to get a hold of me have a great week third fourth and fifth grade bye