Preview of “pdst diddledy dumpty.ppt”
- 1. 1 Diddledy Dumpty. By Marian Ingoldsby Copyright PDST and Anne Barry Slide 1: Title Warm Ups for Diddeldy dumpty a) Sing a descending minor fifth from A - D on ‘loo’. (The song is in the re mode - be sure not to use F sharp!) b) Now ask a group to sing again using numbers - 5, 4, 3, 2, 1 c) Sing again, this time omitting 3. Sing it in your mind first time so there is a silent beat. Next time go straight from 4 to 2 - i.e 5, 4, 2, 1 (The pitches are A, G, E, D) d) Now ask one group to hold 5 while the others continue down through 4, 2 and hold on 1. e) Now ask one group to hold 5 and another to descend and hold 4 and a third to descend and hold 1. All groups start together each time and descend to their respective numbers. f) Then add 2 in the same way as e) above so the 4 notes can be heard. g) Ask them to sing their notes together as if they were each playing a tubular bell using their pitch. They can use a hammer-like action as a tubular bell player would. They will accent the notes clearly. h) Next ask the singers to change direction and sing from the bottom up - 1, 2, 4, 5 with each one holding as they did before when they enter.
- 2. 2 Let’s form a percussion band! ! First we need a bass instrument. ! What pitched drum might we use that could play our bass line? ! The timpani or kettle drums. Slide 2: 1. Let’s form a percussion band! 2. First we need a bass instrument. 3. What pitched drum might we use that could play our bass line? Wait for an answer. If correct, great! If not give them the picture as a clue. 4. Picture - timpani Ask if they know two names for these instruments. 5. The timpani or 6. Kettle drums
- 3. 3 Here’s the timpani line… ! Let’s sing… ! Are we all singing down in the bass clef where the timpani would sound or are some of us singing higher? Slide 3: 1. Here’s the timpani line 2. Let’s sing… 3. Timpani Music - in bass clef. Lead the singing at a good pace (crotchet = 120) and sing in the given key. Ladies will obviously be an 8ve higher. If gents are at pitch that’s fine - the next point touches on vocal ranges.) When you have sung it with the group, explain that bars 1 and 2 have the roman numerals on each beat. Bars 3 and 4 only indicate the change and then 5 to 8 does not give any. They will know the pattern now. Ask the singers if anyone knows what the roman numerals I and V stand for here? Depending on the age group you are dealing with, you might give explain as simply as ‘these tell us what the bass notes of the chords are’ or at a more senior level - ‘these are the tonic and dominant notes of the Dorian mode’. (Up to you to decide how much information is appropriate for the class age and ability.) 4 Ask - Are we all singing down in the bass clef where the timpani would sound or are some of us singing higher?
- 4. 4 Here it is in the treble clef… ! ! Now let’s look at the text and see what rhythm we could give to the words. Slide 4: 1. Here it is in the treble clef 2. ‘Singing timpani’ music. Sing the pattern again now reading from the treble clef 3. Now let’s look at the text and see what rhythm we could give to the words.
- 5. 5 Dumpty, dumpty, dumpty diddledy ! Let’s say the following, first with rhythm names, then with text. Then let’s sing and decide which rhythm pattern suits best… Slide 5: 1. Title and text: Dumpty, dumpty, dumpty diddeldy. Ask the singers to read the text. Listen carefully - they will instinctively speak it in 6/8. Don’t comment! 2 Let’s say the following, first with rhythm names, then with text, and thirdly we will sing. Follow the three stages firstly for the 4/4 sample, and then for the 6/8 sample. Keep the crotchet / dotted crotchet tempo = 120 tempo (This is important for hearing the correct text stresses). The 6/8 answer is the more appropriate choice as the text stresses fall comfortably into the compound meter. A singer / singers may prefer the 4/4 option which you can explain is not incorrect but it gives equal stress to ‘Dump’ and ‘ty’ which we don’t do when we speak.
- 6. 6 Ostinato ! This two-bar phrase is repeated over and over and is called an ‘ostinato’: ! Now sing these two bars 10 times while I sing a melody above your ostinato. Slide 6: 1. Title: Ostinato 2. This two-bar phrase is repeated over and over and is called an ‘ostinato’ 3. Music - ostinato. You sing it a few times and ask them how did you know to sing it more than once? Answer - repeat marks. 4. Now sing these two bars 10 times while I sing a melody above your ostinato. Ask for a volunteer to come to the front of the class and to count out the 10 repetitions by holding their fingers up for all to see clearly. Repeat this exercise with a different volunteer. As the class sings the ostinato led by the volunteer they are singing bars 17 - 37. Join by singing the upper part melody - ‘The cat ran up the plum tree’. Repeat this exercise a third time but now ask them to listen to your melody while they are singing. Ask can they remember what words you sang? If not, remind them. Then ask them to listen to your melody while they are singing and see if each phrase is the same or different. When you have finished, ask what they heard. If they didn’t hear a distinction, sing the two phrases for them again without the ostinato. (Note the’ plum’ is ‘high up’ in the tree the first time. It Is ’low down’ in the tree the second time). Explain the concept of word painting here.
- 7. 7 Handbells ! Hear ! The ! Bells… ! Ding ! Dong Slide 7 1. Title: Handbells. 2.Explain that we are going to add hand bells to our percussion band. Sing the little motif in rhythm as you click and the text appears: 3. Hear - D 4.The - C 5. Bells - A 6. Ding - D 7. Dong - C
- 8. 8 Hear the bells, ding dong. ! Listen and see if you can tell which bell would play which note. Slide 8: 1. Title: Hear the bells, ding dong. 2. 2 Picture - handbells (3 sizes - small to big - high to low - D, C and A) 3. 3 Listen and see if you can tell which bell would play which note 4. 4 Music - Sing 3 times. Ask which bell would be which note, and chat about why.
- 9. 9 Compare the bells ! If these bells are bigger, how will that affect the sound? Slide 9: 1. Picture - handbells 1 2. Picture - handbells 2. Compare the two sets of bells. You may get the following answers: colour, facing down vs held up, handle vs loop etc., but the answer you want relates to size. 3. If these (handbells 2) are bigger, how will that affect the sound? Answer: The bigger the bells, the lower the sound or pitch.
- 10. 10 Let’s sing… !The melody for the smaller bells: !The melody for the bigger bells: Slide 10: 1. Title : Let’s sing… 2. The melody for the smaller bells. 3. Music - Give the group the starting note - D - and ask the group to join you as you sing. 4. The melody for the bigger bells Ask the group what they notice here. Answer: the pitch is lower. Ask, does the pattern remains the same? Answer: yes. (In fact it is an exact intervalic shift so it is easy to sing on the new pitch) Give the group their new starting note - A - and sing together.
- 11. 11 Now let’s put the parts together. And let’s ‘sing’ the bell parts now. Slide 11: 1. Now let’s put the parts together. 2.Music - Divide the group in half and sing the ‘handbells’ motif . 3.And let’s ‘sing’ the bell parts now 4.Music - Now sing this version set to different text for voices instead of handbells. You sing it once first to highlight the text change. (The change from one note per syllable in the handbells motif, to one note, then two notes and two notes again on the word ‘sing’ in the second version, did not pose a problem in trial. If it does, repeat it a couple of times to secure it.) .
- 12. 12 Tubular Bells Melody ! Can you remember ‘singing by numbers’ and sounding like tubular bells? ! Let’s remind ourselves: ! Let’s sing the ‘Dumpty, dumpty, dumpty diddeldy’ text… Slide 12: 1. Title: Tubular bells Melody 2. Ask: Can you remember ‘singing by numbers’ and sounding like tubular bells? 3. Picture - Tubular bells 4. Let’s remind ourselves 5. Music - Sing the pattern down, then up. Quickly repeat the exercise where each note hold when it enters 6. 6Let’s sing the ‘Dumpty, dumpty, dumpty diddeldy’ text…. Click to the next slide…
- 13. 13 Dumpty, dumpty, dumpty diddeldy. And now let’s divide into four groups and build the four notes into a chord by descending from 5… Slide 13: 1. Title - Dumpty, dumpty, dumpty diddeldy 2. Music - Ask the group to join you singing the tubular bell melodies but now with text instead of numbers. 3. And now let’s divide into 4 groups and build the four notes into a chord by descending from ‘A’ or note 5
- 14. 14 Dumpty, dumpty, dumpty diddeldy - 5, 4, 2, 1 Slide 14: 1. Title: Dumpty, dumpty, dumpty diddeldy - 5, 4, 2, 1 2. Music - divide the group into 4 and sing
- 15. 15 Let’s try it the other way around - 1, 2, 4, 5 Slide 15: 1. Let’s try it the other way around - 1, 2, 4, 5 2. Music - Same groups using the same pitches - Sing.
- 16. 16 Dumpty diddeldy. ! Let’s just take ‘dumpty diddeldy’. ! SPEAK the words in CAPITAL letters out loud and whisper the words in lower case letters. ! DUMPTY diddeldy, DUMPTY diddeldy, dumpty DIDDELDY, DUMPTY diddeldy, DUMPTY diddeldy, DUMPTY diddeldy, dumpty DIDDELDY, DUMPTY diddeldy, Slide 16: 1. Title: Dumpty diddeldy 2. Let’s just take ‘dumpty diddeldy’. 3. SPEAK the words in CAPITAL letters out loud and whisper the words in lower case letters. 4. DUMPTY diddeldy, DUMPTY diddeldy, dumpty DIDDELDY, DUMPTY diddeldy, DUMPTY diddeldy, DUMPTY diddeldy, dumpty DIDDELDY, DUMPTY diddeldy, Do this slowly at first. Then build it up to the correct speed.
- 17. 17 Dumpty diddeldy with chords Slide 17: 1. Title - Dumpty diddeldy with chords 2. Music - Ask singers to sing their chords and whisper the words in brackets. Give the opening pitches to start them off. Tell them to enjoy the clashes and imagine the tubular bells clashing together!
- 18. 18 Music Checklist ! Can we sing bars 1 - 8? What melody is this? ! Can we sing bars 9 - 16? What music is this? ! Can we sing bars 17 - 36? What music is this? ! Can we sing bars 38 - 42? What music is this? ! Can we sing bars 43 - 54? What music is this? ! Can we sing bars 55 - 67? What melody is this? Slide 18: 1. Title: Music Checklist Ask the singers to open their music 2. Can we sing bars 1 - 8? What melody is this? Answers: Yes - Tubular Bells Melody going up / rising / ascending. 3. Can we sing bars 9 - 16? What music is this? Answers: Yes - Speak and whisper music 4. Can we sing bars 17 - 36? What music is this? Answers: Yes - Timpani bass line 5. Can we sing bars 38 - 42? What music is this? Answers: No - New Music 6. Can we sing bars 43 - 54? What melody is this? Answers: Yes - Handbells melody with the Timpani bassline 7. Can we sing bars 55 - 67? What melody is this? Answers: Yes - Tubular Bells Melody going down / descending / opposite to the beginning
- 19. 19 Sing through. !Sing what you have learned and listen as the teacher fills in the rest. !Help with the vocal percussion in the last three bars! Slide 19: 1. Title: Sing through 2. Sing what you have learned and listen as I fill in the rest. The singers sing what they have learned and the teacher fills in the rest including the vocal persussion where possible. Just sing the top line when you get to 38 - 42. 3. Help with the vocal percussion the last three bars! This just gives them a focus while you sing they last 3 bars which they have not yet learned - and it’s fun! You will need to practise it briefly before you sing through. NOTE: ‘iaou’ is like a downward cat meow!
- 20. 20 Further Classwork ! Learn bars 38 - 42. Discuss imitation and examine the intervals closely here. ! Add a third note to the chord in bar 50. ! Add the vocal percussion ! Learn the final 5 bars. Whisper ‘Dumpty’ on the rests in bars 63 & 65 as the exercise used for bars 9 - 16. ! Add ‘The cat ran up the plum tree’. ! Consider dynamics and articulation and let the students choose their own. ! What about the form . It is potentially Palindromic. Slide 20 1. Title: Further Classwork NOTE:You will find students will learn the remaining elements easily as they are based on other ideas throughout and hey have heard you sing them when you ‘filled in the gaps’ at the performance at the end of the first / second unit. 2. Learn bars 38 - 42. Discuss imitation and examine the intervals closely here. Add a third note to the chord in bar 50. Add the vocal percussion Learn the final 5 bars. Whisper ‘Dumpty’ on the rests in bars 63 & 65 as the exercise used for bars 9 - 16. Add ‘The cat ran up the plum tree’. Consider dynamics and articulation and let the students choose their own. What about the form . It is potentially Palindromic.
- 21. 21 Learning Outcomes ! Ostinato ! Tonic – Dominant bassline. Chords I & V ! Use of pentatonic scale – Dorian or reh mode ! Parallel 4ths - like organum ! Syncopation ! Clusters ! 6/8 ! Canon ! Interval imitation ! Rhythm recognition Slide 21: 1.Title Learning Outcomes. 2. Ostinato 3.Tonic – Dominant bassline. Chords I & V 4.Use of pentatonic scale – reh mode 5.Parallel 4ths - Organum 6.Syncopation 7.Clusters 8. 6/8 9. Canon / imitation 10. Intervallic imitation 11.Rhythm recognition
- 22. 22 Learning Outcomes contd… ! Unison to four-part singing ! Bass clef ! Vocal Ranges ! Repeat marks ! Word painting ! Vocal percussion ! Learning about percussion instruments ! Instrument size in relation to its pitch ! Palindromic Form Slide 22: 1. Title: Learning Outcomes Continued 2.Unison to four-part singing Bass clef Vocal Ranges Repeat marks Word painting Vocal percussion Learning about percussion instruments Instrument size in relation to its pitch Palindromic Form
- 23. 23 And finally… ! Let the students do what they can. This is often more than we anticipate. ! Give them a challenge and then a little assistance. ! Give them a lot of help if work is beyond their current ability but ensure you gradually step back. Slide 23: 1. And finally… 2. Let the students do what they can. This is often more than we anticipate. 3. Give them a challenge and then a little assistance. 4. Give them a lot of help if work is beyond their current ability but ensure you gradually step back.