MUSIC

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 92
Bansuri • Grade 4

Dear Music Teacher, There are guidelines for Formative Assessments at the
As we embark on this journey of music education, we end of each chapter, which should be conducted in
have an opportunity to help our students love music a relaxed and engaged manner, and mainly through
and art, and learn to express themselves freely. Every observation in the classroom. The suggestions for
child is inherently creative, and as educators, it is Summative Assessments are provided at the end of
our role to make the classroom a safe space for every the section, and the competencies for this stage are
child, where they can learn and explore without fear provided below. The aim of assessments is mainly to see
or judgement. This book can be a guide for you. Here
are some guidelines that can help you prepare for a whether children are able to reach the competencies laid
wonderful classroom experience. out or whether more support is needed. Give children
qualitative feedback to help them develop further.
•S
 tart the class with a smile, a warm greeting, and
warm up exercises to help children ease into learning. Competencies for the Preparatory Stage:
C-1.1: Expresses enthusiasm to practice and perform
•A
 lways use a tambura (instrument, electronic or app) music that is familiar to them.
or a harmonium/keyboard to help children match the
pitch while singing. C-1.2: Discusses own thoughts and responses while
working collaboratively in music.
•W
 herever possible, ensure enough space for students
to move around during activities. C-2.1: Practises and performs songs and rhythms in a
•E
ncourage students’ effort as much as possible. variety of musical arrangements (arrangement of vocal,
In addition, all children should be encouraged to instrumental, solo, duet, ensemble/group).
participate in the activities. C-2.2: Compares and contrasts musical elements (Laya,
•W
 herever possible, encourage them to experience live Taala, Sur, Bhaava), lyrics, and expressions in a variety
music of different styles. of musical styles introduced in the classroom.
•T
 ry to organise a field trip to a performance or a live C-3.1: Makes choices while working with voices,
music performance in school. instruments, and arrangements used in music.
•L
 ook at other resources available in your city/town to C-3.2: Contributes ideas while selecting music for
help students experience music and the arts. performance and participates in rehearsals.
• If there are talented or gifted students in the class, find C-4.1: Recognises musical elements in nature and
ways to showcase their abilities during some class and describes their artistic qualities.
school events.
C-4.2: Demonstrates curiosity towards local art forms
•T
 he audio version of the songs in this section can be and culture.
found in the QR code of the chapter, or on the internet.

Activities that are marked by a star symbol can be facilitated by any teacher, even in schools with limited resourses.

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 Chapter 9 SING AND PLAY

Hello, young artists! As we start

a brand new year, it is time for
some music. This year, you are
going to learn new things about
sounds, songs, instruments and
more. So, are you ready?
•B
 efore we begin any singing
activity, it is extremely
important to warm up our
voices so that we sing freely
and easily.
•H
 ere are some simple exercises
to warm up your voice. Some
of these sounds may be funny,
but make sure to do them
every day.

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 94
Bansuri • Grade 4

Activity 9.1 Vocal Warmups

1. HUM FUN ACTIVITY: Whistling

Bring your lips together and
make a ‘mmmmm’ sound on Can you whistle? Try pursing your lips and
blowing air through to make a sound.
one note. Try to keep the note
• Once you can make a whistling sound, make a
steady and long. You will long and smooth sound. This helps control the
feel a buzzing sensation on airflow, which is important for singing.
your lips. •Y
 ou can also whistle from a low to high pitch, and
Now make the same high to low. Have fun with this activity.
‘mmmmm’ sound, but go
from low to high pitch in one
continuous breath, and then 2. LIP TRILLS
from high to low. Do this
a few times. Purse your lips together and then blow
The humming air through them, making the sound of a
exercise helps motorbike. Keep the airflow and the sound as
gently wake the steady as possible. You can even go high and
vocal cords up low like you did with the humming exercise.
to prepare them Have fun with this.
to sing. Lip trills are an important vocal exercise and
a great way to develop a smooth sound.

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 3. Sargam Patterns
Now, you may recollect the simple You can search for more Janti Varisais
Sarale Varisai or Suddha Swara online and learn to sing them.
Saptak you learnt last year. Here You can even sing each note three times
it is: if you like. These exercises are also
Sa Ri Ga Ma Pa Dha Ni Sa referred to as Sargam patterns.
Sa Ni Dha Pa Ma Ga Ri Sa Can you try filling the blanks following
And it is written as: the pattern of the Swara progression?
Once you have filled in the blanks, sing
S R G M P D N S
the patterns.
Sing this a few times. 1. SRG SRG, RGM RGM, GMP GMP,
MPD MPD, PDN PDN, DNS, DNS
If we sing each note twice, it SND SND. N_P NDP, DPM D_M, PMG
becomes Janti Varisai, which we P_G, M_R _GR, _ _ S GRS
learnt last year.
2. SRGM RGMP GMPD _ _ _ _ _ _ _ _
SS RR GG MM PP DD NN SS SNDP NDPM DPMG _ _ _ _ _ _ _ _
SS NN DD PP MM GG RR SS

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Music

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 96
Bansuri • Grade 4

Activity 9.2 Match the Pitch Activity 9.3 Find Your Range
When we sing, it is helpful to match our Using a tanpura, harmonium, keyboard,
pitch to an instrument, like the tambura, or similar instrument, try to see how
harmonium, or keyboard. If you don’t many notes you can sing. Start with the
have an instrument, you can download lowest comfortable note and go to the
a tambura or tanpura app on a phone or highest comfortable note.
tablet.
Write your lowest note here:______
When the tambura is playing, try to sing
the same note and match it exactly. Sing Write your highest note here:_____
an ‘aaaah’ or long note. Then sing:
The set of notes comfortable for you to
Sa Ri Ga Ma Pa Dha Ni Sa
sing is called your range.
The set of notes from lower ‘Sa’ to higher
‘Sa’ is known as saptak, sthayi, or an
octave.
Note for Teachers:
Help the children
identify their lowest
and highest notes
using either swara
or shruthi names,
or western notes.

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 Activity 9.4 Animal and Bird Sounds DO YOU KNOW?

With vocal exercises like the

Can you list out some animals and birds that ones listed above, you can
make high-pitched sounds? increase your range over time.
Artists like Pandit Jasraj,
Dr. M. Balamuralikrishna and
Parveen Sultana are known for
their extensive vocal ranges.

Can you list out some animals and birds that

make low-pitched sounds? Dr. M. Balamuralikrishna Pandit Jasraj

Parveen Sultana

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Music

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 98
Bansuri • Grade 4

Song: Aadona Banni Aadona Banni Kanna Mucchaale

Thoogona Banni Uyyale
Traditional Folk Song Jeevanavondu Naataka Shaale
Naavella Kuniyuva Narthana Shaale
Uyyaale, Champaale
Aadona Banni ...
Sutthalu Chellide Rangu Rangole
Sutthalu Chellide Rangu Rangole
Balukutha Baruvalu Vanamaale
Bharadinda Bandu Paccheya Shaale
Toogaadi Karedavu Tengina Saale
Uyyaale, Champaale
Aadona Banni ...
Hakkigalinchara Kareyole
Hakkigalinchara Kareyole
Kuniyutha Baruvalu Navvaale
Impu Impina Gumpu Kogile
Kampanu Haraduva Hoogala Maale
Uyyaale, Champaale
A lot of music is playful and joyful.
Aadona Banni ...
Let us learn a song in Kannada, that
invites the listener to come, dance, Uyyaale, Champaale
play, and have fun. Champaale, Uyyale
This song sounds wonderful
Song link: http://tinyurl.com/Aadona-
when sung in a group.
Banni

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 ASSESSMENT — Chapter 9: Sing and Play

Competencies Learning Outcomes Teacher Self

C-1.1 Is able to sing a song fluently in pitch and rhythm

C-1.2 Can sing in a group with live music or karaoke

Practises vocal warm-ups, sargam patterns, and breathing

C-1.1
exercises

C-1.1 Participates enthusiastically in class

Teacher’s feedback on student’s strengths

Teacher’s feedback on areas of improvement

Any other observation

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Music

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