Musik, Serious Gaming und Konzentrationsfähigkeit – mit der App entdecken die Kinder die Magie der klassischen Musik mit interaktiven Spielen.
Activity 1
Playing in the orchestra
Watch the video
45 min.
Rhythm instruments (e.g. - classroom percussion instruments or body percussion)
Give a rhythm instrument to every child. Ideally you'd have four different types of classroom percussion instruments to use.
Sit the children in four groups in front of the projector screen. The children with the same instruments should form a group. Each group should be assigned a colour (blue, green, yellow or red).
Practice exercise: The teacher will call out the name of a colour and the corresponding group should play when their colour is called.
Optional
If you either don't have or have insufficient classroom percussion instruments, individual groups or all children can make body percussion sounds instead (e.g. - stomping, slapping, clapping, finger clicking, wiping etc)
Teacher:
'Now I'll play the video. Mozart flies on a magic carpet through the sky; when he strikes a lamp which matches your colour, make sure to play your instrument.'
The above play-a-long activity (with clapping as support) can be repeated a second time to help practice. (Surprise: the final notes are played together by all the instruments).
When pupils are able to securely play-a-long to the music, the activity can be repeated again without the clapping in the background. Please refer to the following video.
The play-a-long activity (without clapping) can be repeated. Alternatively, children can change colours (or instruments) and repeat the activity.
Discussion
The teacher discusses the following questions with the class:
- What do you find particularly easy when playing along?
- What did you find difficult?
- How does the music make you feel? What mood does this piece of music evoke?
e.g. lively, energetic, joyful, playful, happy, cheerful, adventurous, exotic, exuberant, exciting, spirited, lively, carefree, lively, etc.
- How would you describe the rhythm of the music?
e.g. fast, striking, dynamic, lively, energetic, precise, contrasting, rhythmic, driving, exciting, pulsating, march-like, etc.
- The title of the piece is 'Rondo alla Turca'. The piece is often referred to as the 'Turkish March'. Why do you think Mozart gave the piece this name?
Mozart wrote the 'Rondo alla Turca' in the 'Turkish' style because the so called 'Turkish' style was very popular in Europe during the 18th century. This style was inspired by the miltary music from the Ottoman Empire, where marching music featured strong rhythms and loud instruments such as drums, cymbals and triangles. Mozart used this exotic sound to create something exciting and new; something that would impress the listeners in Vienna at the time. It was an opportunity for Mozart to incorporate the fashion and taste of the time into his music.
- When you listen to the 'Turkish March', what does it make you think of?
e.g. - exotic markets, faraway countries, a holiday trip, a circus parade, the rhythmic march of a band, a lively celebration, the fast, lively notes could also remind you of a dance or a happy crowd, etc.
- How do you think the 'Turkish March' might sound if it was written today?
e.g. - If the 'Turkish March' was written today, it might feature electronic elements or modern instruments such as drums or electric guitars. The structure of the melody could be even more dynamic or rhythmical to make people want to dance. A voice could even be used like in a rap or hip-hop song.
Skills learned in this lesson:
Students:
... accompany the piece Ronda alla Turca rhythmically with class percussion instruments and the help of simple graphic notation.