Musik, Serious Gaming und Konzentrationsfähigkeit – mit der App entdecken die Kinder die Magie der klassischen Musik mit interaktiven Spielen.
Activity 1
move to music
Class group
10 min.
We play the game ‘secret conductors’:
Task:
1. stand in a circle.
2. one person from the class is chosen and sent outside the door briefly - he or she is the detective.
3. as soon as the detective has left the room, you choose a person to secretly ‘conduct’ the class to the music. The chosen person moves to the music. Everyone else imitates the movements unobtrusively. Start the music and begin.
4. Bring the detective back into the room. They now try to find out which of you is conducting.
5. As soon as the detective has recognised the person conducting, switch roles and play the game again. Start with a new piece of music.
Activity 2
Conducting
Class group
20 min.
One of the conductor's tasks is to set the beat for the orchestra. As the time signature is not always the same for pieces of music, conductors need to know different beat patterns.
Task:
Look at the beat patterns for 4/4 time and 3/4 time. Open the conducting game and practise them together. How do the beat patterns differ? Why are there different beat patterns? Tip: start by using only one hand to conduct.
Open the conducting game.
Task:
You need to concentrate well when conducting. Start by conducting the 4/4 bar together and then the 3/4 bar.
Open game 1.
Task:
After you have practised together, one pupil can decide which time signature to continue conducting in. You can alternate between 3/4 and 4/4 time and also change the tempo.
Activity 3
Conducting
Class group
5 min.
Task:
Repeat the game from activity 1, this time choosing one person to secretly conduct the class to music in 3/4 and/or 4/4 time.
Activity 4
Body percussion
Class group
15 min.
Conductors must not only keep time, but also give cues (i.e. show the musicians when to start playing and how loud or soft to play).
Task:
Take a look at the three one-bar body percussion patterns in 3/4 time and practise them until you have internalised them.
Task:
The class is divided into three groups. Each group takes on a body percussion pattern. Individual children can now conduct the class orchestra. They try out and discuss together with the class how the conductor can best display the following tasks. Different movements are possible.
- giving the beat (keeping the beat pattern)
- conducting loudly and quietly (e.g. making smaller and larger movements with the beat pattern)
- conducting quickly and slowly (e.g. beating the beat pattern faster or slower)
- giving cues (e.g. turning to a group)
If there is still time...
... the class can talk about the tasks of conductors.
Task:
Watch the following video and find out together who conductors are and what their tasks are.
- Conductors set the beat and determine the tempo;
- they indicate when musicians should start and stop playing;
- they influence how loud or soft, fast or slow the music is played;
- they convey the emotion and expression of the music through their gestures and facial expressions.
... can the class conduct 3/4 and 4/4 time to music.
Open games 2 to 4.
Task:
If you can conduct the beat patterns of the two time signatures, try conducting to the music. In games 2 and 3, first find out which time signature the piece is written in and then conduct to the different tempi.
If you are a professional, you can conduct two pieces by a real orchestra in game 4.
Skills learned in this lesson:
The pupils...
... recognise the importance of non-verbal communication through the game ‘Secret Conductors’.
... learn about the role and tasks of conductors in a musical ensemble.
... practise beat patterns for different time signatures (4/4 and 3/4) and apply them to music.
... develop their ability to concentrate and coordinate in order to change different time signatures.
... learn different body percussion patterns.
... take on the role of conductor by setting the beat, giving cues and emphasising musical parameters such as volume (loud/quiet) or tempo (fast/slow) through their gestures.