the
teacher resource guide
Razzberry
Jazzberry
Jam
!!!
Welcome to
The Razzberry jam
jazzberry
Razzberry Jazzberry Jam is a children’s animation series with soul….and pop, and jazz, salsa,
rock, country, hip-hop…every music genre under the sun. That’s because the series is all about
helping children discover a love for music under the guiding principle that music is an
essential and inclusive activity that can be enjoyed by everyone.
The storyline of each episode is based on a single element of music that reinforces the main
characters and emotions in the story. Central to each episode, of course, are songs! The
soundtrack and songs further support the key music elements through lyrics, musical styles and
instrumentation that reflect the emotional arc of each story. The music repertoire in RJJ includes
both original – and very catchy! – compositions as well as music in the public domain with which
students may already be familiar.
Beyond its music education focus, RJJ features an appealing collection of characters (the
Jazzberries and their guests) who, through their experiences in each episode, reflect emotional
and social development concepts central to primary level education such as: understanding
the impact of emotions, fostering empathy and self-esteem, problem-solving, conflict
resolution, developing friendships, and working cooperatively to achieve a common goal.
When the Razzberry Jazzberries get together, they JAM!
© 2009 Trapeze Animation Studios Ltd. in association with
Canadian Broadcasting Corporation. All rights reserved
CBC Learning authorizes the reproduction of material
contained in this Guide for educational purposes. Please
identify and credit the source.
Published by:
CBC Learning
P.O. Box 500, Station A
Toronto, Ontario M5W 1E6
Toll-free: 1-866-999-3072
Local: 416-205-6384
Email: [email protected]
Web: cbclearning.ca
Printed in Canada
soul pop jazz salsa hip-hop country rock soul pop
jazz salsa hip-hop country rock soul pop jazz salsa
hip-hop country rock soul pop jazz salsa hip-hop
country rock soul pop jazz salsa hip-hop country
rock soul pop jazz salsa hip-hop country rock soul
pop jazz salsa hip-hop country rock soul pop jazz
salsa hip-hop country rock soul pop jazz salsa
hip-hop country rock soul pop jazz salsa hip-hop
country rock soul pop jazz salsa hip-hop country
razzberry jazzberry jam
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The Cast................................................................................................3
Using the Guide.....................................................................................4
Unit Overview........................................................................................5
Unit 1: Move to the Beat........................................................................7
Unit 2: Tempo Trouble............................................................................9
Unit 3: Solo on the Slide.......................................................................11
Unit 4: Happy Birthday House..............................................................13
Unit 5: Melody Makers.........................................................................15
Unit 6: Billie’s Biggest Fan....................................................................17
Unit 7: Super Sounds...........................................................................21
Unit 8: Give It a Rest.............................................................................24
Unit 9: The Forever Song......................................................................26
Unit 10: Phantom of the Jam................................................................29
Unit 11: A Bonnie Tale..........................................................................32
Unit 12: Join the Jam............................................................................34
Unit 13: Tuning In................................................................................37
The video series follows the musical adventures of a band of musical instruments, each a spirited performer
and, like in all families, with contrasting and relatable personalities and strengths and weaknesses:
Louis, the Trumpet
Ella, the Piano
Billie, the Guitar
The charismatic
bandleader is bright,
cheery and full of
energy; he shines in the
spotlight, but is also
generous, giving his
friends plenty of room
to play.
The band’s emotional
center, the diplomat
and ambassador; she
doesn’t like discord,
is great at getting the
others to see the value
of compromise and
at getting along with
others.
The diva of the group,
she likes the spotlight
and is exacting in trying
to bring out the best
in her bandmates and
guest instruments;
naturally talented, she
gets frustrated if she
can’t pick up new music
right away
The cast
RC, the Double
Bass
Buddy and Krupa,
the Drums
Cool, calm and
confident, RC is solid
and steady; he’s
the backbone and
observer of the group
and doesn’t talk a lot,
but when he does, his
bandmates listen.
The drum kit brothers
couldn’t be more
different from one
another; Buddy is the
optimist and comedian
while Krupa is the
sourpuss, although
never mean. But the
brothers never let their
disagreements stand
in the way of their close
friendship.
guest instruments
In each episode, a guest instrument arrives at
the House of Jam, bringing new experiences
and dynamics to the band – both musically
and emotionally; the guests bring a fresh
supply of new sounds and demonstrate the
welcoming and inclusive nature of music.
Using the guide
Live Action Component
Organization of the Guide Units
Integrated into each animated story – like an intermission – is
a “live action” segment (or segments) that highlights real kids
in impromptu conversation and demonstration with an adult
proficient in the element of music or the featured instrument
of the episode. Together, they explore the central music theme
of the episode, and the kids actively participate in the same
manner as is suggested in the Activities section of this guide.
A consistent format has been used for the support materials for
each unit (episode) in this guide. As with all learning resources,
the suggested level of each activity is just that – a proposed
and increasing level of difficulty or complexity. Teachers will
apply her/his own knowledge of level of student understanding
and the reality of the classroom situation in making decisions
concerning the use of the video and the related activities in this
guide.
The goal of Razzberry Jazzberry Jam is to ignite children’s
imaginations and creativity by making music inclusive and fun.
So get going, get up, and JOIN THE JAM!
Curriculum Consultant
The Royal Conservatory of Music has assisted with the
development and presentation of the series’ music curriculum
content. This respected national organization is unique in the
breadth, reach and impact of its music education services, the
continuing opportunities it presents to the many communities
it serves across the country, and in its ongoing activities in
music and musician development.
Razzberry Jazzberry Jam Curriculum Connections
The activities in this guide have been developed to reflect
curriculum across Canada in primary to junior music education.
Although the terminology may vary among provinces, the video
episodes and related activities help students:
develop musical literacy through singing, playing,
moving, creating and listening
explore and experiment with a wide range of musical
instruments, including contemporary and historical,
found objects and environmental sounds
experience the joy and fun of creating and performing
musical compositions
express and communicate ideas, thoughts and feelings in
numerous ways through music
analyse and interpret music they hear or perform
understand and appreciate music of different cultures
and eras
understand and appreciate the differences and
similarities among forms of music and musical expression
understand what musicians do as individuals and as a
part of their community
make links between music and other areas of the
curriculum, such as language, visual arts, drama, dance,
social studies and science
apply their knowledge of music concepts independently
and in cooperation with others
Each unit provides teacher support materials for one episode of
the video series:
Synopsis – brief description of the episode storyline; the
teacher is encouraged to pre-view the video before showing
it to the class, and be prepared to stop the video at selected
points to review and reinforce key elements and assess
students’ understanding
Primary Element of Music – the main element of
music presented in the story and reinforced through the
Jazzberries’ adventures, the songs in the episode, and the
guide activities
Secondary Element of Music – other or related elements of
music with a lesser focus in the story; secondary elements of
music may be reinforced in the suggested activities
Featured Instrument – usually the guest instrument; the
storyline, music, and live action segment will focus on the
sound/character of the featured instrument
Additional Featured Instrument(s) – often a
complimentary instrument to the featured instrument, or
the “family” of the featured instrument; this is also where
the Jazzberries themselves get to be in the spotlight!
Activities – three distinct activities (Level 1, Level 2,
Level 3) with progressively more complexity that reflect
students’ understanding, skills, and development in music
literacy. The activities involve a range of opportunities for
students to reinforce and increase their understanding
of the primary and secondary elements of music,
communicate and express their ideas, create and perform
music in different forms and media, and apply new
knowledge and skills through participation in musical
experiences both in the classroom setting and in their lives
beyond.
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Unit
Elements of Music
Episode
1
2
3
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5
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7
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12
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Primary
Secondary
Instruments
Featured
Additional
Beat
Singing in unison,
tempo, texture, timbre,
collaboration,
Sousaphone
Piano
Tempo
Rhythm, beat, measure
counting
Violin
Electric guitar, drums
Solo
Timbre, dynamics, call and
response
Steel resonator
guitar
Drums, electric guitar
Dynamics
Melody, harmony, beat,
rhythm, found music
Bagpipes
Guitar, piano
Melody
Timbre, collaboration, pitch,
notes and notation
Xylophone
Piano
Inclusiveness
Tempo, rhythm, melody,
ensemble, found
instruments
Hand drums and
drumsticks
Percussion, synthesizer
Texture
Timbre, tempo, dynamics,
pitch, rhythm
Synthesizer
Guitar, double bass,
trumpet, piano
Rest
Texture, tempo, dynamics,
notation
Cymbals
Trumpet
Form
Dynamics, repetition,
tempo, verse
Harmonica
Voice, cymbals
Expression
Sound effects
Handsaw
Found sounds
Improvisation
Classical vs. Jazz
Clarinet
Guitar, double bass,
trumpet, drums, piano
Ensemble
Duet, listening skills,
teamwork
Keyboard
instruments
Calliope, kazoo, alpine
horn, guitars
Tuning
Pitch, listening skills,
performance anxiety
Ukulele
Lute, banjo, pitch pipe
razzberry jazzberry jam
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Move to the Beat
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Synopsis
When Susie the Sousaphone joins the band, she tells the Jazzberries about the fun of playing in parades. Hearing
this, the band decides to stage a marching performance, which accidentally leaves Ella out. She can’t march with
her bandmates because she has WHEELS!
Primary Element of Music
[ beat ]
Beat is the heartbeat that sets the pace of the song. Beats are found all
around us in our daily lives. Following the same beat helps bandmates
play together.
Secondary Element of Music
Singing in unison: harmony and pitch
Collaboration
Improvisation
Tempo: adjusting the beat, being
“behind the beat”
Environmental sound as music:
musical texture
Timbre: through the unique sound of the
sousaphone
Texture: through multiple instruments with the
sousaphone taking the lead, and a difference in
texture when Ella is unable to play
Phrasing: through the shared and distinctive
elements of the songs
Featured Instrument
The Sousaphone
The sousaphone is often called a marching tuba. It is
a brass instrument with valves, and sometimes referred
to as a “wearable tuba”. It was designed in the late
1800’s in such a way that it fits around the body of the
wearer and so it can be easily played while being worn.
Often you will see the sousaphone in a marching band.
This instrument was named after John Philip Sousa, the
famous march composer and conductor.
Additional Featured Instrument
Piano (Ella).
razzberry jazzberry jam
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Move to the Beat
Activities
Level 1
clapping to the beat
With a song the group knows well, such as Row, Row, Row Your Boat, clap the beat of the song while singing.
Now put the beat on other parts of your body: tap the beat on your lap, or your shoulders, or your head.
Find as many fun-filled ways to tap the beat while singing the song. Change the tempo, singing and
clapping faster and slower.
Try the same with another well known song. Repeat the activity with other songs, such as those you hear
on TV or radio. Even if children don’t know the songs well, they will be able to listen and find the beat.
Level 2
sway to the beat
Divide the group into pairs. Pairs sit on the floor across from one another with legs extended in a V shape
and feet touching their partner’s feet. Reach forward to clasp hands. Sway back and forth to the beat
while singing a song together. For example, with Row, Row, Row Your Boat, sway forward on the first “Row”,
sway backward on the second “Row”, and so on.
Vary the activity by changing tempo, moving to a faster tempo, and for more fun, faster still!
Repeat with another well-known song.
Repeat with a less familiar song; children will be able to listen and find the beat.
Level 3
Pass the ball!
Have the group sit in a circle on the floor. Find a song you all enjoy and sing that song while passing a ball
from one person to another on the beat. Make sure the beat stays steady and the ball isn’t held or passed
too slowly or too quickly.
Alternatively, play a music recording that has a good steady beat. Once children are comfortable with the
activity, increase the complexity by selecting a leader who can randomly give the command “change”,
at which point the ball changes direction in the circle without missing a beat.
Repeat the activity with paper cups. While sitting on the floor in a circle, children hold a paper cup in one
hand and tap it on the floor to the beat.
Increase the complexity – and fun! - of the activity; have the children pass their cup by tapping it on the
floor in front of the person to their right.
Join the Jam
The Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games
that are fun to play and reinforce key elements of music. The game Keep the Beat is relevant to this Unit.
razzberry jazzberry jam
Tempo Trouble
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Synopsis
Billie tries to teach the band some new dance moves, but refuses to slow down her own dancing long enough
for the other Jazzberries to learn them. When Wills the Fiddle joins the band, he challenges her to a tempo duel.
Which is faster – his fiddling, or her dancing?
Primary Element of Music
[ tempo ]
Tempo is the speed of music in many ways shapes the emotion
and feelings of the piece.
Secondary Element of Music
Rhythm and beat
Collaboration
Musical Style: through the differences of
classical violin and fiddle
Beat and measure counting
Featured Instrument
The Violin
The violin is a bowed string instrument with four strings
tuned in perfect fifths. It is the smallest and highestpitched member of the family of string instruments, which
includes the viola and cello. Violinists particularly cherish
Stradivarius violins made by the Stradivari, Guarneri and
Amati families from the 16th to the 18th century in Cremona,
Italy. A violin can also be called a fiddle.
Itzhak Perlman, one of the most recognizable contemporary
violinist of our time is known for his brilliant technique and
interpretation. He has reached a superstar status.
Additional Featured Instrument
Billie, the electric guitar
Buddy and Krupa, the drums
razzberry jazzberry jam
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Tempo Trouble
Activities
Level 1
Recognizing different tempo
Play a variety of music, each with different tempi. Have the children move to the music in a way appropriate
to what they’re hearing (slowly to the slow music; quickly to the fast music). Ask children to describe how
the music makes them feel.
Bouncing ball game: The teacher bounces a ball; every time the ball hits the floor the children clap. Make
the game more fun by changing the tempo from slow to really fast and back again. Play the same game to a
variety of musical selections with various tempi.
Level 2
Experimenting with different tempo
Sing a well-known song such as Happy Birthday at normal speed.
Ask children to describe how it makes them feel.
Then sing the song very, very quickly (expect loads of giggles!). How does that version make them feel?
Now sing Happy Birthday like a funeral dirge, and ask children to describe their feelings. Try this with
several other well-known songs, and with poetry as well.
Level 3
playing with tempo
Have children stand at one end of the room. One child stands at the opposite end of the room.
Select a piece of music with a moderate tempo.
While the music is playing, the single child turns his/her back on the row of children. While his/her back
is turned, the row of children walk to the tempo of the music and try to get as close to the other side of the
room as possible. When the single child turns and faces the row of “racers” they must freeze. If anyone is
caught moving, they are sent back to the beginning. Repeat as many times as required before one child
reaches the other side.
Repeat the game again using a musical selection with different tempi, from very slow to very fast tempo.
Join the Jam
The Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games
that are fun to play and reinforce key elements of music. The game Keep the Beat is relevant to this Unit.
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razzberry jazzberry jam
Solo on the Slide
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Synopsis
Billie has been practicing her new solo so that it would be ready to play for her dad, Elmore the Steel Resonator
Guitar, when he comes to visit. But when he arrives, he is so excited about being part of a band that he forgets to
spend any alone-time with Billie.
Primary Element of Music
[ solo ]
A soloist is a singer or instrumentalist who performs a composition,
or a section of a composition, either alone or with accompaniment.
The soloist’s part is usually meant to feature the technical or lyrical skills
of the soloist. From the Italian “solo”, meaning “alone”.
Secondary Element of Music
Timbre, through the differences between the steel
guitar and electric guitar
Dynamics – children experiment with strumming the
guitar louder. Dynamics are also explored through the
differences between electric and acoustic guitar.
Collaboration
Melody (solo)
Call and response
Featured Instrument
Steel Resonator Guitar
A resonator guitar is an acoustic guitar whose sound is
produced by one or more metal cones called resonators.
Resonator guitars were designed to be louder than
conventional acoustic guitars which were often overwhelmed
by other instruments such as horns and percussion. They
became famous for their unique sound and found life with
bluegrass and also blues styles.
The name steel guitar is inspired not from the material of which
the guitar is made, but from a slide called “the steel” which
is held in the left hand. The resonator guitar was introduced
to bluegrass music by Josh Graves who played with Flatt and
Scruggs in the mid 1950s.
Additional Featured Instruments
Buddy and Krupa are featured solo in the teaser
The electric guitar is also featured in the live segment and through Billie
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Solo on the Slide
Activities
Level 1
the soloist experience
To experience the sensation of becoming a “soloist”, start singing a familiar song with the class. Point to one
of the children to take over the lead, and have him/her continue singing the melody as a solo.
In ballet, a “soloist” is a principal dancer in the company. Play an orchestral recording of a Tchaikovsky ballet
(Swan Lake, The Nutcracker or Sleeping Beauty are good choices) and have a selected child or children
dance around the room with movements appropriate to the emotion of the music.
Level 2
karaoke time!
In music, a solo is used for the act of performing a solo. With that being said, it’s Karaoke time!” What better
way to be a soloist than to hold on to a paper towel tube and sing a song with others around cheering you
on? Write some familiar song lyrics on a piece of paper and conduct as children belt out the words with
enthusiasm.
Level 3
solo appreciation
Have the class listen to a variety of solo performances, and describe the influences that they have on them
when listening. Consider how the soloist is different from the accompanying players. Listen for the unique
quality that the soloist displays with their artistic flair and technical brilliance. Here are some excellent
examples you might include in this activity.
Unaccompanied solos:
Piano – Chopin, Etudes
Violin – Bach, Unaccompanied Sonatas and Partitas
Cello – Bach Solo Suites
Si, mi chiamano Mimi from Puccini’s La Boheme
Recondita Armonia from Puccini’s Tosca
Viens, Mallika (The Flower Duet) from the
Opera Lakme
Habanera from Bizet’s Carmen
Torreador Song from Bizet’s Carmen
Klange Der Heimat (Czardas) from Strauss’ Die
Fledermaus
Largo al factotum (Figaro) from The Barber of
Seville by Rossini
Solo with accompaniment:
Concerto – A composition written for generally one
but occasionally more musicians that is intended to
be performed accompanied by an orchestra
Violin – Mozart, Mendelssohn, Brahms, Bach,
Haydn, Tchaikovsky
Jazz Solos:
Viola – Hindemith, Walton, Schnittke, Bartok
Cello – Popper, Dvorak, Haydn, Saint-Saens, Klengel In many jazz performances, pieces will alternate
Piano – Mozart, Rachmaninoff, Schumann
ensemble sections with solo sections where one
Double Bass – Bottesini, Koussevitsky
performer is playing either completely alone, or
Flute – Penderecki, Nielsen, Arnold, John WIlliams
with subtle accompaniment from others, such as
Oboe – Vaughan Williams, Zimmermann, Martinu
the rhythm section of jazz bands.
Bassoon – Hetu, Davies
Clarinet – Copland, Hindemith, Stravinsky
Experience this improvisational element through
Harp – Handel, Gliere, Villa-Lobos
recordings of Dixieland jazz, bebop and free jazz
Horn – Strauss, Ligeti, Penderecki
performers, such as Charlie Parker, Keith Jarett
Trombone – Holboe, Milhaud, Rota, Tomasi
and Miles Davis.
Trumpet – Perry, Arnold, Haydn
Tuba – Williams, Holmboe
North American Pop Soloists:
John Lennon, Billy Joel, Elton John, Bob Dylan,
Vocal Solos:
Johnny Cash, Neil Young, Patti LaBelle, Maria
Arias represent the operatic or choral version of
Carey, Alisha Keyes, Aretha Franklin, Diana Ross,
solos for the soloist and chorus.
Whitney Houston.
O mio babbino caro” from Puccini’s Gianni
Schicchi
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Happy Birthday House
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Synopsis
In honour of the 100th birthday of the House of Jam, Billie and Ella have written a new birthday song but can’t
agree on how to play it. Billie wants to play it loudly because the House of Jam is where she likes to rock out. But
Ella wants to play the song softly because the House of Jam is her home where she feels safe and secure.
Primary Element of Music
[ dynamics ]
The varying degrees of volume in music. Sounds, including
music, can be barely audible, loud enough to hurt your ears, or
anywhere in between. Scientists speak of amplitude, however,
musicians talk about dynamics. An orchestra playing fortissimo
(very loud) is going to sound much different from a single violin
playing ff (fortissimo), therefore making dynamics relative.
Secondary Element of Music
Melody
Part playing and harmony: the sounds of the
individual instruments playing their own tunes
separately in different parts of the house, and those
melodies drifting together and blending into one.
Rhythm: through the pipe band drums and marching
“Found” music: Buddy creates a birthday
present out of things he found around the house
Beat
Timbre: created by different percussion
instruments (found instruments)
Featured Instrument
Bagpipes
The origins of the bagpipe can be traced back to the most ancient civilizations.
They have always been made in many shapes and sizes, and have been played
throughout Europe from before the Norman Conquest until the present day.
Bagpipes are included in the “aerophones” class of musical instruments,
which is any musical instrument producing sound primarily by causing a
body of air to vibrate without the use of strings or membranes, and without
the vibration of the instrument itself adding considerably to the sound. The
Scottish Great Highland Bagpipe and the Irish uilleann pipes are probably
the best known variety and have the greatest international visibility. In the
United Kingdom and Commonwealth Nations such as Canada and New
Zealand, the bagpipe is commonly used in the military and is often played in
formal ceremonies. Bagpipes have often been used in various films depicting
moments from Scottish and Irish history; the feature film Braveheart and the
theatrical show, Riverdance, have served to make the Uilleann pipes more
commonly known.
Additional Featured Instruments
Billie the electric guitar
Ella the piano
(these two characters compete for the “dynamics” spotlight)
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Happy Birthday House
Activities
Level 1
treasure hunting with dynamics
Hide a favourite object (a toy, a book, etc.) in the classroom. Play a recording (or use a radio) and use
dynamics to help a selected child find the object. If the child moves toward the object, increase the volume;
and if they move further away, decrease the volume of the recording. This activity introduces the beginning
of dynamic growth, and the dynamic terms forte (f) and piano (p).
Level 2
playing with dynamics as a group
This group activity allows children to experience how the number of individuals involved in dynamicmaking affects the relative quality of the sound levels.
Create a “body parts orchestra” with children using hand claps, hand rubs, finger snaps, foot stomps, foot
shuffles, chest/tummy and shoulder taps, tongue clicks, finger flicks against a cheek, etc. The first member
of the “orchestra” establishes the constant beat - perhaps a rhythmic pattern. Have children add their
“instruments” to the beat, one at a time. You can alter the activity by inviting each child to add his/her own
rhythm as they join the “orchestra”.
Level 3
exploring dynamics
These two activities explore dynamics in our environment, make children aware of the quality and volume of
sounds that are around us everyday, and introduce the basic terms for dynamics.
Create a chart listing the things around the childrens’ homes that create sound and classify them by their
dynamic impact.
Pianissimo (pp) – very soft
Piano (p) – soft
Mezzo forte (mf) – medium loud
Forte (f) – loud
Fortissimo (ff) – very loud
Reading a book
Clothes dryer
Bathtub filling with water
Stereo from the basement
Big brother!
Dynamic Scavenger Hunt
For a more active form of this activity, invite children on a Dynamic Scavenger Hunt around the school and
complete the chart below with their observations.
Fortissimo(ff)
very loud
Forte (f) Loud
Mezzo Forte (mf)
medium loud
Piano (p) soft
Pianissimo (pp)
very soft
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Melody Makers
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Synopsis
Billie is doing her best to clean up the House of Jam before Mike the Reporter arrives to interview her. When Xavier
the Xylophone loses his keys in the ventilator system, the band is forced to search the place from top to bottom,
trying to find his keys in time for their big performance.
Primary Element of Music
[ melody ]
An arrangement of pitches placed in sequence to be musically
expressive. A melody is a series of notes that, when grouped
together, form a phrase. Melodies often consist of one or more musical
motifs, and are usually repeated throughout a song or piece in various
forms. Melodies may be found in rock, folk, and popular music with
lyrics in addition to the tunes, voices or lines from classical music, jazz,
Indian classical music, Balenese Gamelan and the list goes on!
Secondary Element of Music
Tuned percussion instruments
Collaboration
Timbre: through the different tone qualities of the
African and traditional xylophone
Pitch: through the teaching of melody on
different areas of the xylophone
Notes and notation: through the finding of each
of the xylophones’ missing keys. With each key
they find, a new note is added to a melody.
Featured Instrument
Xylophone
The xylophone is a member of the percussion family. First
introduced to the orchestra just over a century ago, the
xylophone is a tuned instrument made of hardwood (usually
rosewood) bars. The bars are varying lengths set on a metal
frame, with the larger, lower-sounding bars on the left and
the higher notes to the right. Striking the bars with hard
mallets produces a bright, sharp sound. The xylophone was
originally modeled after an African instrument and its name is
from the Greek, meaning “wood sound”.
Additional Featured Instrument
Piano (Ella)
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Melody Makers
Activities
Level 1
The Human Melody
Become a Human Melody by using a familiar song to explore the rise and fall of the melody.
Children start with their hands at their waist and, as the notes climb, lift their hands above their heads
following the shape of the melody, and noticing when the notes climb “step by step” or with ‘leaps’.
At times there will be large or small distances between the sounds (notes of the melody) and the music may
move faster or slower towards notes. Encourage body movement as a source of experiencing the contour
and shaping of the melody.
Level 2
active interpretation of melodies
Create an active interpretation of different melodies.
Attach a ribbon or a streamer to a popsicle stick to see how the melody progresses.
Have the children move around the room with the stick and alter their body levels up and down with
the notes. Use different styles of music and notice the range of note distances; some may only be three
notes while others cover full ranges of the piano keyboard and orchestral instruments. A melodic phrase is
a group of notes that make sense together, suggesting a similarity to a grammatical phrase. Encourage the
children to shape the movement of the ribbon differently when coming to the end of the musical sentence.
Level 3
Visual interpretation of melody
Create a visual art interpretation of a melody.
Using paper and various colouring media, have children create an artistic picture of the musical line of a
melody or of different melodies.
They may discover that the line goes up steeply when the melody suddenly jumps to a much higher note, or
that it falls quickly with large intervals (note spaces). After they have completed their artwork, listen to the
recording again and have the children conduct by following the lines on the page with their fingers.
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Billie’s Biggest Fan
6
6
n
a
F
t
s
e
g
g
i
B
Billie’s
Synopsis
When Billie’s biggest fan, Annie the Handfan, is invited for a backstage tour of the House of Jam, the Jazzberries
ask her to join them on stage for their big performance. Annie’s not so sure as she isn’t a musical instrument, and
Billie doesn’t like the idea either as she prefers for fans to stay fans.
Primary Element of Music
[ inclusiveness ]
Music is for everyone. Music is the magic
that encompasses all people from diverse
backgrounds allowing for development and
exposure to contemporary culture – popular,
classical, folk and traditional, brass band, new or
avant-garde, and music from around the world.
Secondary Element of Music
Tempo
Rhythm
Melody
Ensemble/band: playing together and listening
to one another
Found instruments: music can be made out of
things you find in your environment. The guest
instrument is a fan, and in the live action sequence
the children use items from around the home as
marching band percussion instruments
Featured Instrument
Hand drum and drumsticks
A hand drum is any type of drum that is typically
played with the hand rather than a drum stick or
mallet (though in this case drum sticks are used). The
simplest type of hand drum is the frame drum, which
consists of a circular shell with a drum head attached
to one of the open ends.
Additional Featured Instrument
Percussion: through found objects, as well as clapping.
Body percussion: using your body as a percussion instrument.
The hand fan is featured as a found sound.
Synthesizer is also featured.
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Billie’s Biggest Fan
Activities
Level 1
Working together to form a band
Music is for everyone. Have fun creating a band by making instruments from found objects. Here are several
ideas, but with your and your class’ creativity and imagination, the band can really rock! Ask children to
bring objects from home to class to make the instruments below.
Consider composing a theme song using your instruments, or become the back-up group for a favourite
song or recording. Children enjoy this creative, imaginative activity. Record the band’s first song and play it
back for some great giggle time!
Tambourine
Materials required: two paper plates, stapler or glue, hole punch, string, jingle bells and crayons.
Assembly: Personalize your tambourine by drawing on two paper plates with crayons. Staple or glue the two
plates together, facing each other. Using a punch, make holes around the plates and tie jingle bells to the
holes with string.
Shake to play.
Horn
Materials required: paper towel roll, waxed paper, rubber band and pen.
Assembly: Cover one end of the paper towel roll with waxed paper. Secure with a rubber band. Punch a row
of holes along one side of the roll with the tip of a pen.
To play, sing a tune into the open end of the horn.
Comb Buzzer
Materials required: pocket comb, tissue paper
Assembly: Fold a piece of tissue paper over the tooth edge of the comb.
To play, hum through the tissue paper.
Guitar
Materials required: empty shoebox, rubber bands, ruler or stick
Assembly: Remove the cover from the box. Stretch the rubber bands lengthwise around the box, around
the open side. Attach the ruler or stick to the back of the box on one end to act as the arm of the guitar.
To play, strum or pluck (pull) the rubber bands.
Hand Bells
Materials required: two paper towel rolls, hole punch, four jingle bells, string or yarn
Assembly: Punch a hole in each end of the paper towel rolls. Tie two jingle bells to each side of the paper
towel rolls by running string or yarn through the holes and securing tightly.
Shake to play.
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Billie’s Biggest Fan
6
Level 2
introducing members of an orchestra
Introduce children to types of instruments and the members of an orchestra through selected
compositions. If access to the instruments isn’t feasible in your teaching environment, images can be used
instead.
Woodwind instruments:
Flute, piccolo, clarinet, alto clarinet, bass clarinet, oboe, English horn, bassoon, saxophone
Brass instruments:
Trumpet, coronet, French horn, baritone, trombone, tuba, sousaphone
String instruments:
Violin, Viola, cello, double bass, guitar, harp
Percussion instruments:
Marimba, Xylophone, Glockenspiel, Chimes, triangle, tambourine, sleigh bells, Maracas, wood block,
cowbell, timpani, bass drum
Keyboard instruments:
Grand piano, organ, electric piano
Explore by listening to recordings of any or all of the following pieces:
Peter and the Wolf (Sergei Prokofiev)
This children’s story with both music and spoken word displays the following instruments as characters.
Bird (flute), duck (oboe), cat (clarinet), Grandfather (bassoon), Wolf (three horns), Hunters (woodwind
theme with gunshots on timpani and bass drum) and Peter (string instruments).
Carnival of the Animals (Saint-Saens)
The suite of fourteen movements shares the following (1) Introduction and Royal March of the Lion (Strings
and two pianos), (2) Hens and Roosters (violin, viola, double bass, pianos and clarinet) (3) Wild Asses (two
pianos) (4) Tortoise (strings and piano) (5) Elephant (double bass), (6) Kangaroos (two pianos) (7) Aquarium
(violin, viola, cello, piano flute and glass harmonica) (8) Characters with Long Ears (two violins) (9) The
Cuckoo in the Depths of the Woods (clarinet and pianos) (10) Aviary (strings, piano and flute) (11) Pianists
(12) Fossils (strings, two pianos, clarinet and xylophone) (13) The Swan (two pianos and cello) (14) Finale
– full ensemble
The Young Person’s Guide to the Orchestra (Benjamin Britten)
Theme: Allegro maestoso e largamente
Variation A: Presto (piccolo and flute)
Variation B: Lento (oboe)
Variation C: Moderato (clarinets)
Variation D: Allegro alla Marcia (bassoon)
Variation E: Brillante: alla polacca (violin)
Variation F: Meno mosso - Violas, Variation G: (cello)
Variation H: Cominciando lento ma poco a poco accel. Allegro (double bass)
Variation I: Maestoso (harp)
Variation J: L’istesso tempo (French horn)
Variation K: Vivace (trumpet)
Variation L: Allegro pomposo (trombone and tuba)
Variation M: Moderato (percussion), Fugue: Allegro molto
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Billie’s Biggest Fan
Level 3
diversity through music
World music is an excellent tool to engage children in learning about and celebrating diversity. Truly the
universal language, music can help children explore the many cultures that exist in our world. Music span
cultures ranging from countries such as Senegal, South Africa, Brazil, Colombia, Mexico, France, Greece,
Haiti, Trinidad, China, and many more. Consider listening to the following artists who have dedicated a
special focus toward exposing children to World Music. These selections provide an opportunity for children
to learn and have fun during their voyage of discovery. Now that’s a trip worth taking!
Ladysmith Black Mambazo
The Gift of the Tortoise is a collection of traditional Zulu songs and stories that will take the class on a fun
journey through a fascinating culture.
Putumayo World Music
Reggae Playground CD is a great compilation that incorporates kid-friendly songs from a number of
Caribbean music legends.
Karan Casey
Seal Maiden tells a traditional Irish story of a seal who turns into a girl. A lovely introduction to Celtic music
and instrumentation.
Lucienne Varnay
Songs in French for Children is a classic collection of generations of familiar French songs.
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Super Sounds
7
7
Super Sounds
Synopsis
When Ella’s cousin Herbie the Synthesizer comes to visit, he tries to convince the Jazzberries to try new ways to
play themselves and develop fresh new sounds. Worried that they might be losing their audience, the Jazzberries
give it a shot. All but Ella who really likes the way they sounds.
Primary Element of Music
[ texture ]
The relationship between all aspects of the music. Texture is one of
the fundamental elements of music. The texture of a piece of music is
related to how much is going on in the music at any given moment.
For example, the texture might be thick or thin, or it may have many or
few layers. It might be made up of rhythm only, or of a melody line with
chordal accompaniment, or many interweaving melodies. How the
music is played (fast, slow, bumpy, smooth) also affects texture.
Secondary Element of Music
Timbre
Tempo
Dynamics: through the loud and soft sounds
from the synthesizer
Variations: the synthesizer re-interprets the
Jazzberries’ song
Rhythm: the band tries out different ways of
playing their instruments and rhythm comes
through
Pitch: in the live action sequence the synthesizer
player explains the principals of pitch through
playing on different parts of the keyboard
Featured Instrument
Synthesizer
The invention of the synthesizer revolutionized the world
of sound and music. Its name is inspired by what it does: it
“synthesizes” or manufactures sound. A synthesizer is an
electronic instrument that produces and then combines many
different frequencies, producing thousands of different sounds
and sound combinations. The earliest known synthesizer was
invented the late 1800’s, but the modern day synthesizer is
attributed to Robert Moog (1934-2005).
Additional Featured Instrument
All the House of Jam instruments are featured – guitar, bass, drums, trumpet and piano – through their
interaction with the guest instrument, Herbie the Synthesizer, who encourages them all to explore all the
sounds available on their instruments.
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Super Sounds
Activities
Level 1
introducing legato and staccato
Introduce the musical terms and textures of legato and staccato by experimenting with how different
articulations alter the music, and the feeling or mood. Have the children move around the room using
smooth, sliding steps (legato), as if they are ice-skating. Then switch to taking steps in the same tempo on
their tiptoes to create a pointed (staccato) feel.
Through discussion, consider where you may find legato and staccato in your everyday environment.
Life Examples of Texture
Legato (smooth) textures
Pet a dog or cat with smooth strokes
Gently touch velvet
Allow a child’s hand to sit on top of yours as
you write cursively.
Staccato (sharp) textures
Touch the corner of a table
Quickly touch burlap or a pine cone
Allow a child’s hand to sit on top of yours
while you print
Activities to reinforce terms
Activity
Legato Articulation
Song and action
Hold hands and “row” your boat
smoothly down the stream
Bean Bag
Slide a bean bag across the floor
to a partner
Ball
Sitting down, roll a ball back and
forth across the floor
Staccato Articulation
Sing “Pat-a-cake” and feel the hands
clapping against each other
Toss a bean bag to a partner
Bounce a small ball (tennis ball) and
listen to the sound of the ball makes
contacting with the floor
Level 2
visual interpretation of texture
Gather different colouring or paint media with varying shades and intensities of colour. Children express
texture, relating the colours to sounds and music. You may find that deep tones refer to a deep purple,
uplifting happy songs are an emerald green or turquoise blue. There is no right or wrong answer. Let
children’s instincts lead the way!
Artistic influence takes on a totally different vision through a visit to an art gallery – either a real excursion
or by bringing art plates to the classroom for this activity. Ask children what songs or types of music
come to mind when they view the artwork. The texture of a Monet is very different from that of Degas,
Picasso or a Renaissance portrait.
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Super Sounds
7
Level 3
Exploring texture in food
Experiment with “taste” by eating different textured foods and reflecting upon the similarities to music
articulations of legato and staccato. Create a 2-column chart and label the left column “Legato” and the
right column “Staccato” (see Level 1 activity above). Title the chart “Food and Spices Challenge” and track
children’s responses. For example:
Examples of staccato in food:
eating an apple
crunching on a carrot
eating nachos
Examples of Legato in food:
slurping on a smoothie
licking a popsicle
eating soft cheese
Create another 2-column chart as described below, but label it “Life Examples of Texture”. Log as many
different “legato” and “staccato” feelings and experiences as the children can identify.
Exploring texture with voice
For a final activity, have children use their natural instrument – their voices – by singing the following
sounds as a true experience of the smooth and sharp textures.
Legato – using 4 beats to each sound
“Soo-oo-oo- oo”
“Lee-yee-yee-yee”
“Mah-ah-ah-ah”
“To–oo-oo-oo”
Staccato – using 4 beats to each sound
“K-k-k-k”
“T-t-t-t”
“Ch-ch-ch-ch”
“P-p-p-p”
Join the Jam
The Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games
that are fun to play and reinforce key elements of music. The game The Razz Jam is relevant to this Unit.
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Give It a Rest
8
t
s
e
R
a
t
I
e
Giv
Synopsis
When the Jazzberries get some free time, most of them use it to rest up for the night’s performance. But not Louis.
Louis fills the time by catching up on his chores. As a result, when everyone else is rested and ready for the show,
Louis is dangerously exhausted. And crabby!
Primary Element of Music
[ rest ]
The silence in music. Resting is important too! In music, there is a time to play
and there is a time for silence. Learning when not to play is just as important
as learning when to play. A musical rest is a symbol that is used to tell the
musician when to stop playing.
Secondary Element of Music
Texture and tone quality: in the live action
sequence, through a comparison of different
cymbals and their sounds
Dynamics: through different ways to play
cymbals
Tempo and style: through a decelerated and
softer version of the main song Missing It which is
played as a lullaby
Notation: the symbol for a rest is shown
on screen in the video
Featured Instrument
Cymbals
The cymbal is a percussion instrument whose origin
can be traced back to prehistoric times. Cymbals
consist of thin, normally round plates of metal
alloys. Most modern cymbals are of untuned pitches.
The clashing sound of cymbals is often a musical
highlight of a performance. Some cymbals are part of
drum sets, some are suspended cymbals and others
are small cymbals, based on ancient designs, used for
meditation.
Additional Featured Instrument
Trumpet (Louis has a small feature in this episode)
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Give it a Rest
8
Activities
Level 1
musical chairs
The popular children’s game Musical Chairs is a fun way to introduce the music element “rest”.
Set chairs up in two rows back to back, making sure there is one chair less than the number of players.
While the music plays, children walk around the chairs. When the music stops, the children sit in the chairs,
with the child left standing taken out of the game.
Continue the game, removing one chair each time the music is stopped, until only one child remains seated.
Level 2
the rest and rhythm
Clapping on the rhythm and silently opening your hands helps children feel the music in the rest. For
example, clap to Pease Porridge Hot, substituting opening their hands (sh) as indicated:
Pease Por – ridge hot (sh)
Pease Por – ridge cold (sh)
Pease Por – ridge in the pot (sh)
Nine days old (sh)
Now fill in the “rest” by clapping, stomping and shouting Hurray! with this beloved children’s song:
If you’re happy and you know it, clap your hands (clap clap)
If you’re happy and you know it, clap your hands (clap clap)
If you’re happy and you know it, then your face will surely show it
If you’re happy and you know it, clap your hands. (clap clap)
If you’re happy and you know it, stomp your feet (stomp stomp) << etc >>
If you’re happy and you know it, shout “Hurray!” (hoo-ray!) << etc >>
If you’re happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!) << etc >>
Level 3
counting the rest
Engage children in this counting activity that also requires that they internalize the “rest”. Have children
start with their fingers spread in front of their faces with palm facing outwards. Count each finger while
pointing to it with the index finger of the opposite hand.
“1, 2, 3, 4, 5” Touch each finger while counting out loud.
Then, replace the first number with the sound “sh” (“sh”, 2, 3, 4, 5”)
Continue moving the “rest” (sh) through the numbers one until each number in the sequence has been
replaced by “sh”. (“1, sh, 3, 4, 5” and so on)
Alternatively, children can stomp their feet, touch their heads, stick out a foot, or even turn around so that
they feel the rest.
The super-challenge is to remove the verbal “sh” and replace it with an internally
felt, silent “sh”!
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The Forever Song
9
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n
o
S
r
e
v
e
r
o
F
e
Th
Synopsis
When Monica the Harmonica joins the band, she brings with her a very catchy tune that she cannot stop playing
without being struck by bad luck. One by one, the other Jazzberries catch it as well. How will they be able to
perform for their audience if they can’t get rid of the Forever Song?
Primary Element of Music
[ form ]
The structure of a piece of music – the container - like the frame of a house.
“Form” refers to a specific genre of musical composition such as a folk song,
symphony or concerto, and the structure of a particular piece, how its parts
are put together to make the whole; such as Binary (two parts), Ternary (three
parts) or Rondo form (alternating ABCADAEA etc.)
Secondary Element of Music
Dynamics (loud sounds)
Repetition
Tempo (Krupa sings quickly)
Verse
Featured Instrument
Harmonica
The harmonica is sometimes called a mouth organ,
mouth harp or blues harp. The harmonica is a free reed
wind instrument invented in the 1820s in Germany. It
is played by blowing air into it or by drawing air out.
The player’s lips are placed over individual holes (reed
chambers) or multiple holes to create harmonies. The
harmonica was popular with many 50’s, 60’s and 70’s
blues players and singers.
Additional Featured Instrument
Voice (Monica)
Cymbal (Buddy)
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The Forever Song
9
Activities
Level 1
Comparing the Ternary form (ABA) in music to making a sandwich
Show or illustrate a slice of bread on which two slices of cheese are placed, then the sandwich is completed
with a second slice of bread.
By singing Twinkle, Twinkle Little Star this comparison will come to life:
Bread #1: Twinkle, Twinkle Little Star, how I wonder what you are?
Cheese #1: Up upon the world so high
Cheese #2: Like a diamond in the sky.
Bread #2: Twinkle,Twinkle Little Star, how I wonder what you are?
After singing this a few times (and having a few sandwiches!), compose your own song and physical
demonstration by having a conversation of sound between the childen and yourself, passing the melody
back and forth with the order of Teacher - Child, Child - Teacher.
Level 2
Turning your forms into forms!
Form is the key that unlocks the musical map of a song or a musical composition. Just as a house has rooms,
a song has rooms or sections as well.
The children can count and/or identifying the phrase within a song. They may then decide if the
phrases are “similar” or “different”, revealing the form of the piece.
For example, sing Hot Cross Buns:
Same
Hot Cross Buns
Same
Hot Cross Buns
Different
One a Penny, Two a Penny
Same Hot Cross Buns
A
A
B
A
This song may take on the form of “square, square, triangle, square”. Repeat the activity with other
songs, comparing the forms – both musical and visual.
Level 3
Hunting for the rondo
Most popular songs fall into one of these forms: ABA, AABA, ABACA, or ABAB, which are characteristic of
the rondo. In this form, a principal theme, sometimes called the “refrain” alternates with one or more
contrasting themes.
Play detective and hunt for the RONDO inside these popular hits!
Create flashcards with capital letters – 5 each of A, B, C, D and E. Hold up the appropriate card as you
hear the section of the form. Draw pictures on a paper to match the order.
The Lion Sleeps Tonight by Solomon Linda
Form = A + B + A + C + A
Pictures = Lion + Rock + Lion + Tree + Lion
A-weema-weh A-weema-weh A-weema-weh etc…..
In the jungle, the mighty jungle the lion sleeps tonight in the jungle, the quiet jungle the lion sleeps tonight.
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The Forever Song
Level 3 (continued...)
A-weema-weh A-weema-weh A-weema-weh etc…….
Near the village, the peaceful village the lion sleeps tonight. Near the village, the quiet village the lion sleeps
tonight.
A-weema-weh A-weema-weh A-weema-weh etc…..
Twist and Shout by The Beatles
Form = A + B + A + C + A + D + A + E + A
Well, shake it up, baby, now, (shake it up, baby)
Twist and shout. (Twist and shout)
C’mon, c’mon, c’mon, baby, now, (come on baby)
Come on and work it on out. (Work it on out)
Well, work it on out, honey. (Work it on out)
You know you look so good. (Look so good)
You know you got me goin, now, (got me goin)
Just like I knew you would. (like I knew you would, wuu!)
Well, shake it up, baby, now, (shake it up, baby)
Twist and shout. (Twist and shout)
Etc.
You know you’re a twisty little girl, (twisty little girl)
You know you twist so fine. (Twist so fine)
Come on and twist a little closer, now, (twist a little closer)
And let me know that you’re mine. (Let me know you’re mine)
Ahhhhhhhhhh(root) Ahhhhhhhhhh(third) Ahhhhhhhhhh(fifth) Ahhhhhhhhhhh(seventh) Ahhhhh Ahhhhh
Well, shake it up, baby, now, (shake it up, baby)
Twist and shout. (Twist and shout)
Etc.
You know you’re a twisty little girl, (twisty little girl)
You know you twist so fine. (Twist so fine)
Come on and twist a little closer, now, (twist a little closer)
And let me know that you’re mine. (Let me know you’re mine, wuu!)
Well, shake it, shake it, and shake it, baby, now. (Shake it up baby)
Well, shake it, shake it, shake it, baby, now. (Shake it up baby)
Well, shake it, shake it, shake it, baby, now. (Shake it up baby)
Ahhhhhhhhhh(low) Ahhhhhhhhhh(higher) Ahhhhhhhhhh(higher) Ahhhhhhhhhhh(high)
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Phantom of the Jam
10
10
Phantom
of the Jam
Synopsis
Whenever the Jazzberries tries to rehearse for the Masquerade Ball, they find themselves interrupted by ghostly
noises. Could it be that the House of Jam is…..HAUNTED? Determined to find out the truth, RC leads his bandmates
on a search for whatever is truly causing the sounds. Even if it is a g..g..g..ghost!
Primary Element of Music
[ expression ]
Performing music with a range of feeling and emotion.
The way the music makes you feel.
Secondary Element of Music
Expression
Sound Effects
Featured Instrument
Hand saw
The sound created by a hand saw is beautiful, ethereal, and
very similar to a woman’s clear singing voice. The saw is
generally played with the player seated, the handle squeezed
between the legs, and the opposite end held with one hand.
To make a note, a sawist must bend the blade into an S-curve.
The parts of the blade that are curved do not vibrate, so they
do not make a sound. At the center of the S-curve a section
of the blade remains flat. This is called the “sweet spot”, and
produces a distinct pitch. The wider the section of blade, the
lower the sound.
Additional Featured Instrument
Found sounds
Sound effects
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Phantom of the Jam
Activities
Level 1
Artistic expression through listening
An introduction to music through listening allows for artistic expression and reactions to the music
itself. Through this experience, children will learn that music can become meaningful as well as interesting
and enjoyable.
Music also has colours and paints pictures of stories and people. Here is a suggested music list that lends
itself to visual art extensions. For example, children can draw pictures of the oceans, storms, fountains,
rivers, people and scenes they see as they listen to the music.
Bedrich Smetana: Ma Vlast (Die Moldau). The
composition evokes pictures of the famous river
and of the people and their activities along its shore
as it flows to the sea.
Ralph Vaughan Williams: A Sea Symphony
– One of the first symphonies to include a choir
throughout the work, the music is set to the
poetry of Walt Whitman.
George Frideric Handel: Water Music written to
entertain King George I of England as he cruised in
his royal barge on the Thames River.
Ludwig van Beethoven: Symphony No. 6
“Pastoral” - The second movement is entitled
“Scenes by the Brook,” the fourth movement
includes a thunderstorm, and the fifth movement
evokes “happy, thankful feelings after the storm.”
Completed in 1808, this is one of the first examples
of “program music”, music that is supposed to tell
a story, depict a scene or suggest a mood in the
listener.
Ottorino Respighi: The Fountains of Rome – One
part of his Roman trilogy, each of the four parts of
this picturesque composition depict one of Rome’s
fountains at different times of the day and night.
Ferde Grofe: The Grand Canyon Suite – A suite of
five movements depicting scenes in the Grand
Canyon, including a mule ride down into the
canyon and an unexpected cloudburst. Grofe
also composed the “Mississippi Suite,” a musical
portrait of the “Father of Waters”.
Claude Debussy: La Mer – An acknowledged
masterpiece of suggestion and subtlety in its
depiction of the ocean, and suggestion of winds,
waves, and the ambience of the sea.
Nicolai Rimsky-Korsakov: Scheherazade. The
first (The Sea/Sinbad’s Ship) and fourth (Festival
at Baghdad/The Sea/The Ship Breaks Against a
Cliff) movements tell stories of the ocean.
Level 2
Have fun with the music in poetry
Dr.Suess, Dennis Lee (Alligator Pie), and Shel Silverstein (Where the Sidewalk Ends) are wonderful reads for
musical cadence and rhythm.
Children love taking familiar songs and making them their own. How many versions of “Jingle Bells: are
there?
Consider the song Down by the Bay (The rhyme scheme – or rhyme pattern - is ABCBDAEEA)
Down by the bay, where the watermelons grow.
Back to my home, I dare not go,
For if I do, my mother would say …
Did you ever see a bear, combing his hair? Down by the bay.
It’s the internal rhyme which makes the song so much fun. The “did you ever see a whale with a polka-dot
tail” part of the song will have the children giggling along!
Have the children compose their own poetry, adding new critter verses to the song:
skunk – junk
trout – snout
eagle - beagle
seal – peel
monkey-funky
The more the merrier! Have a great chuckle with this form of silly expression.
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Phantom of the Jam
10
Level 3
the universal language of music
Music offers a vocabulary of communication to every society in the world. The very essence of rhythm is
our natural inheritance. It exists in our bodies, our hearts, and our breathing. It exists in the cycles of the
seasons, the ticking of clocks and the orbit of the earth. There is no part of creation that is without rhythm.
The art of drumming is a practice that spans the globe and has a presence in every culture. It has been used
for centuries in rituals, ceremonies, communication, rites of passage, music and dance, celebration, healing
and community building.
Create your own drum and express your feelings in full array. These instructions build a sturdy
Dumbek!
A conga is an African drum traditionally made of hardwood and a cow-skin drumhead. A dumbek is a
goblet-shaped drum from the Middle East. True dumbeks are made from a variety of materials, especially
clay and metal - copper, bronze, and aluminum. The dumbek has a variety of names, depending on where it
is made. In Turkey, a dumbek is called a darbuka, while in Egypt, a dumbek is a tabula.
Materials Required
cardboard carpet tube, 7–10 cm in diameter
plastic flowerpot. The bottom of the pot should be the same in diameter as the cardboard tube so
that the pot fits on the tube without any overlap.
a two-piece plastic embroidery hoop. The hoop should be the same diameter as the top of the
plastic pot so that it fits on the pot without much overlap
an old beach ball or inflatable pool toy of heavy gauge plastic (material that is strong and flexible)
2–5cm wide packing or masking tape
paint, paper or fabric to decorate the drum
yarn or jute to cover up taping
Assembly
cut a piece of tube approximately 30cm long
cut a piece of plastic to size, making sure to leave a couple of inches excess for overlapping later
take the embroidery hoop apart and place the plastic over the inner hoop
while stretching the plastic (you may need another pair of hands to help you), place the outer hoop
over the plastic and inner hoop to create the drumhead.
place the drumhead on top of the plastic flowerpot and using packing/masking tape, secure in
place
place the flowerpot on top of one end of the tube and using tape, attach the flowerpot to the
cardboard tube
decorate your drum using paint, paper or fabric, and cover up the tape by wrapping yarn or jute
around the drum
Here are a few audio products that may of interest for your drumming circle:
Bakongo! Drumming Music for Dancers – Geoff Johns
Drumming is Calling – Sofi Hellborg
Drumming Around the World – Various Artist’s
Graceland – Paul Simon
Children can use their drums to communicate during the classroom day: time for recess, quiet time, cleanup
time, etc.
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razzberry jazzberry jam
A Bonnie Tale
11
A Bonnie Tale
Synopsis
When Woody the Clarinet can’t make it, he sends his sister Bonita to play with the Jazzberries instead. The
Jazzberries expect a great improviser like her brother, but instead she will only play what is written down on the
sheet music. If they can’t convince Bonita to try improvising, they’ll need to notate all their music by showtime!
Primary Element of Music
[ improvisation ]
Musical improvisation is the creative activity
of immediate (in the moment) music making
which combines performance with different
moods, feelings, images and instrumental
technique as well as spontaneous response to
other musicians.
Secondary Element of Music
Classical vs. jazz/improvisation
Featured Instrument
Clarinet
The clarinet is a member of the woodwind family. The
instrument most commonly played today is the B-flat
clarinet; the next most common is the clarinet in A. The
clarinet was central to early jazz starting in the 1910s
and remained popular through the big band era of the
1940s.The instrument remains popular in Dixieland
music.
Additional Featured Instrument
All the house instruments are featured – guitar, bass, drums, trumpet and piano – through their interaction
with the guest instrument Bonita (the Classical clarinetist) and Woody (the Jazz clarinetist).
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A Bonnie Tale
11
Activities
Level 1
Artistic imagination
Provide your child with a piece of paper and colouring pastels, crayons, paints. Using any of your favourite
character pieces, Debussy – En Bateau, Offenbach – Can, Can, Beethoven’s’ Pastoral Symphony, Holst’s “
The Planet’s”; have your child listen and create a drawing based on what they hear. The composition could
consist of swirls, zigzags, circles, a country garden or even an alien!
Level 2
Creating music with glasses and water
Fill up water glasses and make some music! Look for different sizes of glasses and add different
quantities of water to alter the pitches among the glasses. Tapping a large glass with a little liquid results in a
high tone. As the glass is filled, the pitch gets lower and lower.
Arrange the filled glasses in order to form an ascending (low to high notes) or a descending (high to low)
tone row. Once your “instruments” are filled, arranged and sitting on a table, the music making begins!
Level 3
Engage the children in creating atmospheric music
Invite them to imagine they are walking through a dark, thickly wooded forest. How do they walk with
cautious steps? Encourage words such as quietly walking, darkness, and stillness, perhaps referring to a
favourite story or movie to help understanding.
Then them a shaker or a pot and wooden spoon and ask them to demonstrate how a ‘walking part’ in music
could be improvised to match the steps of the ‘walker’. By having different sound makers, children can
create additional textures that represent the animals in the forest. Ask questions such as: Is it night time or
day time? Which animals and birds might we hear? Are there boughs from the trees creaking in the wind or
twigs breaking underfoot?
Join the Jam
The Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games
that are fun to play and reinforce key elements of music. The game The Razz Jam is relevant to this Unit.
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razzberry jazzberry jam
Join the Jam
12
Join the Jam
Synopsis
When the Jazzberries get into a big argument, RC wonders if it might not be time to break up the band! This
gets everyone thinking about how they all came together in the first place. But will that be enough to save the
Jazzberries.
Primary Element of Music
[ ensemble ]
Playing together as a group. To be part of an ensemble is the highest
point in the life of a musician. Bringing all of the different elements
of music together creates community amongst performers. The
discovery of how to find ease with the idea ‘starting, staying and
stopping’ together keeps everyone guessing!
Secondary Element of Music
Duo
Listening Skills
Cooperation
Teamwork
Featured Instrument
Keyboard instruments (piano, grand piano,
harpsichord, accordian, keytar)
The most common keyboard instrument is the piano
(upright, grand piano, etc), but the family includes
the organ, hurdy gurdy, clavichord, harpsichord, and
electronic keyboards.
Additional Featured Instrument
Calliope
Kazoo
Flamenco guitar
Alpine horn
Guitar
Steel resonator guitar
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razzberry jazzberry jam
Join the Jam
12
Activities
Level 1
simon says “rhythm”
Here’s a fun version of the ‘Simon Says’ game that reinforces listening skills. The teacher (or leader) claps
a variety of rhythms, no more than 4 beats long, using hands, body, voice, even the floor, and the children
copy the rhythms. Establish a “Don’t clap” rhythm, such as “tah, tah, ti-ti, tah”. Intersperse the “Don’t clap”
rhythm with other rhythms, and every time someone claps back the “Don’t clap” rhythm, the teacher gets a
point. If no one claps when they hear the “Don’t clap” rhythm, the children get a point.
Extend the rhythmic patterns to 6 or 8 beats for a more challenging musical memory activity.
A suggested reading for primary grade students is The Philharmonic Gets Dressed (Karla Kusking and Marc
Simont). This lovely book demonstrates the individual members of the orchestra preparing to join one
another in glorious music making. Some DVDs that invite participation from the audience are A Fun-derful
Day (Sharon, Lois and Bram), The Baby Einstein, and Meet the Orchestra – First Instruments.
Level 2
using the body to express
Body movements and actions can offer cues to our feelings and expressions (ie body language):
Confidence
Thinking, evaluating
Impatience
Anticipation
Nervousness
Brisk, erect walk
Hand to cheek
Tapping or drumming fingers
Rubbing hands
Biting nails
Visit your community concert hall or watch a musical performance on television, DVD or computer to find
the ways that a musician offers “cues” (or clues) to start the music. See if the children can see the body
language cues as musicans deliver these results:
Starting the piece
Slowing down or speeding up the piece
Playing softer or louder during the piece
Displaying different articulations
– staccato (sticky) or legato (smooth)
Offer excitement or anticipation
Enjoy viewing ….
Which Way to Carnegie Hall: A Journey into Music
In this DVD Jon Kimura Parker follows talented artists from British Columbia in their quest to establish
themselves in musical careers.
At the Heart of Chamber Music
An engaging and fun film for music students of all levels, this DVD follows three ensembles as they
are coached by Gillian Rogell (New England Conservatory) and the award-winning Jupiter Quartet.
Commentary by Paul Katz, founding cellist of the Cleveland String Quartet.
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razzberry jazzberry jam
Join the Jam
Level 3
Maestro! Maestro!
Children take turns exploring being the conductor of an “orchestra”.
You may wish to watch (and perhaps have the children watch) the “Sorcerer’s Apprentice” section from
Disney’s classic Fantasia. Recorded in 1938, it features the famous conductor Leopold Stokowski who
offered his services at no charge, and assembled over 100 professional musicians to record the score for the
nine-minute cartoon.
The Maestro or Conductor leads the ensemble with a baton in hand. The way he/she moves his arms and
hands tells the musicians when to begin or stop playing, when to play louder or softer, and also indicates the
beat.
Old McDonald Had a Farm is an excellent song choice for this activity. Divide the class into groups (sections)
representing the different farmyard animals. The conductor leads each section as the song directs. This
is like conducting the different sections in the orchestra – 1st violins, 2nd violins, viola, celli, double bass,
woodwinds, brass and percussion. There are moments within the song when everyone sings together
(“tutti”) and others where the sections have a “solo”.
Before the children begin this activity, explain these conducting fundamentals. By finding your bellybutton,
you have established the “ictus” point for the conductor; the lowest point for a beat pattern. Now find your
eye-line; this will establish the highest point for a two-beat pattern. Move your hand from the high point to
the low point for beat one and then from the low point to the high point for beat two.
Another song suggestion for this activity is a march-like melody. If you are a football fan, introduce the
children to Cheer, Cheer for Ol‘ Notre Dame!
If you or the children have access to a Wii system, you/they may wish to try conducting skills with Wii Music,
which features 66 “playable” instruments!
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Tuning In
13
13
Tuning in
Synopsis
Preparing to receive the Bandleader of the Year Award has Louis very anxious, so the Jazzberries call on the
extremely laid-back Lebowski the Ukelele to come and show him how to relax. But how can Louis maintain his cool
when they discover that Lebowski doesn’t believe in tuning himself?
Primary Element of Music
[ tuning ]
Adjusting “off-sounding” notes until they’re in tune again.
Secondary Element of Music
Stage fright
Performance anxiety
Pitch
Listening skills: flat/sharp
Featured Instrument
Ukulele
The Ukulele is a 4-stringed instrument usually played with bare fingertips,
or sometimes a felt pick. It originated in the 19th century as a Hawaiian
interpretation of a small guitar-like instrument which had been brought to
Hawaii by the Portuguese. It gained popularity in the United States in the
early 20th century, and from there spread internationally. Ukeleles come in
four sizes: soprano, concert, tenor and baritone.
Additional Featured Instrument
Lute
Banjo
Pitch pipe
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razzberry jazzberry jam
Tuning In
Activities
Level 1
tHE BEGINNINGS OF MATCHING PITCH
As Maria says, “Let’s start at the very beginning; a very good place to start!”
By trying some pitch matching, you will discover the range of your children’s voices.
Any number of songs are appropriate to this activity, whether it’s “Do, Re, Mi” from The Sound of Music or
Mary Had a Little Lamb. The children should be very familiar with whatever song you chose. Children strive
to match the notes of the song while they sing along.
The objective is to have the children – individually or in small groups – match the pitch you are
singing. For example, the teacher sings the first note of the song and has the child/children match the
pitch. Repeat for the next note, and so on.
Most young children cannot match the correct pitch at first. If a child is singing the wrong pitch, listen to
hear if the pitch is lower or higher than the pitch you are singing. If the child is singing lower than the desired
pitch, point your finger up and invite them to slide with their voice into the note. If the child is singing higher
than the desired pitch, point your finger down with the same invitation of sliding until they locate the pitch.
You may also consider singing along with the children and randomly stopping on a note, with the children
matching the pitch. You can also do this pitch matching activity using a piano or other musical instrument.
Level 2
pITCH AWARENESS
Music is different from noise because music is made up of a regular sound pattern. It has pitch, rhythm and
quality. Pitch has to do with the frequency of vibrations. Close vibrations produce high notes and spread-out
vibrations produce low notes.
Make children aware of “high” and “low” sounds in their environment. Identify sounds around the school,
the neighbourhood, or their homes. If you have a pitch pipe at your disposal, it will help identity the note
each sound is creating (ie the pitch of the sound). For example, most car horns are honking an “F”.
Just as children first begin to learn language by ear, every musician must learn the language of music – pitch
– by ear. Our ears are the key to musical enjoyment because music is hearing art.
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Tuning In
13
Level 3
fINDING PITCH IN THE WORLD AROUND US
Explore how the speed of vibrations affects sound. All sound is produced by vibration, which creates sound
waves that travel through the air to our ears. Have the children gently touch their necks/throats with one
of their hands as they talk. Do they feel anything? When we speak or sing, vocal chords in our throats (voice
boxes) shake, or vibrate, to make the sound of our voices. When we make a low sound the vibrations move
slowly resulting in a ‘low tone’ and when we make a high sound, the vibrations move quickly with a ‘high
tone’ as the result.
Bring a string instrument or two into class, or find a picture of a violin, viola, cello and string bass. What
part of these instruments vibrates to produce the sound? Making the string vibrate by plucking or bowing
makes the sound of string instruments. Rosin is put on the bow hair to make it sticky; when the musician
pulls the bow across a string, it catches and makes the string vibrate. One may also pluck the string with
their finger to create a pizzicato sound.
Children will be able to participate in this activity using a simple, home-made string instrument. To
make an instrument for plucking, you will need a piece of wood at least 30 cms long and 5 cms wide, a long
rubber band, 2 nails and a hammer:
1.
2.
3.
4.
Hammer nails at each end on the same side of the wood.
Stretch the rubber band around the nails.
Pluck the rubber band and listen to the sound it makes
Hold the rubber band down to the wood midway between the two nails and pluck one end of the
band. What has happened to the pitch when the rubber band was shortened?
By changing the width of the elastic band, children will be able to hear and compare the sounds a thinner or
thicker “string” makes.
Join the Jam
The Razzberry Jazzberry Jam website at www.jointhejam.com includes several online interactive games
that are fun to play and reinforce key elements of music. The game Louis is Late is relevant to this Unit.
39
Notes
© 2009 Trapeze Animation Studios Ltd. in association with Canadian Broadcasting Corporation. All
rights reserved
Join the Jam at The Razzberry Jazzberry Jam’s website: www.jointhejam.com
Published by:
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