1

To Market.

By

Marian Ingoldsby.

Copyright PDST and Anne Barry

Notes for presenters…

These presentations are 20 – 30 minute ‘units’ or ‘segments’. I would

envisage a song could take at least two, but probably 3 or 4 units to

teach thoroughly. This of course depends on the song’s length,

number of parts, musical content and level of difficulty.

A unit does not aim to teach every note of the entire song. It gives you

a flavour of how to teach it, more than singing right through the song. It

provides some starting points on how to teach the song. You can then

decide how you would explore teaching the rest of the song.

Some songs may have sections that you may not be able to introduce

creatively and may simply have to teach by rote. I would encourage

you to exhaust all other possibilities first however, as teaching singing

solely by rote teaches only the rhythm and pitches and perhaps not

even an awareness of these. There is so much more for young singers

to learn.

2

Question and Answers

!s s s s s s - s m f r_

!s s s s s s - f r m d_

Notes for presenters:

When scores are handed out please tell teachers not to look at

them until asked.

NOTE: Each number represents the next ‘click’.

1. Title: Q&A: Teacher asks a question. (e.g: Favourite

sport, tv programme, film, dessert

etc).Ask two students for answers.

Ask another question. Ask two different

students for answers.

2. ssssss – smfr_ Students sing Q - Teacher sings A

Encourage use of hand

symbols

3. ssssss – frmd_ As above

3

To market

! s s s s s s s m f r _! mar - ket to mar - ket to buy a fat pig

! s s s s s s f r m d_! Home a - gain, home a - gain Jigg - ett - y jig.

! Anything missing?

1.Title

Now we are going to sing using the text

2 & 3: Show solfa line 1. Show text line 1

4 & 5: Show solfa line 2. Show text line 2

Now sing using text and hand signs

6. Next sing, reading from the music

7. ‘Anything missing?’

4

! What about ‘To’ market?

! Where should this word go?

1. What about ’To Market’?

2. Where should this word go?

When you get the correct answer…

3. Now sing with the upbeat and extra word inserted.

5

A question…

! What’s the fastest way to getthrough the town to go tomarket?

! To swim?

! To cartwheel?

! To march?

1. Title: A question…

2. What’s the fastest way to get through the town to go to market?

3. To swim?

4. To cartwheel?

5. To march?

6

March Rhythm.1st years…

! Listen to the followingrhythm and join in when youknow it.

! Now make up your own bodypercussion in groups of 3 tomatch it.

1. March rhythm – 1st years

2. Listen to the following and join in when you know it.

*BODY PERCUSSION:

(Please note – kids are very comfortable with this. Adults are not as

quick to pick up BP. If you need to break it down feel free – a) - b2), d) -

b4) etc.)

a) Stomp right foot – crotchet b) Click right fingers, then left – dotted

quaver, semi-quaver

c) Stomp left foot – crotchet b2) As above

d) Slap right thigh – crotchet b3) As above

e) Slap left thigh – crotchet b4) As above

f) Tap right shoulder – crotchet b5) As above

g) Tap left shoulder – crotchet b6) As above

h). Clap – crotchet x 2

3. Now make up your own BP in groups of 3 to match the rhythm.

(Allow 1 minute – ask for one volunteer).

7

March Rhythm2nd years and older…

1. Title: March rhythm - Explain that this is an alternative approach for

2nd years and above.

2. Start by clapping crotchets.

3. Add in alternating pairs of quavers.

4. Complete by adding the dotted rhythm.

8

March Melody

! Let’s sing…

! Now try this…

1. March melody

2. Let’s sing…

3. Music: Use hand symbols

4. Now try this

Ask the students what difference they see.

5. Now sing with the rests (I use an open hand away from the body to

indicate a rest).

9

March Rhythm

! Lets add soh…

! And now lets add our Marchrhythm…

1. Title: March rhythm - Explain that this is an alternative approach for

2nd years and above.

2. Start by clapping crotchets.

3. Add in alternating pairs of quavers.

4. Complete by adding the dotted rhythm.

10

Let’s look at the score…

! Can you find our question andanswers melody?

! Who can tell me what happens in thevoice above the question and answers?

! Can you find our march melody?

1. Let’s look at the score

2. Can you fond our Q&A melody?

3. Show the music – as a reminder

(Encourage students to point or call out bar numbers if they know

what they are and where they find them. Most will not know. This may

lead to an explanation on bars numbers and the layout of a choral

score)

4. Who can tell me what happens in the voice above the Q&A melody?

5. Show the music.

(Repeated note, repeated G, drone, pedal note)

6.Now can you find our march melody?

(Encourage students to point or call out bar numbers. Following

discussion on 3 above, they will have a better idea as to how to find the

bar numbers)

11

Let’s look at the text…

!

! Does the composer only buy a ‘fat pig’at market?

! Then who is this fella?

1. Let’s look at the text

2. (Pig picture)

3. Does the composer only buy a fat pig at market?

4. Then who is this fella

5. (Hog picture)

12

Pig versus Hog!

! The Pig

! The Hog

! Let’s compare…

1. Pig versus Hog

2. The pig

3. (Pig picture)

4. Pig music

5. The hog

6. (Hog picture)

7. Hog music

8. Let’s compare.

Ask what differences and similarities they see. Let them discuss and

then suggest noting the comparisons…

13

Pig versus Hog!Student reactions.

! Pig…

! He’s not as fat sohe has skinniernotes.

! He can skip.

! Jiggetty jig

! 6/8

! Hog…

! We have to fit inmore notes becausehe’s fatter.

! He can march

! He has jiggetty jog

! 4/4

! He has shades and ascarf!

Pig versus Hog!Student reactions.

Pig…

He’s not as fat so he has skinnier notes.

He can skip.

Jiggetty jig

6/8

Hog…

We have to fit in more notes because he’s fatter.

He can march

He has jiggetty jog

4/4

He has shades and a scarf!

14

Percussion

! Can you see the March rhythmanywhere else in the score?

! Let’s play it on percussion.

! Now let’s add the animal sounds at

bar 22: moo, bah, boc boc

1. Title: Percussion

2. Can you see the march rhythm anywhere else in the score.

3. Let’s play it on percussion. (tapping, clapping etc will be fine)

4. Now let’s add in the anima sounds…moo, bah, boc-boc

(Choose different ranges for the sounds at bars 21-25! Point out that

when these return in bars 34-48, while they appear rhythmically

challenging, they will fit in comfortably if no attention is drawn to the

duple vs compound rhythm. This can be dealt with later.)

15

Learning Outcomes

! Q&A melody concept

! Solfa & Curwen hand signs

! Using a choral score

! Melody and rhythm recognition

! 2-part singing

! Composition through body percussion

! Singing in mixed meters

! Pedal note

! Upbeat

1. Learning Outcomes

2. Q&A melody concept

3. Solfa & Curwen hand signs

4. Using a choral score

5.Melody and rhythm recognition

6. 2-part singing

7. Composition through body percussion

8. Singing in mixed meters

9. Pedal note

10. Upbeat

16

Further Classwork

! Teach the intro as a conducting game. Let thepupils try too.

! Add in the oinks and other animal sounds!

! Teach the harmony part at bs 17/18-25 and 33/34-48.

! Note the composer states dynamics not essential.The students could decide on their owndynamics.

! 6/8 meter.

! Triplets and duplets.

! Form - two possible interpretations:1. form by melody or 2. form by meter.

1. Further Classwork

2. Teach the intro as a conducting game. Let the pupils try too.

3. Add in the oinks and other animal sounds!

4. Teach the harmony part at bs 17/18-25 and 33/34-48.

5. Note the composer states dynamics not essential. The students

could decide on their own dynamics.

6.. 6/8 meter.

7. Triplets and duplets.

8. Form - two possible interpretations:

a). form by melody or b). form by meter.