1. Diddledy Dumpty. By Marian Ingoldsby Copyright PDST and Anne Barry By Marian Ingoldsby Copyright PDST and Anne Barry

2. Let’s form a percussion band! RFirst we need a bass instrument. RWhat pitched drum might we use that could play our bass line? RThe timpani or kettle drums. RFirst we need a bass instrument. RWhat pitched drum might we use that could play our bass line? RThe timpani or kettle drums.

3. Here’s the timpani line… RLet’s sing… RAre we all singing down in the bass clef where the timpani would sound or are some of us singing higher? RLet’s sing… RAre we all singing down in the bass clef where the timpani would sound or are some of us singing higher?

4. Here it is in the treble clef… R  Now let’s look at the text and see what rhythm we could give to the words. R

5. Dumpty, dumpty, dumpty diddledy RLet’s say the following, first with rhythm names, then with text. Then let’s sing and decide which rhythm pattern suits best…

6. Ostinato RThis two-bar phrase is repeated over and over and is called an ‘ostinato’: RNow sing these two bars 10 times while I sing a melody above your ostinato. RThis two-bar phrase is repeated over and over and is called an ‘ostinato’: RNow sing these two bars 10 times while I sing a melody above your ostinato.

7. Handbells RHear RThe RBells… RDing RDong RHear RThe RBells… RDing RDong

8. Hear the bells, ding dong. RListen and see if you can tell which bell would play which note. RListen and see if you can tell which bell would play which note.

9. Compare the bells RIf these bells are bigger, how will that affect the sound?

10. Let’s sing… RThe melody for the smaller bells: RThe melody for the bigger bells: RThe melody for the smaller bells: RThe melody for the bigger bells:

11. Now let’s put the parts together. And let’s ‘sing’ the bell parts now.

12. Tubular Bells Melody RCan you remember ‘singing by numbers’ and sounding like tubular bells?  Let’s remind ourselves: RLet’s sing the ‘Dumpty, dumpty, dumpty diddeldy’ text… RCan you remember ‘singing by numbers’ and sounding like tubular bells?  Let’s remind ourselves: RLet’s sing the ‘Dumpty, dumpty, dumpty diddeldy’ text…

13. Dumpty, dumpty, dumpty diddeldy. And now let’s divide into four groups and build the four notes into a chord by descending from 5…

14. Dumpty, dumpty, dumpty diddeldy - 5, 4, 2, 1

15. Let’s try it the other way around - 1, 2, 4, 5

16. Dumpty diddeldy. RLet’s just take ‘dumpty diddeldy’. RSPEAK the words in CAPITAL letters out loud and whisper the words in lower case letters. RDUMPTY diddeldy, DUMPTY diddeldy, dumpty DIDDELDY, DUMPTY diddeldy, DUMPTY diddeldy, DUMPTY diddeldy, dumpty DIDDELDY, DUMPTY diddeldy, RLet’s just take ‘dumpty diddeldy’. RSPEAK the words in CAPITAL letters out loud and whisper the words in lower case letters. RDUMPTY diddeldy, DUMPTY diddeldy, dumpty DIDDELDY, DUMPTY diddeldy, DUMPTY diddeldy, DUMPTY diddeldy, dumpty DIDDELDY, DUMPTY diddeldy,

17. Dumpty diddeldy with chords

18. Music Checklist RCan we sing bars 1 - 8? What melody is this? RCan we sing bars 9 - 16? What music is this? RCan we sing bars 17 - 36? What music is this? RCan we sing bars 38 - 42? What music is this? RCan we sing bars 43 - 54? What music is this? RCan we sing bars 55 - 67? What melody is this? RCan we sing bars 1 - 8? What melody is this? RCan we sing bars 9 - 16? What music is this? RCan we sing bars 17 - 36? What music is this? RCan we sing bars 38 - 42? What music is this? RCan we sing bars 43 - 54? What music is this? RCan we sing bars 55 - 67? What melody is this?

19. Sing through. RSing what you have learned and listen as the teacher fills in the rest. RHelp with the vocal percussion in the last three bars! RSing what you have learned and listen as the teacher fills in the rest. RHelp with the vocal percussion in the last three bars!

20. Further Classwork RLearn bars 38 - 42. Discuss imitation and examine the intervals closely here. RAdd a third note to the chord in bar 50. RAdd the vocal percussion RLearn the final 5 bars. Whisper ‘Dumpty’ on the rests in bars 63 & 65 as the exercise used for bars 9 - 16. RAdd ‘The cat ran up the plum tree’. RConsider dynamics and articulation and let the students choose their own. RWhat about the form. It is potentially Palindromic. RLearn bars 38 - 42. Discuss imitation and examine the intervals closely here. RAdd a third note to the chord in bar 50. RAdd the vocal percussion RLearn the final 5 bars. Whisper ‘Dumpty’ on the rests in bars 63 & 65 as the exercise used for bars 9 - 16. RAdd ‘The cat ran up the plum tree’. RConsider dynamics and articulation and let the students choose their own. RWhat about the form. It is potentially Palindromic.

21. Learning Outcomes ROstinato  Tonic – Dominant bassline. Chords I & V  Use of pentatonic scale – Dorian or reh mode RParallel 4ths - like organum RSyncopation RClusters R6/8 RCanon RInterval imitation RRhythm recognition ROstinato  Tonic – Dominant bassline. Chords I & V  Use of pentatonic scale – Dorian or reh mode RParallel 4ths - like organum RSyncopation RClusters R6/8 RCanon RInterval imitation RRhythm recognition

22. Learning Outcomes contd… RUnison to four-part singing RBass clef RVocal Ranges RRepeat marks RWord painting RVocal percussion RLearning about percussion instruments RInstrument size in relation to its pitch RPalindromic Form RUnison to four-part singing RBass clef RVocal Ranges RRepeat marks RWord painting RVocal percussion RLearning about percussion instruments RInstrument size in relation to its pitch RPalindromic Form

23. And finally… RLet the students do what they can. This is often more than we anticipate. RGive them a challenge and then a little assistance. RGive them a lot of help if work is beyond their current ability but ensure you gradually step back. RLet the students do what they can. This is often more than we anticipate. RGive them a challenge and then a little assistance. RGive them a lot of help if work is beyond their current ability but ensure you gradually step back.