Transcript
Bugs
[PIANO PLAYING]
[VIOLIN PLAYING]
TEACHER
What did she start with? What notes did she play? Atiya?
ATIYA
A?
VIOLINIST 1
No.
TEACHER
What did she start with?
VIOLINIST 1
Started with a D, that’s right.
TEACHER
D. What was the first line she played? You got it, Rosaria? [SINGING] D, D. Did she use a finger?
STUDENT
No?
TEACHER
Did she use a finger?
STUDENT
She used one with D.
TEACHER
Good girl, well done. She went [SINGING] D, D, one, one, D, D. Sing that with me. Ready, and –
[VIOLIN PLAYING]
VIOLINIST, TEACHER AND CLASS
[SINGING] D, D, one, one, D, D.
TEACHER
Then there was a little rest, two rests, and then she went what? Listen again. Next bit?
[PLAYING VIOLIN]
TEACHER
What did she do then?
STUDENT
Then she did the same as the first one, and then she went on to A.
TEACHER
Good. So she went D, D, one, one, A, A, A. What else did she do that was something that made it a bit more interesting?
STUDENT
Oh, she did this.
[PLAYS ACCENTED NOTE]
TEACHER
Great. The last note she played was a really short stab on the –? You did the right –
STUDENT
On the A.
TEACHER
On the A. How many As did she play? How many?
STUDENT
Three.
TEACHER
Three. And what did she do with those three As? Were they all the same? The last one was short. Did she do anything else? Play it one more time?
[PLAYING VIOLIN]
TEACHER
What did she do? How would you describe what she played? Yes?
STUDENT
She made it louder.
TEACHER
She made it louder. She started quiet. She went [SINGING] A, A, A. And a stab at the end. Try it, on your A string. One, two –
VIOLINIST 1
A string.
TEACHER
– three, go. [PLAYING VIOLIN]
VIOLINIST, TEACHER AND CLASS
[SINGING] A, A, A,
TEACHER
Start even quieter, and then you’ve got somewhere to have your stab – wait, wait, wait. If you start really quietly, you can get louder. One, two, three, go.
[PLAYING VIOLIN]
TEACHER
Let’s sing the whole thing once, and then we’ll play it. This is the chorus to Bugs. Let’s just try singing it once, then we’ll get ’round to playing it. Get ready.
[MUSIC PLAYING]
TEACHER
Singing now.
VIOLINIST, TEACHER AND CLASS
D, D, one, one, D, D, shh, shh. D, D, one, one, A, A, A.
TEACHER
Try playing it. Up you get. Violins up. Find your one on D.
[MUSIC PLAYING]
VIOLINIST
Starting with open D.
[PLAYING VIOLIN]
VIOLINIST, TEACHER AND CLASS
[SINGING] D, D, one, one, D, D. Shh. D, D, one, one.
TEACHER
Fantastic stab at the end. There’s a couple of rests there. Shall we bend, bend in the rests? It’s going to go [SINGING] D, D, one, one, bend, bend.
STUDENT
And then it goes D, D –
TEACHER
Off we go.
[MUSIC PLAYING]
[PLAYING VIOLIN]
VIOLINIST, TEACHER AND CLASS
[SINGING] D, D, one, one, D, D. Bend. D, D, one, one.
TEACHER
Fantastic. That’s our chorus. Now we need some verses. And it’s up to you now. What kind of creepy-crawly insects can you think of? Have a think. What could try and play on the violin? What creepy-crawlies can you think of? What can you think of?
STUDENT
Spiders.
TEACHER
Spiders. What can you think of?
STUDENT
Caterpillars
TEACHER
Caterpillars.
STUDENT
Cockroaches.
TEACHER
Cockroaches.
STUDENT
Beetles.
TEACHER
Beetles.
STUDENT
Daddy-long-legs.
TEACHER
Daddy-long-legs, fantastic. Daddy-long-legs fly as well, don’t they? And they’re very light. Let’s go with beetles, first. And it’s a really little beetle that moves very quickly. How could we play that? Listening partner, have a go. Have an experiment. What could you do? Both play to each other.
[PLAYING VIOLIN]
TEACHER
OK! Thank you. We’ve got one here. Do that again, right in the middle. Listen, listening.
[PLAYING VIOLIN]
TEACHER
Right. Which string? Do you want it on the E?
STUDENT
Yeah.
TEACHER
So we’re going to go on the E, tiny little bows. And we’re going to go really fast. Go.
[PLAYING VIOLIN]
TEACHER
Thank you! Thank you. If you hear this,
[PLAYING KEYBOARD]
TEACHER
That’s a bit – can you hear that?
[PLAYING KEYBOARD]
TEACHER
You stop. You take your bow off. So let’s hear beetles. Off you go, you beetles, and listen out for that thing to take your bow off. Go.
[PLAYING VIOLIN]
[PLAYING KEYBOARD]
TEACHER
Stop immediately. Let’s do it again. Beetles, go.
[PLAYING VIOLIN]
[PLAYING KEYBOARD]
TEACHER
Then we’re back to our chorus.
[MUSIC PLAYING]
[PLAYING VIOLIN]
TEACHER
[SINGING] D, D, E.
VIOLINIST 1
Let’s go with –
TEACHER
Daddy-long-legs. See if we can get the idea of them flying really fast, or buzzing. Off you go. Daddy-long-legs.
[PLAYING VIOLIN]
TEACHER
Something different. Something different.
[VIOLINS PLAYING]
TEACHER
Yeah, but daddy-long-legs, think of how they fly. Try doing that with your bow. Try getting it to go up and down. That’s brilliant. OK! Look at this! Just do what you did. These two have got one. Quickly. Listen and watch. These two have worked out one. Go.
[PLAYING VIOLIN]
TEACHER
Try it.
[VIOLINS SCRATCHING]
TEACHER
Great.
VIOLINIST 2
I like that one. Makes a funny noise, doesn’t it, James? What do you think?
[PLAYING KEYBOARD]
TEACHER
Stop. You didn’t hear?
[PLAYING KEYBOARD]
TEACHER
Daddy-long-legs have stopped. Get ready for the chorus.
[MUSIC PLAYING]
[PLAYING VIOLIN]
TEACHER
[SINGING] D, D.
VIOLINIST 1
Bounce, bounce.
TEACHER
Fantastic. You can see how we’re going to fit that piece together to play in the concert the end of term. We’ll do some more insects next time. I fancy having a go at caterpillars, definitely.