Don'tStart Now DuaLipa Barred Instrument Cerrangments

intro
Bass I tremoloI tremoloI tremolo 4 4 11
A
114
Alto I tremolo tremolo I tremolo ll 4 44 11
C F A A
Soprano tremolo I tremolo tremolo1 34 11
G C C
EG
Solo A Á CD FE G G G G FE
If udon'twannaseeme dancinwith body
La DoReFaMiSoSoSoSoFaMi
Verge

Bass Id It it I d It it It It it It It 1711
D D D D DD AA A A AA F F F F F F C C C C C B
Alto 4 4 4 17 4 4 4 1174 41114 4 4 11
1974 441Er 11
soprano IIh n h 1 444 4 4
AM EE a GG
Solo EEE GE DG
GGACDEGG EE
E GE DG GGACDC.CC
B A E DCC DC E DC C R C RE
prefffs
Bass I tremoloI tremoloI tremolo 4 4 11
A C 114 F
Alto I tremolo tremolo I tremolo ll 4 44 11
C F A A
Soprano tremolo I tremolo tremolo1 34 11
G C C
EG
Solo A Á CD FE G G G G FE
If udon'twannaseeme dancinwith body
LaLaSoDoReFaMiSoSoSoSoFaMe
 Chorus
Bass Id It it d It it It It it It It 1711
D D D D DD AA A A AA F F F F F F C C C C C B
Alto 4 4 4 17 4 44 117 44 411 4 4 4 11
If 1974 441Er 4 4 11
II
h n h 1 444
soprano
AR CE CE GG
Solo D D D D D C D D D D D D DE
donshowup now donstartar boutme
ing a
DD D D D C D D D D D D D C
Percussion

Id d Id I II d I ÉTÉIl
1 Í AI I Í IIII I Él Í ITA
IA d TIIII EILEEN ITALIA I ETTEN

Don’t Start Now – Dua Lipa

Barred Instruments Arrangements SCRIPTING

T: Hi Class! Today we will be learning Dua Lipa’s “Don’t Start Now”! Could everyone safely WALK to the Or
instruments and choose one? When you sit down, please keep the mallets at rest position until I give you
further instructions.
S: Students walk over to the instruments, choose one, and sit down!
T: Okay, rst we are going to listen to the song and see if we can hear anything that might need to be
picked out and played!
T: plays the song o of YouTube w/ the music video.
S: Listen and watch the video for lines or instruments that stick out to them.
T: *video ends* Okay, so who can tell us what instruments or sounds they heard?
S: *students screaming out things that they heard*
T: “Yes” “So you heard ___” “Great observations!”
T: So we are going to learn this song, but to t our instruments we have to transpose it. Can anyone tell me
what transpose means?
S: Around the lines of “to change keys”
T: Yes! So we are changing the key to C! We are also going to start with learning the bas section so can
everyone grab their mallets?
T: We are going to rst learn the verse. And for the bass line, it is going to go like this. *teacher sings the
bass line for them on letter names.* Could everyone slowly play that on their instruments? First at a slow
tempo
S: *play the notes on rhythm at a slower tempo*
T: Great next is the alto part. Everyone listen to me sing the notes and then we will play them together.
*Teacher sings the alto part on letter names* (can also do on sol fege.. whatever works for the students.)
Can we try it on that slow tempo again?
S: Students play the alto part on all instruments at a slow tempo.
T: great job everyone. The next part will be the soprano part! Once again, I will sing it for you and then you
can play it. *Teacher sings the soprano part and then cues the students to play it in tempo with her singing.*
S: student play the soprano part along with the cue!
T: Lastly for this section, we are going to learn the solo. This has a lot of notes so we can adjust if needed.
But I would love two of my higher pitched instruments to play this melody! I am going to sing this melody
for you as well as put it on the board for whatever helps you better. I can
also break it down into parts! *teacher break it down and teaches the part* can I get my two friends to play
that melody at a slow tempo?
S: students play at a slow tempo unto they get it under their ngers.
T: great you all sound amazing. Can we all take the beast of putting it all together? I know if might be hard
but we will layer it in! *Teacher starts with the bass section and cues them in and then layers every group on
top of them. While cueing they also give the students their starting notes. *
S: Students successfully play through the rst section
T: *Repeat all of these same steps through another time to teach the second part of the song. **the only
thing that changes will be the solo lines for each parts*
T: The intro and pre-chorus to this song are the exact same notes for every group.
T: The verse and chorus are the same for every group EXCEPT for the solo players. Those notes are slightly
di erent *goes over notes with them if they do not remember.*
T: Now that we have gone over the form of our piece, we need to do some percussion. Is there anyone who
would like to do percussion for us? *If no one answers, or there are not enough students, teacher play
percussion.*
T: You have the choice of playing whichever option of percussion you’d like! And if you have one of them
down, you can feel free to add onto it if you are comfortable.