Author: Martin

Music – First Level: Primary 2 – Lesson 2

Experiences and Outcomes:
I can sing and play music from other styles and cultures, showing growing confidence and skill, while learning about musical notation and performance direction. EXA 1-16a

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a

 Skills:                                                                                                  

  • Keep the beat with movement.
  • Keep the beat with body percussion.
  • Play the beat along to a song/rhyme/music.
  • Use percussion instruments to produce different sounds. (Shake tap, ting, boom)
  • Sing at pitch with increasing accuracy.

Interdisciplinary Links:  

  • When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a
  • Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 1-12a
  • I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow. HWB 1-21a
  • I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical HWB 1-23a

Welcome song: Hello Everyone

Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)

Sing the song, keeping a steady beat with the actions:
Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Introduce instruments that shake – egg shakers and maracas (either could be used for this activity depending on what you have available). Give each child an instrument.

Demonstrate keeping a beat with the maraca by tapping the maraca into your other hand while you sing the first 2 lines. Then in the ‘Aye, aye, aye-aye, aye’ section shake the maraca upwards four times and then down four times to keep the beat. Then ask the children to join in and all sing the song, keeping a beat with the maracas/egg shakers.

Skills

  • Play the beat along to a song/rhyme/music.
  • Keep the beat with movement and body percussion.

Resources

Egg shakers
Maracas
‘Beat’ flashcard

Musical Instruments

Introduce and discuss a range of instruments which make shake (maraca), tap (claves) ting (triangle) and boom (drum) sounds.

Simon Says
Split the class into 4 groups and give each group a different type of instrument (shake, tap, ting, boom). Then give the instructions ‘Simon says shake group play’ or ‘Simon says ting group play’. If you don’t say simon says then the group shouldn’t play. After playing the game a few times, groups could be eliminated and you end up with a winning group.

Skills

  • Use percussion instruments to produce different sounds. (Shake tap, ting, boom)
  • Play the beat along to a song/rhyme/music.

Resources

Use a variety of untuned percussion instruments. E.g. Maracas, claves, drum, triangle.

No Robbers Out Today

No robbers out today, no robbers out today,
For we are singing on our way, no robbers out today.

Sit in a circle with one child in the middle and 4 instruments (1 shake, 1 tap, 1 ting, 1 boom). The child in the middle closes their eyes while we sing the song. The teacher choses a child to be the ‘robber’ and take an instrument from the middle. When they get back to their space they play 4 beats on the instrument and put it behind their back. Everyone else puts their hands behind their back and the child in the middle has to name the instrument they heard and guess who stole it.

Skills

  • Use percussion instruments to produce different sounds. (Shake tap, ting, boom)
  • Play the beat.
  • Sing at pitch with increasing accuracy.

Resources

Use a variety of untuned percussion instruments. E.g. Maracas, claves, drum, triangle.

Go Bananas

Bananas assemble!
Pick banana, pick pick banana (x2)
Repeat with: peel, slice, mash, eat, go!

Sing song with accompanying actions with 4 movements per action. (Follow the lyric for action).

Skills

  • Keep the beat with movement.

Resources

Closing song: Goodbye Everyone

Goodbye everyone, goodbye everyone, glad that you were here (x2)
Aye, aye, aye aye aye, glad that you were here (x2)

The actions from the opening, ‘Hello song’ can be applied here.

Skills

  • Keep the beat with body percussion.
  • Sing at pitch with increasing accuracy.

Resources

CREATE FESTIVAL OF MUSIC 2022

The CREATE FESTIVAL of MUSIC offers a fantastic opportunity for choirs and bands, from both Primary and Secondary schools, to perform in City Halls and receive feedback from peers and adjudicators.

  • Secondary Schools – Saturday 23rd April 2022
  • Primary Schools – Saturday 7th May 2022

Schools can apply below with spaces allocated on a first come first served basis. Applications close on Friday 25thFebruary.

Your school band/ orchestra/ ensemble/choir are invited to take part in the CREATE FESTIVAL of MUSIC in City Halls, Education Services Centre for Music Training & Performance – City Halls, 87 – 101 Albion Street, Glasgow, G1 1LH, on Saturday 23rd April 2022 – Secondary Schools and Saturday 7thMay Primary Schools from 0930-1300

This is a non-competitive festival, which will feature groups of varying genres and styles and give young people the opportunity to perform in one of the countries iconic concert venues as well as listen to peers from schools across the city – each performance will be given a constructive critique.

PERFORMANCES SHOULD LAST NO LONGER THAN 6 MINUTES

Timps, drum kit and any other reasonable request for percussion and amps will be provided.

Places are limited and applications will be taken on a first come first served basis, if you have more than one group from your school that would like to perform please indicate on the return, but please remember it may not be possible to accommodate this.

Confirmation of places will be emailed on Friday 10th March 2022

You should arrive at least 15 minutes before you session is due to begin. Please enter City Halls (276 8440) via the Stage Door on Albion Street. Everyone attending should bring with them appropriate refreshments for a morning break. The session should finish at approximately 13.00.

On arrival you will be directed to your allocated space in the Grand Hall – there will be space for instruments to be opened in the row in front and left ready for your performance. There will be a 5 minute warm up time on stage for each group, 6 minute performance time and then time to leave stage and re seat in the auditorium to listen to the next performance

There is no charge for this event – schools/ parents will be responsible for transport arrangements, costs and permissions.

To nominate groups please apply with details no later than 25th February 2022








Music – First Level: Primary 2 – Lesson 1

Experiences and Outcomes:
I can sing and play music from other styles and cultures, showing growing confidence and skill, while learning about musical notation and performance direction. EXA 1-16a

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a

 Skills:                                                                                                  

  • Sing at pitch with increasing accuracy.
  • Sing/chant with increasing control of tempo and dynamics.
  • Experiment with different vocal sounds.
  • Keep a steady beat with movement and body percussion.
  • Use percussion instruments to play the beat along to songs/music, responding to faster or slower tempo.

Interdisciplinary Links:  

  • When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a
  • Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 1-12a
  • I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow. HWB 1-21a
  • I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical HWB 1-23a

Welcome song: Hello Everyone

Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)

Sing the song, keeping a steady beat with the actions:
Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Introduce instruments that shake – egg shakers and maracas (either could be used for this activity depending on what you have available). Give each child an instrument.

Demonstrate keeping a beat with the maraca by tapping the maraca into your other hand while you sing the first 2 lines. Then in the ‘Aye, aye, aye-aye, aye’ section shake the maraca upwards four times and then down four times to keep the beat. Then ask the children to join in and all sing the song, keeping a beat with the maracas/egg shakers.

Skills

  • Play the beat along to a song/rhyme/music.
  • Keep the beat with movement and body percussion.

Resources

Egg shakers
Maracas
‘Beat’ flashcard

Voices

Teacher: Have you got your… speaking/singing/thinking/loud/quiet/high/low/whispering voice?

Children: Yes I’ve got my… speaking/singing/thinking/loud/quiet/high/low whispering voice

This vocal warm-up should be delivered as call and response – children listen and then respond by copying the way the teacher has used their voice.  Repeat for high voice, low voice, whispering voice and finish on with singing voice each time. Children can suggest other fun ways to use their voice e.g. a robot voice.

Skills

  • Differentiate between a speaking and singing voice.
  • Experiment with the voice and create different sounds.

Resources

Music concept flashcards

Siren

Talk to the children about sirens and the way the sound moves ‘up’ (to a higher pitch) and ‘down’ (to a lower pitch). Ask the children to imagine a golden thread attaching their voice to their index finger. As their finger moves up and down so does their voice. Ask the children to copy you as you move your finger up and down and your voice moves up and down in pitch. Choose a long vowel sound (oo, oh, ah, ee) to sing for this.

Skills

  • Sing at pitch with increasing accuracy.

Resources

Pulse is a Steady Beat

Pulse is a steady beat,
Feel it moving in your feet.
Always steady keep in time,
Tap your feet and say this rhyme.

Chant the rhyme standing in a circle while stepping to the beat. An adult can keep the beat with claves or a drum to help.

Extension: keep the beat by tapping different parts of the body (head, shoulders, knees etc.) and change the tempo (fast or slow) or dynamics (loud or quiet).

Skills

  • Keep the beat with movement and body percussion.
  • Chant with increasing control of tempo and dynamics.

Resources

Claves or tambour
‘Beat’ flashcard
Music concept flashcards (loud/quiet, fast/slow)

Hickety Tickety Bumble Bee

All:      Hickety Tickety Bumble Bee
           Can you sing your name to me?
Child: My name is…

Introduce a puppet and encourage each child in turn to sing back to you/the puppet ‘My name is…’
Move around the circle until all the children have had a turn. Singing back to the puppet or toy makes it less daunting for the child.

Singing doesn’t have to be particularly loud or clear at this stage and should be enjoyable. Sing along with children who are unsure or lacking confidence and celebrate each child to build confidence in singing individually.

Skills

  • Sing at pitch with increasing accuracy.
  • Sing individually and as part of a group.

Resources

Bumblebee puppet

Go Bananas

Bananas assemble!
Pick banana, pick pick banana (x2)
Repeat with: peel, slice, mash, eat, go!

Ask children to come up with actions for ‘pick, peel, slice, mash, eat and go bannanas’ which they can perform to a steady beat. Teach the song line by line with the actions – try starting the song quietly, gradually getting louder towards the end. Perform the song all the way through along to the recorded track if you can.

Skills

  • Keep the beat with movement.

Resources

Backing track

Closing song: Goodbye Everyone

Goodbye everyone, goodbye everyone, glad that you were here (x2)
Aye, aye, aye aye aye, glad that you were here (x2)

Repeat with same actions used for ‘Hello Everyone’. 

Skills

  • Keep the beat with movement and body percussion

Resources

Christmas Concert 2021

Our YMI elves have been busying away creating lots of fun Christmas music activities for you all and we’re so excited to share them with you.

More importantly, we can’t wait to see you join in and we hope you will share your class activities with us by sending on your class performances to be featured in our virtual Christmas Concert.

Our online virtual Christmas Concert this year will take place on Monday 20th December. To be featured, all material needs to be shared by 8th December! Please share your video via OneDrive to gw16oneillmartin@glowmail.org.uk

Please visit the YMI website here to access all the activities

‘I am the Earth’ – A Citywide COP26 Music Project

As the world’s eyes look upon Glasgow ahead of COP26, the CREATE YMI & IMS team have launched an ambitious citywide music project based on the song ‘I am the Earth’ by Australian composer Glyn Lehmann.

Our tutors have created fabulous resources around this song for teachers to use in class. All the material, including lyric sheet, percussion rhythms, video lessons for early, first and second level as well as demonstration video and backing track can be found here.

The project will culminate in the creation of a video performance of recordings gathered from all schools and all stages citywide, which will then be broadcast at the start of COP26, along with special live performances from schools at high profile events during COP26.

In order to be part of the finished recording, please video your class performance along to the backing track provided and share via OneDrive to gw16oneillmartin@glow.ea.glasgow.sch.uk by Friday 8th October.

YMI Summer Showcase

PREMIERES Wed 26th May at 2pm on the CREATE YouTube Channel.

Welcome to the CREATE YMI Summer Showcase 2021. Our Youth Music Initiative (YMI) tutors have been delivering remote learning video lessons to all primary schools across Glasgow, with a focus on the music of Scotland, China and India. We are delighted to showcase some of the great work that has been going on in classrooms across the city. Enjoy these wonderful performances!

YMI Programme Apr-Jun 2021

April / May 2021

CREATE YMI Summer Showcase – 26th May

Watch online at youtube.com/glasgowcreate

Video music lessons to guide your class through rehearsal and performance of material from our ‘Music from Scotland and other cultures’ lessons.
All released: 21st April

Send your class performance videos via OneDrive to gw16oneillmartin@glow.ea.glasgow.sch.uk by 14th May to feature in the Summer Showcase!

June 2021

Video music lessons for P1-7 & ASN – Carnival theme Linked to COP26 and Learning for Sustainability
Released: 2nd, 9th & 16th June

CREATE Spring Concert

Glasgow CREATE’s Instrumental Music Service is delighted to invite you to join us for our online Spring Concert which will take place next Monday, 29th March. The concert will be streamed from the CREATE YouTube channel. Please help spread the word by sharing and retweeting. Hit subscribe on our YouTube channel to be notified when the concert goes live. http://YouTube.com/GlasgowCreate

The concert includes performances from the Glasgow Schools’ Big Band, String Orchestras, Brass Ensemble, Woodwind Ensemble, Guitar Ensemble, Clarinet Ensemble as well as featured soloists.

We look forward to joining you for a great night of music showcasing the breadth of talent from our young people across the City.

EXA RA for return of Senior Phase Practical Subjects

Good afternoon,

With the return of Senior Phase young people for Practical Subjects, we have been considering the guidance in terms of the practical elements of the Expressive Arts.

In terms of the Instrumental Music Service, there has been an extremely high engagement with digital lessons and for that reason, in consultation with Maureen Mc Kenna, we have decided that in the main we will be continuing to deliver lessons in this way. However, where a young person has not been able to access lessons in this way, then arrangements will be made for face to face lessons. This includes young people who will require access to larger percussion instruments which they do not have at home. Where appropriate and to assist with timetables, in some instances, young people may be in school and tutors may be teaching from home. In addition, tutors will be available to support face to face recordings for evidence purposes and portfolios. All face to face teaching should be arranged in consultation with Faculty Heads or Music Leads and Pamela Black.

IMS Tutors will be able to access COVID Lateral Flow Tests from the schools they are working in – this is not required to their base school.

I have attached the guidance and all schools are asked to review this in terms of their own Risk Assessments. I ask you to particularly note that for both Music and Drama, there is a necessity for rooms to be large and well ventilated with the minimum requirement being an open window to the outside to allow for circulation of air in the room. It is acceptable if there is air conditioning which vents outside and does not re-circulate air within the room.

For both subjects, masks should be worn at all times other than when a young person is playing a musical instrument which would require it to be removed for that period only. It is also advised that a plastic screen is placed between the teacher and the pupil to ensure the highest level of safety. We have looked into the best way to source these which I have included below.

We are concerned that it still remains that dance cannot be taught indoors and we have raised this with the SQA with the hope that this will be revised.

I include the links to the guidance and it is the responsibility of each school to include this in their individual risk assessments. However, should you wish to discuss anything then please do not hesitate to contact me.

Practical activities guidelines | COVID-19 education recovery | National Improvement Hub

https://education.gov.scot/media/dwlgsrax/music-guidelines-17-02-2021.pdf

 

 

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Managing Director
Head Office: 01324 622 776
Mobile: 07736335996
info@aroccompliance.co.uk
www.aroccompliance.co.uk
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YMI Remote Learning

Our YMI tutors have been busy preparing video lessons to support remote learning and week 2 is now available on the YMI website here.

Please remember to check back each Wednesday for a new video.

All videos are hosted on the CREATE YouTube channel. Included is a video.link safe URL which can be used for viewing on a Connected Learning iPad and for distributing via Seesaw/Showbie etc.