Experiences and Outcomes:
I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 2-01a

I can sing and play music from a range of styles and cultures, showing skill and using performance directions, and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Create their own Latin inspired rhythmic ostinatos
• Learn rhythms from Bernstein’s ‘Mambo’ and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Warm up. As usual, begin with a quick focusing warm-up. This is a good chance to recap all of the rhythms you have worked with so far on body percussion.

Recap. Put your children back into their three groups and ask them to remember their piece from last time. Each group should have a pulse, a mambo rhythm and the mambo tune.

Get out the instruments and allow for a minute or two of chaos as everyone remembers their ideas. Then, hear each group separately.

Structure. Ask the class to come up with a structure for their pieces so that you end up with one full class mambo rather than three little ones. Prompt them with the following questions –

• What order should the groups play in?
• Should they overlap and if not, how do you get from one group to the next without a gap?
• Should you all play at the same time and if so, how do you line up the mambo tune?

Try out a few suggestions before deciding on the perfect shape and then write it up on the board as a list of events. It might look something like this:

• Group 1 – ends with ‘Mambo!’
• Group 2 – ends with ‘Mambo!’
• Group 3 – ends with ‘Mambo!’
• Pulse: 8 beats
• All three groups together
• Cymbal crash signals all three mambo tunes together
• Everyone shouts ‘Mambo!’

FINALLY – record your finished piece or perform it to another class.

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;

https://www.bbc.co.uk/teach/ten-pieces/classical-music-leonard-bernstein-mambo-west-side-story/zd9cscw

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions, and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Create their own Latin inspired rhythmic ostinatos
• Learn rhythms from Bernstein’s ‘Mambo’ and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Warm-up. Begin in a circle again but this time place children from the same groups next to each other so that you can recap all the rhythms you have learnt so far. Add in the pulse too as you layer up all the rhythms again with everyone clapping.

Remind your children that the orchestra shout out ‘mambo!’ twice during the Bernstein’s piece. Explain that there is a musical signal for this and teach them the rhythm (and words).

You can have fun playing with this. Still in your circle and just using body percussion set up the pulse, bring the rhythms in and out and whenever you say the rhythm above, everyone must stop what they are doing, shout mambo and then freeze before you start the pulse again.

Demonstrate this rhythm on a xylophone. Explain that you only need four pitches to make it work, but they might like to work out a different way to play it.

Split back into your three working groups and give out the same instruments as last lesson but also, if possible, give each team at least one xylophone with the above pitches on it.

If you have children learning orchestral instruments, now is the time to get them out, also using these four pitches.

Challenge each group to make a short piece using –

• The ‘weak-strong’ pulse
• Their mambo rhythm from last lesson
• The mambo ‘tune’

 Bring the class back together and hear each group. As last time finish the lesson with a quick ‘jam’ session. Can you find a way to get every group playing the ‘tune’ at the same time?

FINALLY, don’t forget to keep a record of what you have done.

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;

https://www.bbc.co.uk/teach/ten-pieces/classical-music-leonard-bernstein-mambo-west-side-story/zd9cscw

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions, and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Create their own Latin inspired rhythmic ostinatos
• Learn rhythms from Bernstein’s ‘Mambo’ and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Warm up. Begin your session with the children in a circle again and a reminder of the ‘weak-strong’ pulse on body percussion.

Explain that you are going to learn three rhythmic patterns from Bernstein’s Mambo. Clap the rhythms below and encourage your class to copy you. 

Bernstein’s rhythms are tricky so we’ve simplified them a little and added words. Using words will help everyone to remember and distinguish between the patterns. You could refer to them as ‘dance’, ‘hot’ and ‘love’. Do feel free to simplify them further or just focus on one or two.

Split your circle into three teams and give just one rhythm to each team. Ask them to practice saying the words and clapping along until they can perform their pattern confidently and neatly. Hear each group one by one and try putting the three patterns together. At this point you might like to appoint a couple of ‘pulse players’ in each team and give them the task of keeping the ‘weak-strong’ pulse throughout.

Instruments. Ask each group to choose an untuned instrument. The final piece will work best if everyone within one rhythmic group sticks to the same kind of instrument (i.e. all of group 1 play woodblocks, all of group 2 play drums etc.). If your children are struggling with their patterns, split them in half and try them on two contrasting instruments.

‘Splashy’ sounding instruments such as cymbals, bells and gongs are not good for this task.

Practise – Ask each team to practice playing their rhythm on their chosen instrument/s and as they are doing this, make sure that each group has a couple of ‘pulse keepers’ on the ‘weak-strong’ pulse. Also check that each team is playing at roughly the same speed so that putting the rhythms together later on will work. 

Bring the class back together and hear what they have done making any tweaks needed (such as adjusting the speed). Finish the session with a quick ‘jam’ session using their patterns – simply set up the pulse and signal for each group to play on top, alone and then together thus layering up the rhythms. Don’t worry if this sounds messy, it’s just a fun way to end the session.

FINALLY – keep a record of what you’ve done, who’s in which group and especially who plays what.

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;

https://www.bbc.co.uk/teach/ten-pieces/classical-music-leonard-bernstein-mambo-west-side-story/zd9cscw

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions, and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Create their own Latin inspired rhythmic ostinatos
• Learn rhythms from Bernstein’s ‘Mambo’ and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Bernstein’s music is littered with Latin rhythms. The fun lesson below outlines how to make your own Latin dance music

Warm-up. Clear the classroom and ask your children to stand in a circle. To wake them up, pass a quick clap around the circle.

Pulse. Using a drum or a woodblock, play a steady pulse and encourage your class to clap or tap along. When they are good at this you might like to choose a child to play the drum and lead everyone else. Pay particular attention to starting and stopping together.

Now encourage your class to count to eight as they clap. We are heading towards making patterns that will fit one bar of 4/4 and so are counting the 8 quavers.

Demonstrate. To make an interesting pattern we have to choose some of the beats to be highlighted or made ‘special’. Ask your class to choose one of the beats (one number from 1 to 8). Challenge your children to tap out the pulse and count in their head. When they reach their ‘special’ number they must say it out loud.

Now ask your class which instrument should play on their chosen ‘special’ beat. Give out that instrument and practise with everyone clapping the 8 and the players just playing on the ‘special’ beat.

When this is achieved, go through the process a couple of times more choosing other numbers to emphasise and add these (with new instruments playing them) into your pattern. Limit your class to a maximum of four ‘special’ beats. Perhaps appoint one child to play the pulse throughout to help keep everyone in time.

Split into small groups and challenge each group to go through the steps above to create their own Latin rhythm. When they are getting good at playing their pattern challenge them further to replace one beat with a flourish, shake, or glissando (slide between notes) or even two quicker notes. Such modifications must still only take up one beat of time! This will make your pattern even more ‘Latin’, but don’t overdo it!

Bring your class back together and hear what they have done. End the session by either layering up all the pieces to create one big Latin dance or by dancing to the patterns (this is easily done by inventing one move for each ‘special’ sound)!

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;

https://www.bbc.co.uk/teach/ten-pieces/classical-music-leonard-bernstein-mambo-west-side-story/zd9cscw

Experiences and Outcomes:
Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Create their own Latin inspired rhythmic ostinatos
• Learn rhythms from Bernstein’s ‘Mambo’ and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Prepare your class
Explain to your class that you are going to begin a 6-week music project focusing on a fantastic piece of music by a composer called Leonard Bernstein. Explain further that the music is from a musical which tells a well-known story.

Listen to Mambo (or watch the orchestra performance film) and afterwards have a discussion about what you have seen. You might like to ask the following questions –

• Did you like the film?
• What was your favourite part?
• What might the music be describing?

Explain that the music is called ‘Mambo’ and is from a musical version of Romeo and Juliet. Check that your class know Shakespeare’s story and explain further that this version takes place in New York in the 1950s with Romeo and Juliet now called Tony and Maria. The Montagues and Capulets are now the Jets and the Sharks, rival gangs. (You could watch the film with Pixie Lott at this point to reinforce these ideas).

Listening task

Give out sheets of paper to everyone and as they listen again, ask them to draw the section of the story it might be describing. Give them three options to choose from. Does it describe:

• Tony and Maria falling in love?
• The Jets and the Sharks fighting?
• Everyone dancing at a party?

There is no ‘correct’ answer for this, it actually describes all three things. In the original show and film, the Mambo happens during a dance. Everyone is dancing but the two gangs are pitted against one another. At the end Tony and Maria meet for the first time.

Play a recording of Mambo in full. Its better if there are no images to look at now, we just want them to listen and draw. Perhaps play the recording two or three times to give them time to finish their pictures.

Discuss their artwork and show some to the class. Tell them that all of their efforts are correct because it is what they imagined whilst they listened. Then explain what happens in the show and film at this point.

FINALLY, if you have time left in your lesson and space in your classroom, encourage your class to have a go at dancing to the Mambo too. By now, they should at least be able to shout ‘Mambo’ at the right time!

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;

https://www.bbc.co.uk/teach/ten-pieces/classical-music-leonard-bernstein-mambo-west-side-story/zd9cscw

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Invent their own musical motifs and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Warm up. Begin the lesson with a quick focusing warm-up like pass the clap and then make a list on the board of all the elements you have made so far. It should look something like this:

• Everyone: Anna Meredith’s motifs on body percussion
• Groups: Short ‘name-motif’ pieces on body percussion
• Everyone: Anna Meredith’s motifs orchestrated
• Groups: Short ‘name-motif’ pieces orchestrated

Get the instruments out and put all of these elements back together. Remember the shape of the Anna Meredith sections (canon? wave? etc.)

Ask your children to come up with an order for these sections and fashion them into one big piece. If they want to discard anything at this point, that’s ok. They may choose to make a piece that is just body percussion (like Anna’s) and scrap the instruments for example.

Remind your class of some of the techniques Anna uses:

• Canon
• Mexican wave
• Moving across the space
• Everyone ending together

Try out several versions until you have found the best one and practice it until it is the same every time and everyone knows exactly what they are doing. 

Finally, invite another class in to watch you perform your new composition

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;
https://www.bbc.co.uk/teach/ten-pieces/KS2-anna-meredith-connect-it/zhyyb82

 

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Invent their own musical motifs and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Warm up. Begin once again in a circle and place a varied selection of percussion instruments into the middle of your circle. Remind your class of the following pattern from lesson 1:

• Ask your class to keep this going and move their hands up to one ear and really listen to the sound.
• Select a volunteer to come forward and choose an instrument from the selection that can make a similar sound. Try out several until everyone has agreed on the best choice
• Explain that this is called ‘orchestration’ – the process of choosing which instrument plays which part of a piece. It is rather similar to colouring in a black and white picture.
• Repeat this process

You will need more than one instrument to make all of these sounds. Again, keep trying out ideas until your class are satisfied that they have the perfect combination

Continue working in this way until you have orchestrated all four patterns from lesson 1. Double up ideas so that everyone will has an instrument and a part to play

Practise performing these patterns as follows:

• Repeat each pattern four times
• Move from pattern to pattern without a gap in between
• As a four part canon
• As a Mexican wave.

                        … just as you did in lesson 1 on body percussion.

Ask your class to decide on their favourite version (they might even like to invent a new structure) and write it down carefully. Also write down who played what.

Finish this lesson by playing through your orchestrated piece one more time.

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;
https://www.bbc.co.uk/teach/ten-pieces/KS2-anna-meredith-connect-it/zhyyb82

 

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Invent their own musical motifs and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Warm up. Begin once again in a circle and place a varied selection of percussion instruments into the middle of your circle. Remind your class of the following pattern from lesson 1:

• Ask your class to keep this going and move their hands up to one ear and really listen to the sound.
• Select a volunteer to come forward and choose an instrument from the selection that can make a similar sound. Try out several until everyone has agreed on the best choice
• Explain that this is called ‘orchestration’ – the process of choosing which instrument plays which part of a piece. It is rather similar to colouring in a black and white picture.
• Repeat this process

You will need more than one instrument to make all of these sounds. Again, keep trying out ideas until your class are satisfied that they have the perfect combination.

Continue working in this way until you have orchestrated all four patterns from lesson 1. Double up ideas so that everyone will has an instrument and a part to play.

Practise performing these patterns as follows –

• Repeat each pattern four times
• Move from pattern to pattern without a gap in between
• As a four part canon
• As a Mexican wave.

                        …just as you did in lesson 1 on body percussion.

Ask your class to decide on their favourite version (they might even like to invent a new structure) and write it down carefully. Also write down who played what. 

Finish this lesson by playing through your orchestrated piece one more time.

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;
https://www.bbc.co.uk/teach/ten-pieces/KS2-anna-meredith-connect-it/zhyyb82

 

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Invent their own musical motifs and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Warm up. To get some energy into the room, challenge your groups to remember their ‘name-motifs’ from last week and perform them whilst travelling across the room so you create a mad, swirling carnival of ideas.

Ask your children if they can remember what a ‘canon’ is. If they can’t, demonstrate by either singing a canon or round they all know (Frere Jacques or London’s Burning perhaps), or using one of their motifs.

I.e. teach one of their longer motifs to the whole circle, start one side of the circle and ask them to loop it, start the other side halfway through.

Ask your class to suggest ways they could use their motifs to make a bigger piece and make a quick list of suggestions on the board. They might say things such as:

• Make a canon
• Make a Mexican wave (this is just a canon with the parts entering very quickly after each other)
• Fragment the motif (break it up into separate sounds again)
• Repetition
• Overlap two motifs
• Perform ideas backwards
• Build up from one sound, adding a new sound each repeat until you have the full idea
• Add rhythm

Split back into your groups and ask each group to make a short piece using their motif, other motifs and perhaps borrowing from the Meredith motifs they learnt in lesson 1. They must use at least one of the ideas on the list above.

Bring the class back together and hear each group one by one. Give gentle feedback.

Finish the lesson by encouraging each team to write down what they have done.

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;
https://www.bbc.co.uk/teach/ten-pieces/KS2-anna-meredith-connect-it/zhyyb82

 

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

Lesson Outcomes
After this lesson, pupils will be able to:

• Listen and reflect on a piece of orchestral music
• Invent their own musical motifs and structure them into a piece
• Perform as an ensemble
• Learn musical language appropriate to the task

Curriculum Checklist
Learners will:

• Play and perform in ensemble contexts, using voices and playing musical instruments
• Improvise and compose music for a range of purposes using the interrelated dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory

Activities

Warm-up. Begin with your class sitting in a large circle. Pass a clap around the circle and then ask the children what next? Encourage them to suggest other body percussion or vocal sounds to pass around or perform altogether. Take any and all suggestions made, if they don’t work you’ll find out by trying them!

Remind the class of the patterns from Anna Meredith’s piece that you explored last week. If you have time, perform it again.

Now, lead a simple name game; ask everyone to say their name with a gesture in turn around the circle. Encourage your children to say their names loudly and proudly!

Next, ask everyone to say just a part of their name with a gesture and go around the circle hearing these. Demonstrate first how to choose one part of the name (one syllable) and how that sound can be stretched out. For example, MELISSA might become ‘sssssss-A’
This is an excellent opportunity to teach or remind your children about syllables!

Lastly, ask your pupils to add a body percussion sound to their syllable and gesture. So they might end up with something like –
‘ssssssssssssssssssssss – A’
move hand like a snake – clap

Go around the circle a few times hearing these until everyone has something and can perform it confidently.

Split the class into small groups. Ask each group to join their ideas together to make a new pattern. The pattern must include –

• At least 1 syllable
• At least 1 gesture
• At least 1 body percussion sound
  …but the more of each of these elements, the better

Bring the class back together and hear each group one by one. Give feedback and tweak the pieces making sure that everyone knows exactly what they are doing. Explain that they have made new musical ‘motifs’ (a motif is just a small musical idea).

Finally, give out big paper and pens and ask each group to write down their motif. This could be as a list of events, a diagram or they could invent a symbol to describe it. However they do it, they must be able to remember it for next lesson.

Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;
https://www.bbc.co.uk/teach/ten-pieces/KS2-anna-meredith-connect-it/zhyyb82