Category: EXA 2-19a

Music – 2nd Level: BBC Ten Pieces – Connect It – Lesson 1 (Watching and listening and doing!)

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

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 Anna Meredith and watch the introductory film with Anna and Dev.

Teach the patterns borrowed from Anna’s piece and practise performing each one four times.

Challenge your children to perform each pattern four times back-to-back before moving onto the next one. You might like to choose someone to play a steady pulse as you do this, or just stand and count the patterns out loud.

Split the class into four teams, and try this as a canon or round. (A canon is the same as a round, the term describes a piece where the same material is performed by different teams but with staggered starts.)
Start the first group on their own. When they move on to pattern 2 start the second group, when they move on start the third group etc. The groups will stop at different times.

Once this is achieved, re-do but this time, ask the groups to continue looping pattern 4 until everyone is doing it at the same time. You’ll need to put in place a good signal for stop to ensure everyone stops at the same time after this looping!

Finally, when everyone is really confident with these patterns, arrange the class in a large circle and perform them as a ‘Mexican’ wave. One person starts pattern 1 when they move to pattern 2, the person on their right begins pattern 1 etc. Before you perform this, ask your children to decide what happens at the end. Do they continue looping pattern 4 until everyone is together again, or stop one by one? They might choose to end like Anna’s real piece, with a loud “Yeah!” from everyone.

Decide on your favourite version (canon, wave, altogether) and write it down.

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

 

Music – 2nd Level: Primary 7 – Music of Scotland

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

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

 Skills:                                                                                                  

  • Use digital technology to record sound (video and/or sound).
  • Explore rhythm by copying, creating and layering patterns of sound.
  • Use instruments to produce higher/lower pitches and control changes in tempo and dynamics with increased accuracy.
  • Use music technology to create compositions experimenting with an increasing range of pitch, rhythm, dynamics, tempo and timbre.
  • Work individually and/or with a group to create soundscapes, sound effects and sound tracks which incorporate an increased range of musical elements to reflect the mood/atmosphere of a given stimulus.
  • Use music technology to create simple compositions experimenting with contrasts in pitch, rhythm, dynamics, tempo and timbre.
  • Listen to and watch musicians perform a range of musical genres e.g. Classical, Musical Theatre, Pop/rock, Jazz, Scottish, World music.
  • When creating music, explain choice of instruments/voices, sound/silence, dynamics, tempo, pitch, legato/staccato, structure and texture.
  • Use instruments to lead others in keeping the pulse.
  • Demonstrate a secure sense of pulse and rhythm when singing or playing percussion instruments.

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

Music – 2nd Level: Primary 6 – Music of Scotland

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

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

 Skills:                                                                                                  

  • Explore rhythm by copying, creating and layering patterns of sound
  • Continue to show respect for classroom instruments
  • Use digital technology to record sound (video and/or sound)
  • Listen to recordings of own/others work and respond with constructive feedback
  • Recognise the timbre of different instruments by how they are played e.g. shaken, struck, blown or strummed
  • Use instruments to accompany songs/enhance music of different styles
  • Listen to a range of live and/or recorded music and respond by expressing personal views
  • Understand and convey the mood/character of the song with increasing depth, e.g. using body language, facial expression
  • Listen to different styles of music from Scotland and comment on musical concept including instruments, voices, tempo, dynamics, pitch, structure (intro, verse, chorus, outro, repetition) and texture (unison, harmony, solo, ensemble, with/without accompaniment)
  • Express a response to music through other areas of Expressive Arts by creating a piece of art, drama or dance.

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

Music – 2nd Level: Primary 5 – Music of Scotland

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

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

 Skills:                                                                                                  

  • Explore rhythm by copying, creating and layering patterns of sound
  • Continue to show respect for classroom instruments
  • Use digital technology to record sound (video and/or sound)
  • Listen to recordings of own/others work and respond with constructive feedback
  • Recognise the timbre of different instruments by how they are played e.g. shaken, struck, blown or strummed
  • Use instruments to accompany songs/enhance music of different styles
  • Listen to a range of live and/or recorded music and respond by expressing personal views
  • Understand and convey the mood/character of the song with increasing depth, e.g. using body language, facial expression
  • Listen to different styles of music from Scotland and comment on musical concept including instruments, voices, tempo, dynamics, pitch, structure (intro, verse, chorus, outro, repetition) and texture (unison, harmony, solo, ensemble, with/without accompaniment)
  • Express a response to music through other areas of Expressive Arts by creating a piece of art, drama or dance.

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)