{"id":2539,"date":"2023-09-27T15:56:05","date_gmt":"2023-09-27T14:56:05","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=2539"},"modified":"2023-09-27T15:56:05","modified_gmt":"2023-09-27T14:56:05","slug":"music-2nd-level-bbc-ten-pieces-connect-it-lesson-1-watching-and-listening-and-doing","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2023\/09\/27\/music-2nd-level-bbc-ten-pieces-connect-it-lesson-1-watching-and-listening-and-doing\/","title":{"rendered":"Music &#8211; 2nd Level: BBC Ten Pieces \u2013 Connect It \u2013 Lesson 1 (Watching and listening and doing!)"},"content":{"rendered":"<p><strong><span style=\"text-decoration: underline\">Experiences and Outcomes<\/span>:<br \/>\n<\/strong>I can sing and play music from a range of styles and cultures, showing skill and using performance directions and\/or musical notation. <strong>EXA 2-16a<\/strong><\/p>\n<p>I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. <strong>EXA 2-17a<\/strong><\/p>\n<p>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. <strong>EXA 2-18a<\/strong><\/p>\n<p>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\u2019 work. <strong>EXA 2-19a<\/strong><\/p>\n<p><span style=\"text-decoration: underline\"><strong>Lesson Outcomes<\/strong><\/span><br \/>\nAfter this lesson, pupils will be able to:<\/p>\n<ul>\n<li>Listen and reflect on a piece of orchestral music<\/li>\n<li>Invent their own musical motifs and structure them into a piece<\/li>\n<li>Perform as an ensemble<\/li>\n<li>Learn musical language appropriate to the task<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><strong>Curriculum Checklist<\/strong><\/span><br \/>\nLearners will:<\/p>\n<ul>\n<li>Play and perform in ensemble contexts, using voices and playing musical instruments<\/li>\n<li>Improvise and compose music for a range of purposes using the interrelated dimensions of music<\/li>\n<li>Listen with attention to detail and recall sounds with increasing aural memory<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><strong>Activities<\/strong><\/span><\/p>\n<p><strong>Prepare your class<\/strong><br \/>\nExplain 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 <strong>watch<\/strong> the introductory film with Anna and Dev.<\/p>\n<p><strong>Teach the patterns<\/strong> borrowed from Anna\u2019s piece and practise performing each one four times.<\/p>\n<p><strong>Challenge your children<\/strong> 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.<\/p>\n<p><strong>Split the class into four teams<\/strong>, 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.)<br \/>\n<em>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.<\/em><\/p>\n<p><strong>Once this is achieved<\/strong>, re-do but this time, ask the groups to continue looping pattern 4 until everyone is doing it at the same time. You\u2019ll need to put in place a good signal for stop to ensure everyone stops at the same time after this looping!<\/p>\n<p><strong>Finally<\/strong>, when everyone is really confident with these patterns, arrange the class in a large circle and perform them as a \u2018Mexican\u2019 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\u2019s real piece, with a loud \u201cYeah!\u201d from everyone.<\/p>\n<p><strong>Decide on your favourite version<\/strong> (canon, wave, altogether) and write it down.<\/p>\n<p>Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website;<br \/>\n<a href=\"https:\/\/www.bbc.co.uk\/teach\/ten-pieces\/KS2-anna-meredith-connect-it\/zhyyb82\">https:\/\/www.bbc.co.uk\/teach\/ten-pieces\/KS2-anna-meredith-connect-it\/zhyyb82<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[70,71,72,73,35],"tags":[],"class_list":["post-2539","post","type-post","status-publish","format-standard","hentry","category-exa-2-16a","category-exa-2-17a","category-exa-2-18a","category-exa-2-19a","category-music-second-level-lesson-plans","eportfolio_category-none"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2539","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/users\/10538"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/comments?post=2539"}],"version-history":[{"count":2,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2539\/revisions"}],"predecessor-version":[{"id":2541,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2539\/revisions\/2541"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=2539"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=2539"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=2539"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}