{"id":2552,"date":"2023-09-27T16:13:53","date_gmt":"2023-09-27T15:13:53","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=2552"},"modified":"2023-09-27T16:13:53","modified_gmt":"2023-09-27T15:13:53","slug":"music-2nd-level-bbc-ten-pieces-connect-it-lesson-5-orchestration-2","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2023\/09\/27\/music-2nd-level-bbc-ten-pieces-connect-it-lesson-5-orchestration-2\/","title":{"rendered":"Music &#8211; 2nd Level: BBC Ten Pieces \u2013 Connect It \u2013 Lesson 5 (Orchestration 2)"},"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 style=\"font-weight: 400\"><strong>Warm up.<\/strong> 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:<\/p>\n<ul>\n<li><strong>Ask your class <\/strong>to keep this going and move their hands up to one ear and really listen to the sound.<\/li>\n<li><strong>Select a volunteer<\/strong> 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<\/li>\n<li><strong>Explain that this is called \u2018<u>orchestration\u2019<\/u><\/strong> \u2013 the process of choosing which instrument plays which part of a piece. It is rather similar to colouring in a black and white picture.<\/li>\n<li><strong>Repeat this process<\/strong><\/li>\n<\/ul>\n<p style=\"font-weight: 400\">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<\/p>\n<p style=\"font-weight: 400\"><strong>Continue working in this way <\/strong>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<\/p>\n<p style=\"font-weight: 400\"><strong>Practise performing these patterns as follows:<\/strong><\/p>\n<ul>\n<li>Repeat each pattern four times<\/li>\n<li>Move from pattern to pattern without a gap in between<\/li>\n<li>As a four part canon<\/li>\n<li>As a Mexican wave.<\/li>\n<\/ul>\n<p style=\"font-weight: 400\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026 just as you did in lesson 1 on body percussion.<\/p>\n<p style=\"font-weight: 400\">\n<p style=\"font-weight: 400\"><strong>Ask your class <\/strong>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.<\/p>\n<p style=\"font-weight: 400\"><strong>Finish this lesson<\/strong> by playing through your orchestrated piece one more time.<\/p>\n<p><em>Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website; <\/em><br \/>\n<a href=\"https:\/\/www.bbc.co.uk\/teach\/ten-pieces\/KS2-anna-meredith-connect-it\/zhyyb82\"><em>https:\/\/www.bbc.co.uk\/teach\/ten-pieces\/KS2-anna-meredith-connect-it\/zhyyb82<\/em><\/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-2552","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\/2552","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=2552"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2552\/revisions"}],"predecessor-version":[{"id":2553,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2552\/revisions\/2553"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=2552"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=2552"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=2552"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}