{"id":2570,"date":"2023-09-28T11:52:59","date_gmt":"2023-09-28T10:52:59","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=2570"},"modified":"2023-09-28T11:52:59","modified_gmt":"2023-09-28T10:52:59","slug":"music-2nd-level-bbc-ten-pieces-mambo-lesson-4-mambo-rhythms","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2023\/09\/28\/music-2nd-level-bbc-ten-pieces-mambo-lesson-4-mambo-rhythms\/","title":{"rendered":"Music &#8211; 2nd Level: BBC Ten Pieces \u2013 Mambo \u2013 Lesson 4 (Mambo Rhythms)"},"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<br \/>\n<\/strong><\/p>\n<div><span class=\"normaltextrun\">I have listened to a range of music and can respond by discussing my thoughts and feelings. <strong>EXA 2-19a<\/strong><\/span><\/div>\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>Create their own Latin inspired rhythmic ostinatos<\/li>\n<li>Learn rhythms from Bernstein\u2019s \u2018Mambo\u2019 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 your session with the children in a circle again and a reminder of the \u2018weak-strong\u2019 pulse on body percussion.<\/p>\n<p style=\"font-weight: 400\"><strong>Explain <\/strong>that you are going to learn three rhythmic patterns from Bernstein\u2019s Mambo. Clap the rhythms below and encourage your class to copy you.<strong>\u00a0<\/strong><\/p>\n<p style=\"font-weight: 400\"><em>Bernstein\u2019s rhythms are tricky so we\u2019ve 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 \u2018dance\u2019, \u2018hot\u2019 and \u2018love\u2019. Do feel free to simplify them further or just focus on one or two.<\/em><\/p>\n<p style=\"font-weight: 400\"><strong>Split your circle into three teams <\/strong>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 \u2018pulse players\u2019 in each team and give them the task of keeping the \u2018weak-strong\u2019 pulse throughout.<\/p>\n<p style=\"font-weight: 400\"><strong>Instruments. <\/strong>Ask each group to choose an <u>untuned<\/u> instrument. The final piece will work best if everyone within one rhythmic group sticks to the same kind of instrument (i.e. <u>all<\/u> of group 1 play woodblocks, <u>all<\/u> 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.<\/p>\n<p style=\"font-weight: 400\">\u2018Splashy\u2019 sounding instruments such as cymbals, bells and gongs are not good for this task.<\/p>\n<p style=\"font-weight: 400\"><strong>Practise <\/strong>&#8211; 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 \u2018pulse keepers\u2019 on the \u2018weak-strong\u2019 pulse. Also check that each team is playing at roughly the same speed so that putting the rhythms together later on will work.<strong>\u00a0<\/strong><\/p>\n<p style=\"font-weight: 400\"><strong>Bring the class back together<\/strong> and hear what they have done making any tweaks needed (such as adjusting the speed). Finish the session with a quick \u2018jam\u2019 session using their patterns &#8211; simply set up the pulse and signal for each group to play on top, alone and then together thus layering up the rhythms. Don\u2019t worry if this sounds messy, it&#8217;s just a fun way to end the session.<\/p>\n<p style=\"font-weight: 400\"><strong>FINALLY \u2013 <\/strong>keep a record of what you\u2019ve done, who\u2019s in which group and especially who plays what.<\/p>\n<p style=\"font-weight: 400\"><strong><em>Additional resources and a more detailed lesson plan can be found here on the BBC Ten Pieces website; <\/em><\/strong><\/p>\n<p style=\"font-weight: 400\"><a href=\"https:\/\/www.bbc.co.uk\/teach\/ten-pieces\/classical-music-leonard-bernstein-mambo-west-side-story\/zd9cscw\">https:\/\/www.bbc.co.uk\/teach\/ten-pieces\/classical-music-leonard-bernstein-mambo-west-side-story\/zd9cscw<\/a><\/p>\n<p style=\"font-weight: 400\">\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-2570","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\/2570","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=2570"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2570\/revisions"}],"predecessor-version":[{"id":2571,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2570\/revisions\/2571"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=2570"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=2570"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=2570"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}