{"id":2574,"date":"2023-09-28T12:01:38","date_gmt":"2023-09-28T11:01:38","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=2574"},"modified":"2023-09-28T12:01:38","modified_gmt":"2023-09-28T11:01:38","slug":"music-2nd-level-bbc-ten-pieces-mambo-lesson-6-putting-it-all-together","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2023\/09\/28\/music-2nd-level-bbc-ten-pieces-mambo-lesson-6-putting-it-all-together\/","title":{"rendered":"Music &#8211; 2nd Level: BBC Ten Pieces \u2013 Mambo \u2013 Lesson 6 (Putting It All Together)"},"content":{"rendered":"<p><strong><span style=\"text-decoration: underline\">Experiences and Outcomes<\/span>:<br \/>\n<\/strong>I have experienced the energy and excitement of presenting\/performing for audiences and being part of an audience for other people\u2019s presentations\/performances. <strong>EXA 2-01a<\/strong><br \/>\n<strong><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> 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.<\/p>\n<p style=\"font-weight: 400\"><strong>Recap. <\/strong>Put your children back into their three groups and ask them to remember their piece from last time. Each group should have a <strong>pulse<\/strong>, a mambo <strong>rhythm<\/strong> and the mambo <strong>tune<\/strong>.<\/p>\n<p style=\"font-weight: 400\"><strong>Get out the instruments<\/strong> and allow for a minute or two of chaos as everyone remembers their ideas. Then, hear each group separately.<\/p>\n<p style=\"font-weight: 400\"><strong>Structure. <\/strong>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 &#8211;<\/p>\n<ul>\n<li>What order should the groups play in?<\/li>\n<li>Should they overlap and if not, how do you get from one group to the next without a gap?<\/li>\n<li>Should you all play at the same time and if so, how do you line up the mambo tune?<\/li>\n<\/ul>\n<p style=\"font-weight: 400\">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:<\/p>\n<ul>\n<li><em>Group 1 \u2013 ends with \u2018Mambo!\u2019<\/em><\/li>\n<li><em>Group 2 \u2013 ends with \u2018Mambo!\u2019<\/em><\/li>\n<li><em>Group 3 \u2013 ends with \u2018Mambo!\u2019<\/em><\/li>\n<li><em>Pulse: 8 beats<\/em><\/li>\n<li><em>All three groups together<\/em><\/li>\n<li><em>Cymbal crash signals all three mambo tunes together<\/em><\/li>\n<li><em>Everyone shouts \u2018Mambo!\u2019<\/em><\/li>\n<\/ul>\n<p style=\"font-weight: 400\"><strong>FINALLY <\/strong>\u2013 record your finished piece or perform it to another class.<\/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 have experienced the energy and excitement of presenting\/performing for audiences and being part of an audience for other people\u2019s 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, &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[74,70,71,72,73,35],"tags":[],"class_list":["post-2574","post","type-post","status-publish","format-standard","hentry","category-exa-2-01a","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\/2574","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=2574"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2574\/revisions"}],"predecessor-version":[{"id":2575,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2574\/revisions\/2575"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=2574"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=2574"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=2574"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}