{"id":2591,"date":"2023-09-28T13:03:28","date_gmt":"2023-09-28T12:03:28","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=2591"},"modified":"2023-09-28T13:03:28","modified_gmt":"2023-09-28T12:03:28","slug":"music-2nd-level-listening-lesson-linked-to-voices-instruments","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2023\/09\/28\/music-2nd-level-listening-lesson-linked-to-voices-instruments\/","title":{"rendered":"Music &#8211; 2nd Level: Listening Lesson linked to Voices\/Instruments"},"content":{"rendered":"<p style=\"font-weight: 400\"><strong><u>Prior Learning:<\/u><\/strong><\/p>\n<p style=\"font-weight: 400\">The children may have been exposed to different voices\/instrument groups through previous listening activities, listening to the radio\/tv etc.<\/p>\n<p style=\"font-weight: 400\"><strong><u>Experiences and Outcomes<\/u><\/strong><\/p>\n<p style=\"font-weight: 400\">I have listened to a range of music and can respond by discussing my thoughts and feelings. <strong>EXA 2-19a<\/strong><\/p>\n<p style=\"font-weight: 400\"><strong><u>Skills from CREATE Music Tracker<\/u><\/strong><\/p>\n<ul>\n<li>Listen and respond to musical pieces of increasing length and listen appropriately to the views of others.<\/li>\n<li>Listen to a range of live and\/or recorded music and respond by expressing personal views.<\/li>\n<li>Listen to and watch musicians perform a range of musical genres.<\/li>\n<li>Recognise different ensembles and name the instruments within them.<\/li>\n<li>Listen to and identify the different sections of the orchestra (strings, woodwind, brass, percussion) and gain a deeper understanding of how the timbre of different instruments can convey different moods\/atmospheres.<\/li>\n<\/ul>\n<p style=\"font-weight: 400\"><strong><u>Activities<\/u><\/strong><\/p>\n<p style=\"font-weight: 400\">Discuss how you know if a voice is male or female.<br \/>\nHow do you know it\u2019s male?\u00a0 (the pitch\/tone of the voice is lower\/deeper)<br \/>\nHow do you know it\u2019s female? (the pitch\/tone of the voice is higher\/sweeter)<\/p>\n<p style=\"font-weight: 400\">Discuss again how music can make you feel a certain way \u2013 happy, sad, like dancing, like an animal etc<\/p>\n<p style=\"font-weight: 400\">Play each excerpt in turn, pausing for discussion after each piece, asking the questions:<\/p>\n<p style=\"font-weight: 400\">Are there voices? If so, can you recognise if it\u2019s a male\/female voice(s)? How does the song make you feel? Are there any instruments you recognise in the background? Is it loud\/quiet? Fast\/slow? Are there lots of instruments or a few?<\/p>\n<p style=\"font-weight: 400\">NB Do play each one more than once \u2013 you could play a couple of times, then discuss, then play again to listen out for the things you\u2019ve drawn their attention to.<\/p>\n<ol>\n<li><strong>Waltz from \u2018Coppelia\u2019 Ballet (Delibes)\u00a0 <\/strong><a href=\"https:\/\/www.youtube.com\/watch?v=dixdXcZouZ8\"><strong>https:\/\/www.youtube.com\/watch?v=dixdXcZouZ8<\/strong><\/a><\/li>\n<\/ol>\n<p style=\"font-weight: 400\">Instruments: Orchestra, but mainly strings playing the melody (violins)<\/p>\n<p style=\"font-weight: 400\">The excerpt starts quite loudly, then has a moment of quiet, slowing down before taking off again. The music is for dancing to so hopefully the children will pick that up.<\/p>\n<ol start=\"2\">\n<li><strong>Sunshine on Leith (Proclaimers) <\/strong><a href=\"https:\/\/www.youtube.com\/watch?v=ZmELS03_4So\"><strong>https:\/\/www.youtube.com\/watch?v=ZmELS03_4So<\/strong><\/a><\/li>\n<\/ol>\n<p style=\"font-weight: 400\">Instruments: Piano only<\/p>\n<p style=\"font-weight: 400\">Starts with piano introduction, then male voice singing (solo), a bit later, another male voice joins in with a harmony.<\/p>\n<p style=\"font-weight: 400\">Sad? Slow?<\/p>\n<ol start=\"3\">\n<li><strong>The Aviary from \u2018Carnival of the Animals\u2019 (Saint-Saens) <\/strong><\/li>\n<\/ol>\n<p style=\"font-weight: 400\"><a href=\"https:\/\/www.youtube.com\/watch?v=hSzQrGp-jDM\"><strong>https:\/\/www.youtube.com\/watch?v=hSzQrGp-jDM<\/strong><\/a><\/p>\n<p style=\"font-weight: 400\">Instruments: Piano, woodwind, some strings.<\/p>\n<p style=\"font-weight: 400\">Starts with flute, some strings underneath holding long notes, piano joins in with trills and flourishes, flute and piano conversation, flute playing up and down scales and \u2018tweets\u2019.<\/p>\n<p style=\"font-weight: 400\">It\u2019s supposed to represent birds.<\/p>\n<p style=\"font-weight: 400\"><u>Conclude<\/u><\/p>\n<p style=\"font-weight: 400\">Encourage the children to always be actively listening when they hear a piece of music \u2013 is it fast\/slow, loud\/quiet, which instruments can they hear? etc<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Prior Learning: The children may have been exposed to different voices\/instrument groups through previous listening activities, listening to the radio\/tv etc. Experiences and Outcomes I have listened to a range of music and can respond by discussing my thoughts and feelings. EXA 2-19a Skills from CREATE Music Tracker Listen and respond to musical pieces of &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[73,35],"tags":[],"class_list":["post-2591","post","type-post","status-publish","format-standard","hentry","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\/2591","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=2591"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2591\/revisions"}],"predecessor-version":[{"id":2592,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2591\/revisions\/2592"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=2591"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=2591"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=2591"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}