{"id":2593,"date":"2023-09-28T13:07:52","date_gmt":"2023-09-28T12:07:52","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=2593"},"modified":"2023-09-28T13:12:23","modified_gmt":"2023-09-28T12:12:23","slug":"music-2nd-level-listening-lesson-linked-to-voices","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2023\/09\/28\/music-2nd-level-listening-lesson-linked-to-voices\/","title":{"rendered":"Music &#8211; 2nd Level: Listening Lesson linked to Voices"},"content":{"rendered":"<p style=\"font-weight: 400\"><strong><u>Prior Learning:<\/u><\/strong><\/p>\n<p style=\"font-weight: 400\">The children may have already listened to songs where they\u2019ve been asked to recognise male\/female voices \u2013 and also have been asked to describe how the songs made them feel. This lesson follows on from that, introducing more male\/female and group vocal examples.<\/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\">Remind the children of what they have previously learned about male and female voices.<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)<br \/>\nHow do you know it\u2019s a solo? (there\u2019s only one person singing)<br \/>\nHow do you know it\u2019s a group? (more than one voice singing together)<\/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\">Can you recognise if it\u2019s a male\/female voice? (If there\u2019s only one voice it\u2019s a solo) Or is it a group of voices? 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?\u00a0 What kind of style is it? (pop, from a musical, classical, country, opera etc)\u00a0 <em>The children may or may not know about styles, but it\u2019s good to expose them to different types of music.<\/em><\/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>Cruella de Vil\u00a0 (101 Dalmations \u2013 sung by Dr John)\u00a0 <\/strong><a href=\"https:\/\/www.youtube.com\/watch?v=mWpThwwq33k\"><strong>https:\/\/www.youtube.com\/watch?v=mWpThwwq33k<\/strong><\/a><\/li>\n<\/ol>\n<p style=\"font-weight: 400\">Instruments: Piano, drumkit, solo clarinet, saxophones<br \/>\nPiano intro, boogie woogie style. Male voice, then drumkit joins in. Clarinet joins in a bit later adding at the end of each line. Next chorus, saxophones join in underneath.<br \/>\nJazzy, Blues, male solo voice, from a musical Disney film<\/p>\n<ol start=\"2\">\n<li style=\"font-weight: 400\"><strong>Somewhere Over the Rainbow\u00a0 (Eva Cassidy)\u00a0 <\/strong><a href=\"https:\/\/www.youtube.com\/watch?v=q_eu5Jt0DYc\"><strong>https:\/\/www.youtube.com\/watch?v=q_eu5Jt0DYc<\/strong><\/a><\/li>\n<\/ol>\n<p style=\"font-weight: 400\">Instruments: Only guitar<br \/>\nGuitar intro, solo female voice<\/p>\n<ol start=\"3\">\n<li style=\"font-weight: 400\"><strong> O Fortuna\u00a0 (from Carmina Burana by Orff)\u00a0 <\/strong><a href=\"https:\/\/www.youtube.com\/watch?v=GXFSK0ogeg4\"><strong>https:\/\/www.youtube.com\/watch?v=GXFSK0ogeg4<\/strong><\/a><\/li>\n<\/ol>\n<p style=\"font-weight: 400\">Instruments: Orchestra, big cymbal crashes<br \/>\nStarts loudly, full chorus. Still full chorus but drops down v quietly<\/p>\n<p style=\"font-weight: 400\"><u>Conclude<\/u><\/p>\n<p style=\"font-weight: 400\"><span style=\"font-weight: 400\">Point out that these pieces of music are all different styles \u2013 Disney (musical), Folk, and Classical (choral) \u2013 encourage them to think about that when they hear different types of music at home. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Prior Learning: The children may have already listened to songs where they\u2019ve been asked to recognise male\/female voices \u2013 and also have been asked to describe how the songs made them feel. This lesson follows on from that, introducing more male\/female and group vocal examples. Experiences and Outcomes I have listened to a range 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-2593","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\/2593","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=2593"}],"version-history":[{"count":3,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2593\/revisions"}],"predecessor-version":[{"id":2596,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2593\/revisions\/2596"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=2593"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=2593"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=2593"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}