{"id":2597,"date":"2023-09-28T13:14:09","date_gmt":"2023-09-28T12:14:09","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=2597"},"modified":"2023-09-28T13:14:09","modified_gmt":"2023-09-28T12:14:09","slug":"music-2nd-level-listening-lesson-linked-to-instrumental-groups","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2023\/09\/28\/music-2nd-level-listening-lesson-linked-to-instrumental-groups\/","title":{"rendered":"Music &#8211; 2nd Level: Listening Lesson linked to Instrumental Groups"},"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 have been listening to songs\/music mentioning the world around us \u2013 the sea, mountains, space, weather, as well as responding with their feelings, which instruments\/voices they hear.<\/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 different styles of music and how you recognise them, i.e.<br \/>\n<em>Scottish<\/em> \u2013 you may hear instruments from Scotland like bagpipes, accordion.<br \/>\n<em>Classical<\/em> \u2013 usually played by an orchestra<br \/>\n<em>Pop<\/em> \u2013 played by a band 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\">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?<\/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>Scottish Airs (Highland Pipes and Drums) <\/strong><\/li>\n<\/ol>\n<p style=\"font-weight: 400\"><a href=\"https:\/\/www.youtube.com\/watch?v=p7oac68zqdw&amp;list=OLAK5uy_nXjfxe-hfE2Zw2sIdlqEjYgleEc6aya2k&amp;index=15\"><strong>https:\/\/www.youtube.com\/watch?v=p7oac68zqdw&amp;list=OLAK5uy_nXjfxe-hfE2Zw2sIdlqEjYgleEc6aya2k&amp;index=15<\/strong><\/a><\/p>\n<p style=\"font-weight: 400\">Starts with snare drum roll, then bagpipes play.<\/p>\n<p style=\"font-weight: 400\">Hopefully the children will recognise the sound as typically Scottish! You could use the music to march to the steady beat.<\/p>\n<ol start=\"2\">\n<li><strong>Yellow (Coldplay) <\/strong><a href=\"https:\/\/www.youtube.com\/watch?v=tdVAqxNLXiw\"><strong>https:\/\/www.youtube.com\/watch?v=tdVAqxNLXiw<\/strong><\/a><\/li>\n<\/ol>\n<p style=\"font-weight: 400\">Instruments: Acoustic, electric and bass guitars, drumkit<\/p>\n<p style=\"font-weight: 400\">Starts with acoustic guitar, then electric joins in with power chords, then bass guitar with drumkit to add to driving rhythm. Solo male voice singing.<\/p>\n<p style=\"font-weight: 400\">Rock? Band. Male solo voice.<\/p>\n<ol start=\"3\">\n<li><strong>Be Our Guest (Beauty and the Beast) <\/strong><a href=\"https:\/\/www.youtube.com\/watch?v=afzmwAKUppU\"><strong>https:\/\/www.youtube.com\/watch?v=afzmwAKUppU<\/strong><\/a><\/li>\n<\/ol>\n<p style=\"font-weight: 400\">Orchestral backing. Voices \u2013 full chorus (group) singing.<\/p>\n<p style=\"font-weight: 400\">About 20 secs into excerpt it slows down, starts to get faster again until it\u2019s back at the first speed until the end. Big (loud) finish.<\/p>\n<p style=\"font-weight: 400\"><u>Conclude<\/u><\/p>\n<p style=\"font-weight: 400\">Throughout the year we\u2019ve looked at: voices (male\/female, solo\/group), instruments, styles of music (orchestra\/rock group etc), music expressing feelings, whether music is loud\/quiet, fast\/slow.<\/p>\n<p style=\"font-weight: 400\"><span style=\"font-weight: 400\">Encourage the children to use these pointers in their own listening. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Prior Learning: The children may have already have been listening to songs\/music mentioning the world around us \u2013 the sea, mountains, space, weather, as well as responding with their feelings, which instruments\/voices they hear. Experiences and Outcomes I have listened to a range of music and can respond by discussing my thoughts and feelings. EXA &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-2597","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\/2597","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=2597"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2597\/revisions"}],"predecessor-version":[{"id":2598,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2597\/revisions\/2598"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=2597"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=2597"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=2597"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}