Issue no. 1 (April 2006)



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OUTLINE OF B.S.O. WORKSHOP


TITLE

Julia’s Wedding (Romans) (KS 2)


QUALITY MUSICAL EXPERIENCE(S)


Interaction with professional orchestral musicians playing live music

Performance of a musical play (to depict a Roman street scene and ceremony) to an invited audience

MUSICAL ELEMENTS INTRODUCED


Pitch: distinguish between steps and leaps in melodies

Duration: consolidate understanding of how rhythmic patterns fit to the steady beat

Timbre: distinguish between different ways of playing percussion instruments

ACTIVITIES TO ADDRESS MUSICAL SKILLS




  1. Controlling sounds through singing and playing – performing skills


1a Extend accuracy of vocal range (Roman wedding song)

1b Use own instruments, tuned and untuned percussion with correct technique; maintain a steady beat (accompanying dancing).

1c Follow hand signals; improve their own work; rehearse and perform in groups and as a class with increasing awareness of balance

  1. Creating and developing musical ideas – composing skills

N/A




  1. Responding and reviewing – appraising skills

3a Compare and contrast music performed with an awareness of the music’s context/ purpose (dancing / marching)

3b Use a variety of art forms (dance and drama) to respond to character, mood and other elements of music

Vocabulary Rhythms; steady beat; getting louder; getting quieter





  1. Listening, and applying knowledge and understanding

4b Identify how a combination of elements are used in a variety of musical styles to communicate musical effects




A
KEY STAGE 2
frican


Pictures

A basic exploration of the music of Africa, with the accent very much on participation and active involvement. The group will experience the energy and vibrancy of live performance of traditional music from Ghana, and be given the opportunity of comparison with performance of music from their own culture. The main part of the session will be taken up with the composition and rehearsal of the group’s own piece of "African" music, using authentic techniques and principles encountered during the workshop. This could be extended to other art forms such as drama, dance, etc.


The class will be encouraged to perform their compositions (in African costume if possible) at the end of the session.


Key Stage

2

No of musicians

2

No of pupils

1 class

Length

Half day

Space required

School hall or similar space

Instruments required

School percussion and children’s own instruments

OUTLINE OF B.S.O. WORKSHOP




TITLE

African Pictures (KS 2)


QUALITY MUSICAL EXPERIENCE(S)

Interaction with professional orchestral musicians playing live music

Performance of African pieces developed during the workshop


MUSICAL ELEMENTS INTRODUCED

Timbre: compare the use of a variety of instruments in different contexts

Duration: recognise and respond to a steady beat and rhythmic patterns

ACTIVITIES TO ADDRESS MUSICAL SKILLS



  1. Controlling sounds through singing and playing – performing skills

1a Sing (respond to simple African chants)

1b Play (respond to word based rhythms and soundscapes using school percussion)

1c Rehearse as a class and in smaller groups, following musical direction


  1. Creating and developing musical ideas – composing skills

Create a piece of music based on traditional village activities

Compose musical extracts based on words, actions and images (directed use of various suitable sounds using school percussion)

Create a mambo based on breakfast foods and using sounds symbolically to create music based on a sunrise


  1. Responding and reviewing – appraising skills

3b Comparing and contrasting a variety of musical ideas and approving their suitability (the image of an African sunrise being the context)

Vocabulary Rhythms; beat / pulse; rhythmic patterns getting louder/quieter


  1. Listening, and applying knowledge and understanding

Identify an African chant, developing rhythms from language



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