Issue no. 1 (April 2006)



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OUTLINE OF B.S.O. WORKSHOP




TITLE

The Seasons (KS 2)


QUALITY MUSICAL EXPERIENCE(S)

Interaction with professional orchestral musicians playing live music

Create a musical description of a season

MUSICAL ELEMENTS INTRODUCED


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

Dynamics: understand and identify getting louder/quieter

Texture: recognise the different density of different textures

Timbre: distinguish between different ways of playing percussion instruments

Structure: develop understanding of a range of repetition and contrast structures, including use of ostinati

ACTIVITIES TO ADDRESS MUSICAL SKILLS





  1. Controlling sounds through singing and playing – performing skills

1b Use own instruments where appropriate; practise accuracy and control of technique on untuned percussion; Practise maintaining a steady beat

1c Use and follow hand and eye signals to direct and lead; improve their own work; rehearse and perform as a class with an awareness of balance



  1. Creating and developing musical ideas – composing skills

2a Explore the way sounds can be combined and used expressively; vary and refine ideas


  1. Responding and reviewing – appraising skills

3c Improve their own and others’ ideas with an awareness of the music’s context and purpose (the project requires children to constantly respond to and review their composition as it is being created).

Vocabulary Getting louder / quieter; rhythms; beginning; middle; end


  1. Listening, and applying knowledge and understanding

Identify how a combination of elements may be used in a variety of musical styles and to communicate musical effects

Identify different families of instruments and their qualities

Identify composers’ intent in music heard and performed (Vivaldi’s Four Seasons - extracts) and consider our intent when composing

Identify how elements and resources have combined to communicate moods and ideas

Musical examples Vivaldi’s Four Seasons – extracts




R
KEY STAGE 2
ivers



A creative music project designed to explore the life of a river from its source to the sea. The project would focus on the river’s differing features as it travels through various environments and, if desirable, could be linked to a specific river.

The children listen to examples of music that describe a river. The class is then encouraged, with the help of the musicians, to create their own piece of music to describe the course of a river.

The session will culminate in a performance of the class composition.




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

Rivers (KS 2)


QUALITY MUSICAL EXPERIENCE(S)

Interaction with professional musicians playing live music

Improvising, composing and performing a piece of music describing a river

MUSICAL ELEMENTS INTRODUCED

Dynamics: consolidate understanding of and identify getting louder or quieter (fierce and gentle aspects of a river)


Texture: identify the difference between solo / unison / harmony / layers / drone

Structure: identify development of musical ideas

ACTIVITIES TO ADDRESS MUSICAL SKILLS




  1. Controlling sounds through singing and playing – performing skills


1b Use own instrument where appropriate, and tuned and untuned percussion with knowledge of correct technique; maintain rhythmic and melodic ostinati as an accompaniment in four metre

1c Make improvements to their work, whether individual, in groups or as a whole class, commenting on the intended effect (develop ability to rehearse and present performances, showing awareness of their own part in relation to others)


  1. Creating and developing musical ideas – composing skills

2a Explore the way sounds can be combined and used expressively

Begin to improvise using pentatonic scales as a base

Improvise melodic and rhythmic phrases as part of a group performance

2b Combine layers of sound with awareness of the combined effect

Use melodies and accompaniments (drones, ostinati, layers)


  1. Responding and reviewing – appraising skills

3a Compare and contrast music heard and performed with an awareness of the music’s context / purpose (to depict different aspects of a river)

3c Improve their own and others work with an awareness of the music’s context / purpose

3b Express and justify ideas and opinions about music heard and performed using an appropriate and extended musical vocabulary


Vocabulary Getting louder/quieter; faster/slower; beginning; middle; end


  1. Listening, and applying knowledge and understanding

Identify how a combination of elements are used to communicate musical effects

Identify composers’ intent in music heard and performed

Musical examples Ma Vlast – Smetena; Housotonic at Stockbridge – Ives







B
KEY STAGE 2
eat

The

Drum




This workshop is designed to give pupils a proper understanding of percussion instruments, their names and most importantly the technique of playing them.


After a short demonstration by the two percussion players from the Bournemouth Symphony Orchestra the children will have the opportunity to work together on various skills. These will include rhythm games and percussion based activities.
The workshop will end with the children using all the skills learnt to create a musical piece of their own which could take as its inspiration, samba, African drumming, rainforest sounds or whale song, etc.



Key Stage

2

No of musicians

2

No of pupils

1 class

Length

2 sessions per half day (KS1)

Half day (KS2)



Space required

School hall or similar space

Instruments required

School percussion

OUTLINE OF B.S.O. WORKSHOP




TITLE

Beat The Drum (KS 2)


QUALITY MUSICAL EXPERIENCE(S)

Interaction with professional orchestral musicians

Performance of musical piece using major and pentatonic scales to invited audience




MUSICAL ELEMENTS INTRODUCED


Duration: Consolidate understand how rhythmic patterns fit to a regular beat (march in time to snare drum); use of 2, 3, 4, 5 and 6 metre (counting / clapping)

Dynamics: understand how full range of dynamics can be manipulated for expressive effects; understand correct method of sound production on a whole range of percussion instruments (shake, scrape, etc.); identify different ensemble combinations (instrument demonstrations); recognise and respond to given musical signals, e.g. samba whistle rhythm

ACTIVITIES TO ADDRESS MUSICAL SKILLS



  1. Controlling sounds through singing and playing – performing skills

1b Demonstrate accuracy and control on simple untuned percussion; understand “alternative” ways of playing some percussion instruments, e.g. continuous cymbal scrape, tambourine thumb roll, samba triangle, etc.

Maintain steady beat / copy, match and compose rhythms in 2,3 and 4 metre

1c Use and follow hand or oral signals to direct and lead; rehearse and perform in independent groups with ability to comment on how intentions have to been achieved; awareness of own part in relation to whole


  1. Creating and developing musical ideas – composing skills

2a Explore ways in which sounds can be combined and used expressively

2b Combine layers of sound with awareness of overall effect; use pitch / rhythm patterns to give piece shape and coherence (repeat, re-order, etc.)


  1. Responding and reviewing – appraising skills

3a Compare and contrast music rehearsed and performed with awareness of the piece’s context / purpose, e.g. dance piece or rain forest description

3b Express and justify ideas on music heard and performed using appropriate musical vocabulary
Vocabulary Wooden/metal/skinned sounds; rhythms; beat/pulse




  1. Listening, and applying knowledge and understanding

Identify how elements and resources combine to communicate moods, changes of mood (e.g. within own composition) and various musical styles (instrument demos); identify different families of instruments, instruments within them, and basic understanding of playing techniques and sound production

Musical examples Javanese pentatonic tunes; march rhythms; samba rhythms; African dance patterns; jazz; sound effects, e.g. bird whistles, sandblocks







KEY STAGE 1 and 2

Schools

Cluster

Project


A creative composition project involving a group of classes from different schools.

With the help of a musician from the Bournemouth Symphony Orchestra, the class produces a musical composition linked to a theme, e.g. Time Travel, Around the World, The Four Seasons, Shipwreck, etc. This can also incorporate drama, word and dance. Each piece is a composition in its own right, but only at the final performance will all the different elements be drawn together to tell the whole story.
The musicians will play music to enhance the performance and link the children's pieces.
Two half-day workshops take place in each school prior to a finale day that involves a dress rehearsal and concert given to parents and friends.


Key Stage

1 or 2

No of musicians

5

No of pupils

Maximum of 10 classes

Length

2 half days and concert day

Space required

School hall or similar space

Instruments required

School percussion and children’s own instruments




The Mini


B.S.O.

Have you ever wanted to book the Bournemouth Symphony Orchestra to come to your school but have been put off by the fact that the school hall just isn’t big enough? Well why not try The Mini BSO?


The group is made up of five musicians playing a cross-section of instruments from the orchestra. The workshop gives the children the chance to learn interesting facts about the music and listen to performances of special arrangements from our concert repertoire. An ideal opportunity for your pupils to hear and participate in live music played by professional musicians.

Key Stage

Any

No of musicians

5

No of pupils

Whole school

Length

1 hour

Space required

School hall


Bournemouth


Strings
Hear string instruments being played by professional musicians from the Bournemouth Symphony Orchestra. The ensemble consists of two violins, viola, cello and double bass.
The group offers three different types of concert.
1. Sound And Science

This concert aims to reinforce children’s scientific learning through music.


2. Strings Go Exploring

A concert that travels around the world.


3. Strings Through The Ages

In this concert the group travel through time.

All three concerts offer the opportunity for discussion on how the instruments work and the children will be encouraged to observe with their ears as well as their eyes.




Key Stage

Any

No of musicians

5

No of pupils

Whole school

Length

1 hour

Space required

School hall



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