Issue no. 1 (April 2006)



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OUTLINE OF B.S.O. WORKSHOP


TITLE

Music and Maths (KS 1)

QUALITY MUSICAL EXPERIENCE(S)


Interaction with professional musicians playing live music

Create music through numbers

MUSICAL ELEMENTS INTRODUCED

Duration: recognise how different rhythmic patterns fit to a steady beat

Timbre: identify a range of different sounds

Structure: understand repeating patterns




ACTIVITIES TO ADDRESS MUSICAL SKILLS




  1. Controlling sounds through singing and playing – performing skills

1a Sing simple songs with the musicians (Polly Put The Kettle On)


1b Use body sounds (make body sounds to create rhythms)

1c Take account of instructions when rehearsing (faster, slower, louder, quieter, etc.)


  1. Creating and developing musical ideas – composing skills

2a Explore how sounds can be made and changed; compose different rhythms with a variety of sounds (clapping, tapping, humming, etc.)



  1. Responding and reviewing – appraising skills

3b Improve their own work; compare different rhythms (divide class into groups); Respond to melody in different metres

Vocabulary Steady beat, rhythmic patterns, wooden sounds, metal sounds





  1. Listening, and applying knowledge and understanding

Apply knowledge of numbers to make music (music in different metres)

Understanding how the instruments work (learning about vibrations)

Musical examples

Polly Put The Kettle On in 2 metre The Grand Old Duke of York in 4 metre



Pat A Cake in 3 metre

Mars-Holst in 5 metre



I
KEY STAGE 1
ndian

Festival




This workshop is based on the story of the Ramayana, about Rama and Sita. Although this is the story that is celebrated at Divali it is suitable for other times of the year. After a brief introduction about the orchestra, the musicians show and play their instruments. The children are shown Indian instruments and hear them played.

For Key Stage 1. The musicians act out the story with the help of the children’s musical accompaniment developed during the workshop using Indian and classroom instruments.

For Key Stage 2. After helping the musicians to tell the story of the Ramayana by using classroom percussion, the children are encouraged to think how they might describe this in a musical composition. After rehearsing both the story and their composition, these are performed to another class.
The children also learn the Divali song (both Key Stages).


Key Stage

1

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 and children’s own instruments

OUTLINE OF B.S.O. WORKSHOP


TITLE

Indian Festival (KS 1)


QUALITY MUSICAL EXPERIENCE(S)

Interaction with professional orchestral musicians playing live music

Using a musical accompaniment to tell an Indian story


MUSICAL ELEMENTS INTRODUCED


Duration: understand how rhythmic patterns fit to a steady beat (to depict different animals in the story)

Dynamics: understand and respond to loud and quiet

ACTIVITIES TO ADDRESS MUSICAL SKILLS




  1. Controlling sounds through singing and playing – performing skills


1a Control vocal pitching, and develop rhythmic and melodic memory by learning Divali song

1b Learn to control playing techniques on classroom percussion, and maintain a steady beat using simple word patterns (to depict the different animals)

1c Sing and play in time together (starting, stopping and following leader’s directions for rehearsing and performing)


  1. Creating and developing musical ideas – composing skills

N/A





  1. Responding and reviewing – appraising skills

Respond to elements of the story (deciding when to play as different animals are mentioned in the story)

Compare Indian music with music from our culture

Vocabulary Rhythms; getting louder/quieter; rhythmic patterns


  1. Listening, and applying knowledge and understanding

Recognise that musical elements can be used for different purposes. (to depict animals or describe a battle)

Identify how musical elements can be organised and used expressively within simple structures


Listen and respond to Indian music




T
KEY STAGE 1
he


Seasons
A creative composition project using Vivaldi's Four Seasons as its starting point. The class would work on one or more of the seasons depending on how many sessions are required. After listening to Vivaldi's music and his poem, the children would work in groups, with the guidance of the musicians, composing their own "seasons" music. At the end of the session there would be a short performance of the pieces.
This flexible project could also be used by a group of schools each taking one season and finally coming together with the musicians to share their work and give a concert.


Key Stage

1

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


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