3b Improve their own and other’s ideas (the project gives children the chance to respond to and review their composition as it is being created, with the help of the musicians)
Vocabulary Getting louder / quieter, rhythms; beginning; middle; end
Listening, and applying knowledge and understanding
Identify how musical elements can be organized and used expressively within simple structures
Musical examples Vivaldi’s Four Seasons – extracts
KEY STAGE 1 eat
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.
Interaction with professional orchestral musicians playing live music
Composition of a short piece in a style using percussion instruments
MUSICAL ELEMENTS INTRODUCED
Duration: understand how rhythmic patterns fit to a fast or slow beat (marching to snare drum, clapping games)
Dynamics: respond to loud, quiet, silence and understand getting louder and quieter Timbre: identify wood, metal, skin instruments and their properties by their sound and sound production, i.e. shake; scrape Structure: understand and identify simple repeating patterns and sectional musical forms (performing a samba)
ACTIVITIES TO ADDRESS MUSICAL SKILLS
Controlling sounds through singing and playing – performing skills
1a Build and develop rhythmic memory through extending repertoire of chants (words become samba rhythms); develop expressive effect of speaking (vocal sounds mimic instrumental ones); correct playing techniques and treatment of percussion instruments; maintaining a steady beat using body sounds and untuned percussion (samba)
1cChant and play in time, starting and stopping together, following musician’s directions; take account of musical instruction when rehearsing and performing; rehearse and perform in small groups and as a class
Creating and developing musical ideas – composing skills
2a Explore and enjoy how sounds can be made and changed
2b Structure sounds in order appropriate to given starting points (rehearse and perform samba)