Issue no. 1 (April 2006)



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TITLE

The Seasons (KS 1)


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: identify loud, quiet and silence

Texture: recognise one sound / many sounds combined

Timbre: identify wooden, metal, skinned and string instruments and their properties by sound

Structure: develop understanding of beginning, middle and end of a composition


ACTIVITIES TO ADDRESS MUSICAL SKILLS


  1. Controlling sounds through singing and playing – performing skills

1b Use own instruments where appropriate; demonstrate accuracy and control of technique on untuned percussion; maintain a steady beat

1c Follow hand and eye signals to direct and lead; rehearse and perform as a class


  1. Creating and developing musical ideas – composing skills

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

2b Create and choose sounds in response to a range of given starting points




  1. Responding and reviewing – appraising skills

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





  1. 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




B
KEY STAGE 1
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

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

OUTLINE OF B.S.O. WORKSHOP


TITLE

Beat The Drum (KS 1)


QUALITY MUSICAL EXPERIENCE(S)

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




  1. 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)

1c Chant 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


  1. 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)


  1. Responding and reviewing – appraising skills

3a Discuss sounds heard with a range of descriptive words

3b Improve their own work

Vocabulary Steady beat; wooden/metal/skinned sounds; rhythms; beat/pulse


  1. Listening, and applying knowledge and understanding

Recognise musical elements can be used for different purposes

Recognise and identify how sounds can be made in different ways

Identify how musical elements can be combined and organised within simple structures

Musical examples March rhythms; samba rhythms; African dance patterns






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