Issue no. 1 (April 2006)



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OUTLINE OF B.S.O. WORKSHOP


TITLE

Music and Maths (KS 2)

QUALITY MUSICAL EXPERIENCE(S)


Interaction with professional musicians playing live music

Performance of a class composition in the style of gamelan

MUSICAL ELEMENTS INTRODUCED


Duration: consolidate understanding of rhythmic patterns

Dynamics: understand and identify getting louder/quieter

Texture: recognise the density of different textures

Timbre: distinguish between different ways of playing percussion

Structure: develop an understanding of repetition and ostinati

ACTIVITIES TO ADDRESS MUSICAL SKILLS




  1. Controlling sounds through singing and playing – performing skills


1b Maintain steady beat/copy and match rhythmic patterns (clapping to a rhythm in 4 metre)

1c Use and follow hand and eye signals to direct and lead (musician or child to conduct); improve their own work; rehearse pupil’s own piece in the gamelan style



  1. Creating and developing musical ideas – composing skills


2a Explore the way sounds can be combined (metal and wood instruments); improvise short repeated patterns

2b Experiment with repeating sound patterns; use several rhythms in 4 metre, played on contrasting groups of instruments to create textures


  1. Responding and reviewing – appraising skills

Respond to the given parameters to create a composition (4 metre and a pentatonic scale)


Appraise the composition during its creation


  1. Listening, and applying knowledge and understanding

Understanding which musical elements make a gamelan sound (use of percussion instruments in 4 metre and pentatonic scale)

Applying that knowledge to compose in the gamelan style

Understand how music is produced on the horn and percussion (looking at vibrations)

Musical examples Pieces in a variety of metres




V
KEY STAGE 1 and 2
ictorian


Music

This project gives the children an awareness of the musical life of people at different levels of society in Victorian times. We look at how a wealthy Victorian household makes its own entertainment. Meanwhile, outside, we are introduced to the musical cries of workers and street sellers. However at the music hall everyone joins together to be entertained.

This is all incorporated into a short musical play, when the children are encouraged to dress in costume.


Key Stage

1 or 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

Victorian Music (KS 1 and 2)


QUALITY MUSICAL EXPERIENCE(S)

Interaction with professional orchestral musicians playing live music


Performance of musical play depicting different aspects of Victorian life


MUSICAL ELEMENTS INTRODUCED

Duration: consolidate understanding of how rhythmic patterns fit to a steady beat (within song accompaniment)

Dynamics: understand how the full range of dynamics can be manipulated for expressive effect (street cries)



ACTIVITIES TO ADDRESS MUSICAL SKILLS




  1. Controlling sounds through singing and playing – performing skills


1a Extend accuracy of vocal range (Victorian song to create a mood) Sing musical street cries maintaining accuracy of pitch and a steady pulse

1b Use own instruments / tuned percussion with knowledge of correct technique (an opportunity for members of the class to enhance their performing skills, through playing pieces known by the class)

Maintain a steady beat (an accompaniment to the song)


  1. Creating and developing musical ideas – composing skills

N/A (but children could create their own street cries in follow-up work)


  1. Responding and reviewing – appraising skills

Compare Victorian music to music of a different period

Use of other art forms to respond to character, mood and other elements of music (drama)

Vocabulary Beat/pulse; mood; steady beat; getting quieter; getting louder


  1. Listening, and applying knowledge and understanding

Identify different families of instruments and their qualities

Musical examples Pieces by Prince Albert and Elgar





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