Issue no. 1 (April 2006)



Download 315.12 Kb.
Page8/12
Date conversion14.06.2018
Size315.12 Kb.
1   ...   4   5   6   7   8   9   10   11   12

KEY STAGE 2

Tudor


Music

Invite Henry VIII to your school and bring your Tudor project alive. He will invite you to a masked ball at Hampton Court, where you will learn to play and dance a pavane. Of course everyone will need to be dressed for the occasion. You will be able to listen to Henry singing his latest composition and members of the court will entertain you.
The aim of the session is to create a short musical play, which can be performed to an invited audience from the rest of the school.


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

Tudor Music (KS 2)

QUALITY MUSICAL EXPERIENCE(S)

Interaction with professional orchestral musicians playing live music


Performance of musical play set in Hampton Court to an invited audience


MUSICAL ELEMENTS INTRODUCED

Duration: consolidate understanding of how rhythmic patterns fit to a steady beat (Tudor rhythmic patterns)

ACTIVITIES TO ADDRESS MUSICAL SKILLS




  1. Controlling sounds through singing and playing – performing skills


1a Extend accuracy of vocal range (Tudor songs)

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 a pavane)

1c Develop ability to rehearse and present performances in independent groups, showing awareness of their own part in relation to others (play and dance a pavane)


  1. Creating and developing musical ideas – composing skills

N/A





  1. Responding and reviewing – appraising skills

Compare Tudor music to music of a different period


Respond to Tudor music through dancing a pavane

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

Vocabulary Steady beat; rhythmic patterns


  1. Listening, and applying knowledge and understanding

Identify different families of instruments and their qualities

Understand how combined musical elements contribute to the Tudor style

Musical examples Greensleeves; Pastimes; Wolsey’s Wilde






M
KEY STAGE 2
usic


and The

Ancient

Greeks




This creative composition project uses a story from Greek mythology as a starting point. The class will compose a piece of music to accompany the story and at the end of the session they can perform it to an invited audience from the rest of the school.



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

Music and The Ancient Greeks (KS 2)


QUALITY MUSICAL EXPERIENCE(S)

Interaction with professional orchestral musicians playing live music

Bringing a Greek myth alive through music

MUSICAL ELEMENTS INTRODUCED


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

Dynamics: understand and identify getting louder/quieter

Tempo: understand and identify getting faster/slower

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

Consider 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 (listen to Zorba’s Dance)

Identify how elements and resources have combined to communicate moods and ideas (consider this as we compose)

Musical examples Zorba’s Dance


KEY STAGE 2



Music In


War-Time



1   ...   4   5   6   7   8   9   10   11   12


The database is protected by copyright ©hestories.info 2017
send message

    Main page