Resources music and planning

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Resources music and planning

  1. 1. http://www.schoolsnet.com/pls/hot_school/sn_primary.page_pls_show_subjects?x=16180339&a=220708Unit 1: Ongoing skillsAudience: Key Stage 1Year Group: 1/2This unit highlights the musical skills that require regular practice and ongoingdevelopment throughout the key stage. It focuses on the development of the singingvoice and other essential musical skills (listening skills, aural memory and physicalskills) that should be a regular part of classroom work week-by-week. All theactivities in this unit are designed so that they can be taught in short periods whenopportunities arise. The unit is designed to be used flexibly throughout the key stage.The material in this unit can be used in any order.Scheme of workDownload the Scheme of work from the DfES Standards Site.Lesson plansLesson plan 1: To find a singing voice through using voices - Theres a rumble in theJungleChildren will explore different voices.Lesson plan 2: Develop an awareness of phrase - "I Like sausage Rolls"Children will recognise a phrase length and know when to breathe.Lesson plan 3: Singing with others - Follow My leaderChildren will be able to recognise hand gestures and listen to othersLesson plan 4: Controlling pitch and rhythm - Tick ,Tock ,Tick, TockChildren will be able to sing with a sense of awareness of pulse. Children will be ableto control rhythm.Lesson plan 5: Controlling Pitch - Hedgehogs and lamp-posts
  2. 2. Children will begin to sing with control and pitch. Children will show anunderstanding of higher and lower.Lesson plan 6: Controlling expressive elements - Hi-ho, Hi-hoChildren will begin to control some expressive elements when singing.Lesson plan 7: Listening, Memory and Movement - Listen very carefullyTo identify sounds, to recall and remember short sound sequences.Lesson plan 8: Listening and Movement - Stomp, stomp, stomp.To respond physically to music.Teacher fact filesTeacher fact file 1: The Sounds Game - Teacher NotesTeachers notes to accompany the presentation.WorksheetsPDF: High and Low flash cards2 flashcards showing a picture of a lion and a kitten. Use these to create a 2-note tunewith the class, the kitten picture signaling a high note and the lion picture signaling alow note. Children will soon be able to use the flashcards themselves to conduct agroup of children.Other classroom resourcesPDF: The Sounds Game - An interactive game where children guess what sounds theycan hear.A presentation to develop childrens listening skills. Children listen to a sound, make aguess, and then are shown what it is making that noise. A fun guessing game foryoung children.
  3. 3. Songs of Animal SoundsWhat you needA group of at least nine childrenInstructionHave children form a circle. Pick up a simple, familiar song and sing it throughonce. Split the children into smaller groups of two or three and let each groupbrainstorm an animal sound that can be used to sing the song. Have children tryit out to see if it works. Make sure each group has chosen a different sound.Then ask each group to sing just one line in their chosen animal soundrespectively. The purpose is for them to sing it in the right time and rhythm. Forexample, If Group A has chosen "moo," Group B, "woof," and Group C,"meow,"try pointing to Group B for line 1, Group A for line 2, Group C for line 3, thenGroup A for line 4, etc.Instrument " Go fish"what you need16 to 20 blank cards in playing card sizeInstruction
  4. 4. Have children make four or five sets of four cards. let children to draw aninstrument on each set of cards, for example, four cards with a bongo drum, fourwith a guitar, four with a kazoo, etc. Guide children to use different colors foreach set, so that children will have a red, yellow, green, and blue bongo, etc.shuffle the cards and deal them out to the group. The propose for this game is tomake up complete sets. When one child asks another for a card, she shouldspecify the color and make the sound of the instrument requested. Guide childrento imitate these sounds in advance. For example, a drum could be "boom boom",a bongo, "tacka, tacka, tacka," a triangle," ting, ting"If the child asking makes the sound correctly and the child being asked has thecard, the asker receives the card and can take another turn. If she or he asks amistake in the sound or is asking for a card the other child doesnt have, the childbeing asked gets a turn. The winner is the person who collects the most sets offour.Musical hatsThis is the most fun game among kids social gamesWhat you need:Hats, Chairs, MusicInstructionPut the chairs in a close circle, one behind the other. Have the children form acircle around the chairs. Put a hat on the head of one child.When the music starts, the child with the hat puts it on the head of the child infront of her or him, who then passes it along in the same way. When the musicstops, the child wearing the hat must leave the circle and take a chair with her orhim. The hat is given to her or his neighbor and play continues, until only onechild (winner) is left.Living "Go Fish"What you need:Index cards an pensInstructionGive each child an index card, have them write the name of a well-known signeror a singer who they like. Have children fold the index cards and return them toyou without telling anyone the name they have chosen. During the game, eachchild becomes singer.
  5. 5. Next, split the group into four or five smaller groups and have them seat awayfrom each other. Read out the singers names aloud. If any name appears twice,both children have to hand in a new name.Designate one group to begin. Members of that group ask for a singer from anyother group. If the singer is in that group, she or he must move to the firstgroup. If the singer is not there then the second group gets to ask for a singer.The game is over when one group brings everyone together.Lesson plan: Ain’t no mountain high enoughA KS2, Year 5 PSHE lesson plan written by Martyn SoulsbySong Bank linkAin’t no mountain high enoughWords and Music by Nickolas Ashford and Valerie SimpsonSubject links • SEAL (Social & Emotional Aspects of Learning) • Getting On, Falling Out • Weekly Achievement Focus: Being a really good friendDuration45 mins – 1 hourLearning objectives • To explore the good qualities of a friend, and to be able to recognise how they can be a good friend to others.Resources • Ain’t no mountain high enough - performance, echo and backing tracks • Optional: Ain’t no mountain high enough - harmony track • Card/paper • Copies of song lyrics • Interactive Whiteboard (IWB), flipchart or dry wipe boardIntroduction • Share the Learning objectives with the children at the start of the session.
  6. 6. • Arrange the children in a circle and play a short breathing exercise game. Ask the children to stand tall, knees loose and feet apart. Encourage the children to focus on their classmates opposite or on an object in the distance. • Explain to the children that they are going to practise breathing. • Remind the children that they should breathe in through their mouths when singing and demonstrate how. • To encourage the children to breathe without raising their shoulders, try the following activity. Ask them to stand in a circle, all facing clockwise and to place their hands gently on the shoulders of the person in front. You count slowly: IN-2-3-4, OUT-2-3-4 and then repeat with your hands by your sides. • After repeating this twice, ask the children if they managed to breathe without letting their shoulders rise.Singing tips • Ask the children to imagine a feather in front of them and that they are blowing the feather gently to the person at the other side of the room. If they blow too hard the feather will blow off course; too soft and it will fall to the ground. They must take a really deep silent breath and then exhale. Encourage the children to raise their hand as they run out of breath. • To stop shoulders rising, suggest that they imagine carrying a heavy bag of shopping in each hand.Main activity • Display the word ‘friend’ on an Interactive Whiteboard, flipchart or dry wipe board. • In pairs ask the children to think about the things that they look for and expect of a friend and then share these as a class. Record these on the IWB or flipchart, asking children to clarify their opinions if appropriate. Which qualities are most common and why? Are there any qualities which are a surprise? Are there any others which we need to add? • Play the performance track of Ain’t no mountain high enough, asking the children to listen carefully to the words. • Now display the words on the interactive whiteboard (or hand out copies) and use the echo track with the children. Encourage correct breathing. • Ask the children what they think this song is about? Who do you think it was it written for? What is the main message? • Sing the song again. Use your discretion - the children may need the echo track again or you may be able to move onto the backing track. Add the qualities you hear mentioned in the song to the class list you have compiled.Independent activity • Using the card or paper, ask the children to produce a small illustrated postcard for display, highlighting the different qualities they would look for or expect in a friend. Through discussion, encourage the children to think of times when they would look for these qualities.
  7. 7. • While the children are working, continue to play the accompaniment quietly in the background. Have copies of the words around the classroom for the children to refer to.DifferentiationSupport • Questions or vocabulary prompts. • Children could work in pairs or small groups to produce a poster-size version of the postcard together.Extension • Children can use the other side of the postcard to complete the flip side of friendship: the qualities they do not like to see in a friend.Plenary • Children share their postcards with a partner. Ask them to discuss what they think is the most important quality in a friend. Feed back to the whole group. • Do all friends have all these good qualities? Discuss briefly in small groups and feed back. • Sing the song again as a class and finish with some breathing exercises.Next steps • The lesson could be repeated again, this time focusing on the harmony track. The children can explore other aspects of friendship, for example falling out and why this happens. • Link to Drama - can the children devise a short piece based on the themes discussed?Assessment for Learning (AfL) • Peer talk • Self evaluation • Success criteria • QuestioningQuestions linked to SEAL • Why do most people have friends? • What would the world be like if there were no friends?Differentiated success criteriaAll children will:
  8. 8. • Be able to identify the good qualities they look for in a friend. • Work independently or in small groups to produce an illustrated postcard showing friendship qualities.Some children will: • Debate positive and negative qualities in a friend.A few children will: • Sing confidently in tune with an awareness of breathing. • Talk about friendship in a wider context.http://www.mrsjonesroom.com/http://boj.pntic.mec.es/~mbed0005/fot.htm

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