Composition in Music At KS1&2 - A Lees


Published on

Presentation of resources, notes and references to assist in staff INSET training based on 'Composition in Music at KS1-2'

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Composition in Music At KS1&2 - A Lees

  1. 1. Teaching and Learning Composition. •Why should we give children opportunities to compose? •Signposts for the way forward in composition Composition in Music at •Routes into composition | Meaningful opportunities KS 1 and 2 •Resources and ideas to teach composition and find opportunities to scaffold creative thinkingNoteThis PowerPoint is a collection ofresources for the delivery ofcomposition across KS 1 and 2, but isby no means exhaustive,chronological or progressive innature.
  2. 2. Why should we give childrenopportunities to compose? Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. Coverage: Teaching should ensure that listening, and applying knowledge and understanding, interrelated skills of performing, composing and appraising are developed through the interrelated skills of performing, composing and appraising. Programme of Study 1999
  3. 3. More children will experience a combination of classroomteaching, instrumental and vocal tuition, opportunities to play inensembles and the chance to learn from professional musicians.Hubs will provide opportunities that reach beyond schoolboundaries and draw-in the expertise of a range of educationand arts partners. National Music Plan (2011)
  4. 4. What this means for teaching148. The evidence suggests that for children to get the most frommusic education, it needs to be enjoyable, challenging and alsoachievable. It needs to be supportive and provide space forchildren to be creative, and include group activity to help buildsocial skills.149. Music is a valuable academic subject, as well as beingimportant for the wider benefits outlined above, for those whowill go on to have careers in music and for those who pursue itfor enjoyment.
  5. 5.
  6. 6. Elements of Music Sound quality High or low sounds How many sounds? Fast or slow? Long or short? The musical plan Loud or quiet?
  7. 7. Scaffolding the Creative Process for Composition A Sequence for… Experiences of‘Creative Curriculum’ Immersion in… Vocabulary opportunities recording / experiences to talk -Idea writing down -Story -Theme Practice -Image Scaffolding and Structure • Graphic Scores • • Motif / Themes Performance -Music Verbal • Soundscapes • Notation -Poem • Story Boards • Thinking Maps Reflection -Game • Maps • Real Melodies Evaluation – • Rhythm Strips • Real lyrics -Video what criteria? -Surroundings Related Instrumental listening experiences experiences
  8. 8.
  9. 9. Flow Chart of events in ‘The SnowDragon’ so far.In the beginning: Snow dragons andfire dragons lived peacefullyAnd separately. Twolegs livedbetween them.The First Happening: Book told themost royal of fire dragon that atwoleg would destroy all fire dragons– book was banishedAll twolegs driven underground tohideSnow dragons almost wiped out,thought extinct.
  10. 10. What is a Graphic Score?• A graphic score is a way in which a composer can compose a piece without using common music notation.• Once you have chosen your symbols, you will need to put your symbols into a score Triangle Bells Drum
  11. 11. You’re a Firework GDo you ever feel like a plastic bag StringsDrifting through the wind, wanting to start again?Do you ever feel, feel so paper thin G C E ALike a house of cards, one blow from caving in?Do you ever feel already buried deep?Six feet under screams but no one seems to hear a thing AmDo you know that theres still a chance for youCause theres a spark in you?You just gotta ignite the light and let it shineJust own the night like the 4th of July Other Melody EmCause baby, youre a firework B DD BB AAA GGCome on, show em what youre worthMake em go, oh oh oh GG A GG GGG A BBAs you shoot across the sky - y (G)Baby, youre a fireworkCome on, let your colors burstMake em go, oh oh oh CYoure gonna leave em falling down Boomwhackers GGGG AAAA EEEE CCCC BBBB CCCC GGGG EEEE DDDD EEEE BBBB GGGG (D)
  12. 12. Descriptive writing and observational drawingComparingInstruments Concept Mapping in preparation for writingOrganising / SortingInstruments bychosen criteria
  13. 13. Peter and the Wolf L en t t piece ofmusicalt w yt ough. Tyt mach a instumentt ea ist o he l he a hr r o t n r o ch By chaa er r ct . Prokofiev Does t pitch a timbre oft instumentmach t chaa erw l he nd he r t he r ct el? Ca you ident t instument fr t pict es? n ify he r s om hese ur ClarinetTimpani Strings Oboe FluteFrench Horn Bassoon
  14. 14. Composing Using a Pentatonic Scale We are going to explore pentatonic music. “Penta” means five, as in pentagon. Pentatonic music is made up of five different notes. We are going to learn a simple pentatonic scale: CThese five note scales are the basis of many C, D, E, G, A.forms of music.They use the 1st, 2nd, 3rd, 5th and 6th notes of thescale, for example:
  15. 15. INDEX
  16. 16.
  17. 17.
  18. 18.
  19. 19.