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Powerpoint silices (dacepo)
- 1. Ideas for thedevelopment of The DaCapo Interactive Whiteboard resource for schools Foundation and Key Stage One © 2011 The DaCapo Music Foundation
- 2. The scope ofthe Interactive Whiteboard resource and all the layers Levels become active as others are completed
- 3. Home screen fornavigation Easy to sing Easy to sing Easy to sing Easy to sing Intermediate Intermediate Intermediate Intermediate Intermediate Harder to sing Harder to sing
- 4. Home screen fornavigation Easy to sing Easy to sing Easy to sing Easy to sing Intermediate Intermediate Intermediate Intermediate Intermediate Harder to sing Harder to sing
- 5. Teacher’s notes/screen Introducing the song Pulse 1a 1b 1c Pitch 1a 1b 1c Rhythm 1a 1b 1c Expression 1a 1b 1c 1a 1b 1c Movement 1a 1b 1c Literacy 1a 1b 1c Improvising and composing Instruments 1a 1b 1c Performance 1a 1b 1c
- 6. QuickTime™ and a decompressor are needed to see this picture. What can you see in the picture? Back Next
- 7. QuickTime™ and a decompressor are needed to see this picture. Are the rabbits friendly or fierce? Back Next
- 8. QuickTime™ and a decompressor are needed to see this picture. What are the rabbits doing? Back Next
- 9. QuickTime™ and a decompressor are needed to see this picture. What is the weather like? Back Next
- 10. QuickTime™ and a decompressor are needed to see this picture. Why is the rabbit at the front Back of the picture looking sad? Next
- 11. Teacher’s notes/screen Introducing thesong Pulse QuickTime™ and a decompressor are needed to see this picture. Pitch Rhythm Expression Movement Literacy Improvising and composing • It is raining hard today Listen to the song Instruments and follow the words • Friendly rabbits hop and play Performance • Jump in puddles 'til they get • Freezing cold and soaking wet Back Repeat
- 12. Teacher’s notes/screen Introducing the song Pulse 1a 1b 1c Pitch 1a 1b 1c Rhythm 1a 1b 1c Expression 1a 1b 1c 1a 1b 1c Movement 1a 1b 1c Literacy 1a 1b 1c Improvising and composing Instruments 1a 1b 1c Performance 1a 1b 1c
- 13. Teacher’s notes/screen Pulse 1a 1b 1c i-iv i-iv i-iv v-viii v-viii v-viii ix-xii ix-xii ix-xii xiii-xv xiii-xv xiii-xv You will need Heartbeats
- 14. QuickTime™ and a decompressor are needed to see this picture. Back Repeat Let’s remind ourselves of the song Next
- 15. QuickTime™ and a decompressor are needed to see this picture. Back Repeat Ready to sing Next
- 16. Use the heart beat to show the speed of the music Back Next
- 17. Use the heart beat to show the speed of the music Back Next
- 18. Choose a differentspeed to sing the song Shall we go faster? Shall we go slower? Back Next
- 19. Choose a differentspeed to sing the song Shall we go faster? Shall we go slower? Back Next
- 20. Choose a differentspeed to sing the song Shall we go faster? Shall we go slower? Back Next
- 21. Choose a differentspeed to sing the song Shall we go faster? Shall we go slower? Back Next
- 22. Who can showa slow speed with their heartbeat? Back Next
- 23. Who can startus off by singing “ready to sing” at the new speed? Back Next
- 24. Who can showa faster speed with their heartbeat? Back Next
- 25. Who can startus off by singing “ready to sing” at the new speed? Back Next
- 26. Where shall webeat time now? On your head or your shoulders? Back
- 27. Teacher’s notes/screen Introducing thesong Pulse Pitch Who can start us off by singing “ready to sing” at the new Rhythm speed? Expression Movement Literacy Improvising and composing Instruments Performance Back
- 28. Teacher’s notes/screen Introducing the song Pulse 1a 1b 1c Pitch 1a 1b 1c Rhythm 1a 1b 1c Expression 1a 1b 1c 1a 1b 1c Movement 1a 1b 1c Literacy 1a 1b 1c Improvising and composing Instruments 1a 1b 1c Performance 1a 1b 1c
- 29. Instruments Match the sound 1 3 to the instrument 5 2 4
- 30. Instruments Match the sound 1 3 to the instrument 5 2 4
- 31. Instruments Match the sound 1 3 to the instrument 5 2 4
- 35. 1 2 Move the pictures into the boxes to make the instruments play together 3 4 5
- 37. Listen to the music.Can you hear all of the instruments as they play together?
- 38. Choose a gameto play Stand up when you hear the bassoon 2 3
- 39. Choose a gameto play 1 Can you stamp your feet when the cymbals play? 3
- 40. Choose a gameto play 1 2 Which instrument plays the last two notes?
Editor's Notes
- #2 Example given is song no 1 of 12 Activities for nursery Level 1
- #3 This is a ‘map’ representing the structure and extent of the activities. 12 songs , 7 areas of teaching, 8 activities per area , 3 levels and 3 terms over 4 years: this equates to the 4 years in Foundation and Key Stage 1 in infant schools. The selection of activities would be made by teacher via the song, activity and stage. This is not the first Slide of the resource.
- #4 All activities are selected via a song represented by the picture. Voice: Choose a song.
- #5 All activities are selected via a song represented by the picture. You have chosen Rabbits in the Rain.
- #6 It is optional to view this slide on screen as it is a navigation point and could be kept as the teacher’s tool. Voice: which area or activity would you like to explore?
- #7 Rabbits in the Rain - Introduction to the song. 1/i Look at the picture and discuss the song. Extract vocabulary from the picture so that when the children sing the song, they already have the words. The animated character can say the words and could be a preference option (instructor on/off) or the teacher could read them from the teacher’s notes, leaving only the picture on the screen. Voice: what can you see in the picture?
- #8 Rabbits in the Rain - Introduction to the song. 1/ii Looking at the picture and discuss the song. Extract vocabulary from the picture so that when the children sing the song, they already have the words. Voice: are the rabbits friendly or fierce?
- #9 Rabbits in the Rain - Introduction to the song. 1/iii What are the rabbits doing?
- #10 Rabbits in the Rain - Introduction to the song. 1/iv Voice: what’s the weather like?
- #11 Rabbits in the Rain - Introduction to the song. Voice: why is the rabbit at the front of the picture looking sad?
- #12 Sound file of the music that plays all the way through. The ball can bounce on the words to show where we are as the song plays. The left hand icons should be small and at the bottom of the page. Or on the teachers pages? Voice: Listen to the song and follow the words.
- #13 As you move the mouse over the areas (pitch, pulse etc.) they animate and open up the levels available in that section. Voice: which area or activity would you like to explore?
- #15 ToolBox Level - Pulse Level 1a /i. Rabbits in the Rain - recap the song Voice: let’s remind ourselves of the song.
- #16 ToolBox Level - Pulse Level 1a /i. Rabbits in the Rain - recap the song Voice: Ready to sing.
- #17 Pulse Foundation 1a/ii It is possible that the next set of slides would work well on one screen Voice: Use the heart beat to show the speed of the music.
- #18 Pulse Foundation 1a/ii It is possible that the next set of slides would work well on one screen Voice:Ready to sing
- #19 Pulse Foundation 1a/iii Voice: Shall we go faster ? Heart beat animated to the new speed.
- #20 Pulse Foundation 1a/iii Voice: Ready to sing Heart beat animated to the new speed.
- #21 Pulse Foundation 1a/iii Voice: Shall we go slower? Heart beat animated to the new speed.
- #22 Pulse Foundation 1a/iii Voice: Ready to sing Heart beat animated to the new speed.
- #23 Pulse Foundation 1a/iv Voice: who can show a slow speed with their heart beat?
- #24 Pulse Foundation 1a/iv Voice: Who can start us off by singing “ready to sing” at the new speed?
- #25 Pulse Foundation 1a/v Voice: who can show a faster speed with their heart beat?
- #26 Pulse Foundation 1a/v Voice:Who can start us off by singing “ready to sing” at the new speed?
- #27 Pulse Foundation 1a/v Voice: where shall we beat time now? On your head or your shoulders?
- #28 Pulse Foundation 1a/v Voice: Who can start us off by singing “ready to sing” at a new speed?
- #29 Voice: which area or activity would you like to explore?
- #30 Ideally all 5 instruments on the same page so that they choose which instrument they hear. Voice: Match the sound to the instrument.
- #31 Ideally all 5 instruments on the same page so that they choose which instrument they hear. Voice: Match the sound to the instrument Bell tree
- #32 Ideally all 5 instruments on the same page so that they choose which instrument they hear. Voice: Match the sound to the instrument Bassoon
- #36 Various options for activities: Voice: move the pictures into the boxes to make the instruments play together.
- #38 Voice: Listen to the music. Can you hear all of the instruments as they play together?
- #39 Voice: 1) Stand up when you hear the bassoon start to play and sit down when it stops.
- #40 Voice: 1) Stand up when you hear the bassoon start to play and sit down when it stops.
- #41 Voice: 1) Stand up when you hear the bassoon start to play and sit down when it stops.
- #42 This is an example of another activity: Rhythm cards. These have been put onto an interactive board and the children move them around selecting an order and clapping and saying the rhythm names. On the final resource it would be necessary for each rhythm card to have a sound file that said the rhythm pattern on the card (eg tikatika titi tikatika ta) .
- #43 This is an example of another activity. Children write music on the board filling in the missing bits. It would be important for the final resource to be able to play back what has been written on the board.