unit 3……………… - the lancashire grid for learning … web viewunit ..special people. this...

Practical ideas for use with the ‘Music Express’ Scheme.ABLE, GIFTED and TALENTED.These notes have been created from the Music Express Scheme

(A&C Black.) They highlight the areas which able, gifted and talented children could use as a challenge as part of the normal lesson.

They cover all QCA units and use ideas from all of the separate year group books.

The four sections are:- FOUNDATION STAGE - Foundation Stage (FS) book. KEY STAGE 1 - Year Groups 1 & 2 books. LOWER KEY STAGE 2 - Year Groups 3 & 4 books. UPPER KEY STAGE 2 - Year Groups 5 & 6 books.

Some of the units link quite well with the LCP Music Files but some of the units in LCP are very different.

Included at the front of the booklet is a general list of guidance statements which cover all the units of the QCA documents.

There are many other extension activities mentioned in the Music Express Scheme which the AGT children would enjoy but the activities mentioned in the following notes can naturally form part of each lesson plan.

This booklet has been created by the North Preston Cluster Network Group and put together by Brenda Bentley (AST – Music ).

Thanks to:- Helen Best Vikki Kay Nichola Callander Christine Kaye Robert Coupe Rose Knox Sarah Hands Jo Moss Helen Heathfield Ann Pendlebury Bernie Higgins Jennifer Southworth

Thanks also to Moor Nook Primary School for hosting the network meetings.Guidance on teaching the able, gifted and talented.(www.nc.uk.net/gt/music)

ONGOING SKILLS.QCA Units 1, 8 and 15.

Letting them start a song and getting the rest of the class to join.

http://www.nc.uk.net/gt/music

Asking them to sing solo lines or sections e.g. descants or verses.

Providing opportunities for them to direct a song by showing them where to start, stop, get louder, quieter, faster, slower.

Asking them to act as teacher, providing rhythmic / melodic patterns for the rest of the class to follow.

Encouraging them to improvise or compose accompaniments to a song using rhythmic or melodic instruments, especially their own instruments.

Letting them find and suggest songs for the class to sing. Asking them to describe how the singing could be improved.

DESCRIPTIVE SKILLS.QCA Units 2, 7, 9, 13 and 18.

Challenging them to strive for the best possible sound and not to accept anything less than the best.

Encouraging them to explore different combinations of sound. Allowing them to create their own pieces using their own

instrument and by directing others in the class. Letting them explore more extended structures and use a

wide variety of sounds. Asking them to describe what they wanted to achieve and

evaluate whether they have been successful. Encouraging them to suggest ideas for others to explore. Asking them to find music that creates the same effect as

their work.

DISCIPLINE SKILLS.QCA Units 3, 4, 5, 10, 12, 14, 16, 19.

Asking them to provide a steady pulse for others to follow. Challenging them to achieve accuracy, fluency and expression

when playing or singing. Allowing them to use a wider range of notes when improvising

using melodic instruments. Encouraging them to improvise using their voices. Challenging them to create longer phrases and to use musical

structures. Asking them to analyse and evaluate how the work could be

improved.

ENSEMBLE SKILLS.QCA Units 6, 11, 17, 20.

Asking them to direct others. Giving them a lead part (this could be a rhythmic

accompaniment, a solo singing part, a descant or a more difficult instrumental part).

Encouraging them to help others learn a part. Asking them to analyse and evaluate how the class

performance could be improved.

Activities beyond the classroom. Celebrate the musical ability through public events. Provide a range of school ensembles and vocal groups and

possibly join community, regional and even national groups. Ensure that all children experience a live musical event at

least once during each key stage\to stimulate interest and widen experience.

Ideas for the able, gifted and talented.

SPECIAL PEOPLE

GOING PLACES

MOVING PATTERNS

WORKING WORLD

GROWTH AND CHANGE

OUR SENSES

UNIT……………………………………………..SPECIAL PEOPLE.

This unit encompasses discipline, descriptive and ongoing skills.

HELLO. Lead the song. Play the tune on tuned instrument.

MY TURN, YOUR TURN. Lead the song. Model the steady beat on percussion instruments.

HANDS, FEET AND FACES. Provide a steady pulse. Create their own descriptive piece of music. Lead the song / conduct.

SPIDER TRICKS. Lead the song by directing / conducting the tempo.

MAGIC DOVE. Create different combinations of instruments to create

different timbre.

HAPPY NEW YEAR. Create their own movement to the music. Create their own ideas for the music. Perform for others. Lead the others in the performance.

Other ideas.

UNIT……………………………………….GOING PLACES.

This unit encompasses discipline, ensemble and ongoing skills.

NOAH. Child/children to lead the game. Improvise using voices. Encourage others to improve their performance.

THE THREE BEARS. Child leads growls. Encourage others to improve. Evaluate the performance – possibly give ideas for

improvement.

JACK-IN-THE-BOX. Play the tune on tuned instruments. Child to lead the singing. Child to lead the action. Improvise/compose accompaniment.

SKY-HIGH,TOE-LOW. Play the tune on tuned instrument. Act as a teacher in the game – tell them if they are

right/wrong. Sing with quality of voice – correct pitch.

MOUSIE BROWN. Demonstrate movement to others. Take the lead on tuned percussion. Take the lead in singing at a variety of pitches.

POPCORN. Play the tune on percussion with a steady beat. Lead showing the movements.

Improvise with voice to show movement from high to low. Lead pop music interlude and an evaluation.

Unit………………………………………MOVING PATTERNS

This unit encompasses discipline, ensemble and on-going skills.

PEBBLES. Provide a steady beat / pulse for the others to follow. Sing the song as a solo.

JOIN IN. Take a lead part with an instrument. Direct the other instruments.

DUMPLINGS. Play the tune on tuned instruments. Sing the song as a solo.

STAMP AND CLAP. Create ideas / improvise sounds for a sound parade. Play a tuned instrument. Provide everyone with a steady pulse.

SUPERMARKET. Play the tune on tuned instruments. Help others learn their part. Direct the others playing their part.

BICYCLE COUNTING. Lead the song. (conduct)

Other ideas.

UNIT……………………………………..WORKING WORLD.

This unit encompasses discipline, descriptive, ensemble and ongoing skills.

LITTER. Lead others on a steady beat. Explore different combinations of sounds with ‘rubbish’.

WORKING TOYS. Lead keeping on a steady beat. Evaluate sounds created for toys. Creating sound sequences. Writing sound sequences so that they can direct others.

FARM TIME. Writing sound sequences for others to follow. Direct others as farmer. Recognise the animals from the sounds (closed eyes).

ROBOT. Compose new sounds /movement for a robot of their own. Create a new robotic sequence. To lead a group as robot builder to demonstrate for others.

LIGHT. Lead the singing. Create their own daytime/night time music. To compose their own rainbow dreamtime which can be

played for brain gym. Evaluate their own compositions.

OUR TOWN. Lead the chant / others in a group for performance. To compose an accompaniment for the song.

UNIT……………………………………………..GROWTH AND CHANGE.


CATERPILLAR. Lead the song whilst others perform the actions. Lead the game and conduct, keeping a steady beat. Model loud / quiet on-knee-taps.

TAP TALK. Direct 2 groups making different water sounds.

WINTER. Lead with a steady beat on the tambour. Lead the chant. Compose their own bear music.

STORM. Lead ‘Conjure up a storm’ in a performance. Create their own storm music using loud and quiet

sounds(dynamics)

BOO. Create their own tickling cobweb sound. Help to create some ideas for presenting a score for the

music. Demonstrate a good singing voice with the song.

THE SPECIAL DRUM. Lead the drummers in ‘I hear the band’. Create a sequence of sounds for the drummers.

UNIT……………………………………………….OUR SENSES.


SEASIDE. Take the lead in the Uncle Chain Maker song. To demonstrate different ways of using the voice. Help to create a soundscape/symbols which represent a

sound.

ALL IN A DAY. Lead the singing of the song.

Create actions of their own for the clock song and direct others.

Create different textures of their own.(Combining 2 sounds).

SOUND WALL. Make a set of cards which can be used by others to play on

the sound wall. Lead the class in singing the ‘Aiken Drum’.

PAPERY SOUNDS. Play the tune on a tuned instrument. Lead a group in creating a series of sounds. Write the series

as a structure for others to follow. Encourage a group to learn their part.

CAKE MAKERS. Play the tune on a tuned instrument. Ask them to describe what effect they want to achieve and

then evaluate whether it was successful.

TEDDY BEARS’ PICNIC. Help others explore the storyboard cards.


THE LONG AND THYE SHORT OF IT.

FEEL THE PULSE

TAKING OFF

WHAT’S THE SCORE?

RAIN RAIN GO AWAY.

SOUNDS INTERESTING

UNIT 2…………………………SOUNDS INTERESTING.

This unit will focus on the descriptive skills.

Lesson 1. Wider range of vocal sounds produced. High expectations for a close match between the vocal sound

produced and the pictures being represented. Accurate rhythmic movements.

Lesson 2. Creativity in how the ‘junk’ is used to produce different

sounds. Compose more rhythmic sequences.

Lesson 3. Accurate playing of beat and rhythm. Use sounds appropriately to compose moods and effects and

be able to explain their choices.

Lesson 4. Accurate playing of beat and rhythm.

Lesson 5. Use sounds appropriately to compose moods and effects and

be able to explain their choices. Take the lead within a group.

Lesson 6. High expectations for a close match between the sound

produced and the object or mood being represented. Take the lead – giving signals for when to come in. - dynamic change / loud and quiet.

UNIT 3………………..THE LONG AND THE SHORT OF IT.

This unit will focus on the discipline skills.

Lesson 1. Improvise own vocal sounds. Provide a model for other children. Working independently, create longer phrases, using given

notation.

Lesson 2. Invent own rhythms to accompany the song with high

expectations for accuracy. Keep rhythmic beat when playing long/short pattern on

instruments.

Lesson 3. Combine word rhythms in own way. Play as an accompaniment whilst the rest of the class sing.

Lesson 4. Devise own rhythms and ways of notating them. Help others devise rhythms.

Lesson 5. High expectations for accuracy, fluency and expression when

singing. Demonstrate to the rest of the class.

Lesson 6. Provide a steady pulse for the class. Take the role of leader/ conductor in a class concert. Explain

the cues which will be given for the start of singing. Play their own improvised rhythms to accompany songs.

UNIT 4………………………FEEL THE PULSE.

This unit will focus on the discipline skill.

Lesson 1. Accurate response to changes in tempo and keep steady beat. Lead a small group/whole class in keeping a steady beat

whilst the class is singing ‘Down the Avenue’.

Lesson 2. Lead a small group to improve their change in response to

beat and rhythm. Create other ways that beat and rhythm can be interpreted.

Lesson 3. To be able to take on the ‘lead’ as conductor for the class or

a small group. To evaluate the performance and suggest ways in which it

could be improved.

Lesson 4. Compose words / sounds for new chants of their own. To be able to use the terms Rhythm and Beat appropriately.

Lesson 5. Help small groups to improve their performance. To create new foods to appear in the song. To evaluate the performance and say how the work can be

improved.

Lesson 6. Take a hand in the performance. Keeping a steady beat for the performance.

UNIT 5………………………….TAKING OFF.

This unit will focus on the discipline skill.

Lesson 1. Accuracy of response – close match of voice and movements

to the pitch of the song. Demonstrate hand movements to follow pitch, leading the

class.

Lesson 2. Accuracy of response – playing a tuned instrument with close

match of pitch and rhythm. Play the whole melody.

Lesson 3. Greater control of pitch when singing. Recognise differences in pitch movement between two

sections of the extract without prompting.

Lesson 4. Accurately maintain the drone accompaniment without

support while class sings. Play the whole drone accompaniment using tuned

instruments.

Lesson 5. Able to distinguish easily between high, medium and low

repetitions of the pattern. Conducting role, maintaining a steady beat and signalling

starts and stops.

Lesson 6. Accurate playing or singing. Conducting role in a class performance. Making evaluations and suggestions for improvements.

UNIT 6…………………WHAT’S THE SCORE?

This unit will focus on the ensemble skills.

Lesson 1.

Present their own sounds to the rest of the class and lead them in copying them.

Lesson 2. Higher expectations for accuracy, fluency and expression

when playing.

Lesson 3. Help other children in creation of a strip cartoon. Direct / conduct the class in their compositions.

Lesson 4. Devise and record a cartoon strip with a partner. Synchronising action with sound.

Lesson 5. Create their own / work with others to create their own

journey through the castle. Be able to use a variety of timbre and lead others in a

performance of them.

Lesson 6. Encourage others to learn a part. Evaluate a class / group performance .

UNIT 7.…………………………..RAIN RAIN GO AWAY.

This unit will focus on the descriptive skill.

Lesson 1. To be able to use their voice expressively. Create voice sounds of their own for the backing track.

Lesson 2. Lead the singing of the song. Compose an instrumental accompaniment of their own.

Lesson 3. To make use of dynamic change.(Differences between

loud/quiet). To demonstrate changes in tempo and dynamics. To compose accompaniments of their own.

Lesson 4. To be conductor for the class/small groups. Encouraging others to learn their parts.

Lesson 5. To give suggestions for creating different textures using

instruments. To create their own ‘Noah’s ark ‘ song.

Lesson 6. Encouraging others to learn a part for a grand performance. Evaluate the performance and contribute ideas which might

improve the performance.


ANIMAL MAGIC

PLAY IT AGAIN

THE CLASS ORCHESTRA

DRAGON SCALES

PAINTING WITH SOUND

SALT PEPPER VINEGAR MUSTARD

UNIT 9…………………………………..ANIMAL MAGIC.


Lesson 1. Perform with fluency/expression/diction etc the last part of the

song. (Some movement may be used.) Describe what they wanted to achieve and evaluate

appropriately.

Lesson 2. Encourage them to explore writing a structure for their gnu

walk/sounds score so that others can read it. Lead a group to create a sound pattern.

Lesson 3. Invent a musical motif on their own instrument/ tuned

instrument/ voice. Lead a group or conduct the class so that they keep to a

steady beat.

Lesson 4. Lead a group to create a notated sound pattern for their

created animal. Encourage others to perform to the highest possible standard.

Lesson 5. Encouraging groups by suggesting ways in which they can

present their work. Leading groups in creating tuned motifs for their animal.

Lesson 6. Evaluating the sound produced in each group. Creating high quality performances for others.

UNIT 10………………………………PLAY IT AGAIN.


Lesson 1. To be able to play melodic ostinato on their own instrument or

on the tuned percussion with the CD. Lead others to perform the ostinato.

Lesson 2. To perform the song as a solo with fluency and expression. Evaluate a performance. Find other lullabies and invent rhythm patterns.

Lesson 3. Create a score which uses rests, which the class can play.

Conduct the class.

Lesson 4. Create some different ostinatos which will fit to the rhythm of

the music. Possible use of the voice. Lead others in reproducing the made ostinatos.

Lesson 5. Work as a leader in a group to create a school rap. Create a rap of their own. Perform the rap and then analyse

and evaluate how the work can be improved.

Lesson 6.

Challenging them to lead the groups in the class performance. Conducting and deciding how to bring in each group.

UNIT 11…………………………………….THE CLASS ORCHESTRA.


Lesson 1. Compose rhythmic accompaniments of their own and demo

them. Pick out a line of the accompaniment and clap it, then play it

on tuned percussion.

Lesson 2. Conduct the performance to a steady beat. Change the structure of the performance. Use tuned percussion to encourage others to work out the

pitch. Create their own introduction and write it as a structure for

others to play.

Lesson 3. Conduct the performance. Create their own rhythmic ostinatos for the rest of the class to

play. Write the ostinatos as a score.

Lesson 4. As last lesson.

Lesson 5. Lead groups in encouraging them to learn a part. Analyse and evaluate how the class performance could be

improved.

Lesson 6. Create a musical introduction for the performance. Support others in learning/improving their part. Evaluate/look at other styles for the performance.

UNIT 12………………………………DRAGON SCALES.


Lesson 1. To be able to create their own melody using a pentatonic

scale . To explain that their melody has intervals which are steps and

leaps.

Lesson 2. To conduct others at a steady beat without the melody. Improvise on other instruments.

Lesson 3. Create their own rhythmic and melodic phrases related to a

topic they have studied recently. Encourage them to share some improvisation.

Lesson 4. As last session. Challenging them to achieve accuracy, fluency and expression

when playing or singing musical phrases. Act as leader, providing rhythmic/melodic patterns for others

to follow.

Lesson 5. Work with a group to achieve accuracy when playing/singing. Compose a pentatonic melody using a different scale. Act as conductor for the class.

Lesson 6. Analyse and evaluate how it could be improved. Write down the ‘Dragon’ song for a performance.

UNIT 13…………………....PAINTING WITH SOUND.


Lesson 1. Create a ‘mood’ piece of their own to perform to the class.

Create a ‘bank’ of these by recording them. (Voice/instruments)

Asking them to describe what they wanted to achieve and evaluate whether they have been successful.

Lesson 2. Create a graphic score for the class to use related to a picture. Suggest ideas for others to explore.

Lesson 3. To use the correct terminology when explaining the music

created by others. To explore different combinations of sound. To create a graphic score for everyone to follow.

Lesson 4. To explore the use of the voice as a tuned & untuned

instrument. Letting them explore more extended structures and use a

wide variety of sounds.

Lesson 5. Create their own contrasting mood pieces for others to play. Use a wide variety of instruments. Explore different combinations of sound.

Lesson 6. Ideas for how to write a graphic score for the class ‘piece’. Encouraging them to suggest ideas for others to explore. Decide on signals for starts/stops. Evaluate the performance – how well the parts went together.

UNIT 14……………………..SALT PEPPER VINEGAR MUSTARD.


Lesson 1. Play some signals for the rest of the class to decide what they

are. Create a new melody (using pentatonic scale) for a singing

game.

Lesson 2. Lead the class with some rhythmic patterns which they are to

copy. As above, create new melody for a singing game.

Lesson 3. Create different rhythmical patterns which can be played

together. Design a written structure for the class to follow.

Lesson 4. Provide a steady pulse for others to follow. Play the rhythmic patterns at a different tempo.

Lesson 5. Lead a group to create new lyrics which fit the rhythm. Challenging them to improvise using their voice. Achieve accuracy and expression when playing/singing.

Lesson 6. Create longer musical phrases and use musical structures. Analyse and evaluate how the work could be improved. Providing opportunities to lead/direct by showing where to

start and stop, get louder or quieter, faster and slower.


CYCLIC PATTERNS

EXPLORING ROUNDS

JOURNEY INTO SPACE

SONGWRITER

STARS HIDE YOUR FIRES

WHO KNOWS?

UNIT 16……………………CYCLIC PATTERNS.


Lesson 1. Improvise rhythms on a given instrument. Lead others in producing a cyclic pattern. Demonstrate the pitch of the music with their hands whilst the

music is playing.

Lesson 2. To create their own cyclic patterns on their own instrument

and teach others on tuned instruments. To lead a group and help keep them in time/tune etc.. to be

able to keep a steady beat which is appropriate for the ability of the group.

Lesson 3. Try to notate any patterns played by groups. Staff notation? To lead a group in order to create the best possible sound and

to evaluate the progress being made.

Lesson 4. To perform for others including changes in tempo and

dynamics. Compose their own cyclic pattern and then lead others to play

it. To be able to create ways of signalling changes in tempo/

dynamics.

Lesson 5. Create rhythms for 8 / 12 beat pattern rather than just 4

beats. Evaluate performances. What can be better? How can we

write it down so that everyone knows?

UNIT 17………………………….EXPLORING ROUNDS.


Lesson 1. Make new chords from each scale. Lead /conduct the groups for the changes of chord.

Lesson 2. To demonstrate clear diction and good breath control. Accompany the rest of the class on a tuned instrument.

Lesson 3. Take the lead in singing in the groups. Lead the class in tempo and dynamic changes. Explain how

they will know when to make the changes.

Lesson 4. Improvise an ostinato for the round. Lead the group in the ostinato.

Lesson 5.

Take the lead in playing the phrases on a tuned instrument or singing them.

Encourage others to learn their part for the round.

Lesson 6. Lead groups in deciding the best way to perform the round to

an audience. Lead the groups in rehearsals. To demonstrate high quality performance through accuracy.

UNIT 18…………………………JOURNEY INTO SPACE.

This unit will focus on descriptive skills.

Lesson 1. To create a series of contrasting sounds using percussion

instruments and/or the voice.

Lesson 2. Lead a group to create a series of different textures using

untuned sounds. Suggest ideas for others to explore.

Lesson 3. Challenge them to produce the best possible sound and

combinations of sound.

Lesson 4. Use ideas created in session 2 to help lead other groups with

decisions for their layer/s of sound.

Lesson 5. Create their own combinations of sounds already created

alongside futuristic sounds created on the keyboard. Present their composition and explain to the class what they

wanted to achieve and evaluate whether they were successful.

Lesson 6.

Explore more extended structures and possible melodic phrases which can be used in the composition.

Create dynamic/tempo changes for their composition using the correct symbols / vocabulary.

UNIT 19……………………………………SONGWRITER.


Lesson 1. Create an ostinato using the voice. Use of expression when singing.

Lesson 2. Create some lyrics which have an historical context, used in

class recently; using a melody they know already. Analyse and evaluate the success of the song.

Lesson 3. Demonstrate the melody of the Hard Times Blues using

accuracy and fluency when singing. Lead with a steady pulse, so that the class can follow.

Lesson 4. Demonstrate improvisation with the voice or on a tuned

instrument. Vary the accompaniment style of the chords.

Lesson 5. Lead groups to compose a melody for their song. Challenge them to create longer melodic phrases and to use

musical structures and terminology.

Lesson 6. Improvisation of the melody line on a tuned instrument or use

voice. Challenge to achieve accuracy, fluency and expression when

playing or singing.

UNIT 20………………………STARS HIDE YOUR FIRES.


Lesson 1. Give them a lead part in singing the song. Singing with

control, fluency and expression.

Lesson 2. Encourage them to help others learn their part and read

simple notation. Learn their instrumental part and demonstrate to the rest of

the class.

Lesson 3. Analyse how the class performance can be improved. Ask them to direct others in their playing and to help them

keep the steady pulse.

Lesson 4. Ask them to look at the dynamic/tempo changes which could

be made to improve the performance. Lead the class through the possible changes so that the class

decides what they want to do.

Lesson 5. Write programme notes for the performance and make sure

that each group understands their part. Rehearse with those who are not yet sure of their part.

Create a programme display for the audience.

Lesson 6. Write a critic’s review of the performance and some quality

assessment to the class about their performance.

UNIT 21……………………………….WHO KNOWS?


Lesson 1. Lead groups to help them decide on the best choice of

instruments for the pictures. To use musical vocabulary and explain to the group they are

working with. (Tempo / metre / timbre / pitch )

Lesson 2. Demonstrate imitating given rhythms on tuned / un-tuned

instruments, including the voice. Help a group/class to keep a steady beat.

Lesson 3. Challenge them to create longer phrases and to use musical

structures. Analyse and evaluate how the work could be improved.

Lesson 4. Encourage them to improvise with the metre. Investigate a

mix of metres for different effects.

Lesson 5. Challenging them to lead groups in order to refine the

accuracy, fluency and expression of the composition.

Lesson 6. Encouraging them to help others learn their part. Analyse and evaluate how the class performance could be

improved using the appropriate vocabulary.

unit 3……………… - the lancashire grid for learning … web viewunit ..special people. this...

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