Unit 5c - Journey into space: Exploring sound sources (QCA Unit 18 - Year 5/6)

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1 275 Unit 5c - Journey into space: Exploring sound sources (QCA Unit 18 - Year 5/6) Unit overview This unit develops children s ability to extend their sound vocabulary, including the use of ICT, and to compose a cape. They explore a wide range of sound sources, including ICT, to capture, explore, change and communicate. They make expressive use of vocal and instrumental possibilities to create and structure compositions in groups and share these with the class. Where the unit fits in This unit links to the Year 5/6 Ongoing skills unit (OS3) by reinforcing the expressive use of. It also builds on Units 1a, 2c, 3a and 4b. It leads to Unit 6b. This unit develops pupils ability to listen with attention to detail over longer periods of time. It also encourages personal involvement and exploration of conflicting emotions and links to PSHE. Prior learning It is helpful if pupils and teachers have: become familiar with the use of a tape recorder explored pre-set on electronic keyboards used expressively developed skills through the activities described in Units 1a, 2c, 3a and 4b Vocabulary In this unit pupils will have an opportunity to use words and phrases related to:, e.g. pitch, instrumentation, dynamics, structure, metre, rhythm processes, e.g. record, loop, reverse, layer, cape context, e.g. impact of ICT, new use of Resources photographs/video clips of space exploration, descriptive words electronic keyboards, voices, classroom instruments tape recorders, multimedia computer (optional), basic sequencer (optional), sound processor (optional) CD player/cd with listening extracts Music RF KS indb /4/05 4:27:10 pm

2 276 Unit 5c - Journey into space Expectations At the end of this unit: Most children will: Some children will not have made so much progress and will: Some children will have progressed further and will: recognise and make creative use of the way can be changed, organised and controlled (including using ICT); extend their sound vocabulary; combine expressively. create carefully chosen and linear sequences of sound. demonstrate musical sensitivity in selecting and structures in relation to the intended effect; refine and improve their work; demonstrate imagination and confidence in the use of sound; take advantage of ICT equipment where available. Extension and future learning In addition to the examples given in the Points to note section, pupils could go on to: use a multimedia authoring program to present an interactive score of their space compositions, including graphic notation, and recorded activated by hyperlinks or hot spots (see QCA ICT schemes of work Unit 6a: Multimedia presentation ; use an effects processor, e.g. Alesis microverb, to change during performance; download wav from the internet and make changes to these using Windows sound recorder ; swap musical and sequences with other schools using attachments; identify effects, e.g. echo, reverb, in the popular music of the 1950s. Enrichment Pupils could visit the NASA website, or find images of space and the planets in a CD-ROM encyclopedia. Pupils could work with a recording engineer to make a recording of their composition and experiment with different ways in which the sound can be manipulated. Revisiting the unit If the unit is revisited, the key objective could stay the same but the focus could be changed to a different theme that allows for imaginative use of sound sources such as Underwater journey, or Journey to the centre of the Earth. Music RF KS indb /4/05 4:27:10 pm

3 277 Unit details INTRODUCTION: HOW CAN MUSIC DESCRIBE SPACE? to focus their listening Using the activity Planets, the stimulus of space is introduced to the pupils. They discuss significant features, e.g. enormous distances, the unknown. Relevant information is given, e.g. how planets in our solar system have acquired emotional images, e.g. Mars and war. Over three sessions they learn to listen with attention to detail to Mercury, Mars and Neptune from The planets by Holst. They learn to identify and talk about the use of the elements of music, and to use their imagination when listening to music. listen with concentration and some engagement for longer periods of time (5-10 minutes) Aim to create a feeling of awe by using exciting images of space. If possible, try to heighten the impact of the music by turning out the lights and using high quality sound production played loud enough to engage all pupils. It is very helpful if the pupils are comfortable when listening to the music so that they can relax and enjoy the experience. Using Planetary moods, pupils create a cape of six planets. They should explore the widest range of available to them and focus on how they use the elements of music. EXPLORATION: WHAT SOUNDS CAN WE USE TO DESCRIBE CONTRASTING MOODS? how can be contrasted Through the activity Space journey, pupils discuss how it must feel to go on a space journey. They explore and identify different moods, e.g. fear, elation, sensations, e.g. the pull of the Earth, G-force and weightlessness, and activity, e.g. urgent, rapid action, long periods of inactivity. They create a composition based on a poem about a space journey. Pupils focus on achieving musical contrast. identify contrasting moods and sensations Explore different moods and feelings and help the pupils to appreciate conflicting emotions and how these are handled [link to PSHE]. Music RF KS indb 277

4 278 Unit 5c - Journey into space about different textures During Space journey, pupils explore on untuned instruments and choose to describe contrasting moods, sensations and/or activities encountered on the journey. When a variety of have been chosen the pupils try different ways of bringing the together, e.g. accumulative (adding and creating increasing complexity), reductive (starting with a full texture and removing layers). Pupils listen to the opening section of Also Sprach Zarathustra by Richard Strauss and identify how the texture of the music changes. explore different textures using untuned Put the emphasis on combining and creating different textures, e.g. open textures with a few well-spaced, full textures with many layers. Encourage the pupils to appreciate the overall effect and how this is created. The use of tuned instruments could take place at the same time as the previous activity so that groups of pupils could use keyboards or other tuned instruments in rotation. how pitched, when combined, can sound relaxed or tense Using the activity Chord textures, the class explore pitched and how they can be combined. They explore the way that might be described as tense or relaxed and how these chords can be played. They discuss the effect of different combinations of pitched. create different effects using combinations of pitched Sounds which sustain such as organ, strings or choir will be most appropriate. that can be captured and modified using ICT Using the activity Capturing and changing pupils explore how are recorded and replayed. They explore how the sound is usually changed when it is recorded, how at a distance from the microphone may be very quiet and how a loud sound may distort or dominate a recording. Pupils explore other ways of changing using basic music technology equipment, such as through the use of volume and tone controls on a tape recorder. change using a tape recorder (and microphones) There is an opportunity here to consider why the sound of a recorded voice different to that heard by the person who makes the sound. When we hear our own voices we are hearing the sound through the air (which is the same as the sound recorded) and through the head (which is not recorded). Ask pupils to put their fingers in their ears to hear the sound they are making through their heads. Music RF KS indb 278

5 279 how to select and resources to achieve an intended effect Continuing with the activity Capturing and changing, pupils explore and select those that create a feeling of vast distances and endless space. They explore voice as a whole class, record and play back, changing the volume setting. Pupils listen to that have been modified using ICT to reverse, slow down/lower pitch and add echo. If possible, pupils are given opportunities to experiment with these ideas using a computer and suitable software, such as Windows Sound Recorder which comes free as part of Windows. use ICT to change and manipulate Extension: Pupils predict how their names might sound when reversed. They reverse the letters and pronounce the word phonetically, e.g. Nageek Nivek. They then record and reverse their names electronically using the computer s sound recorder. How close were they? Reversed have featured in a number of pieces of music, e.g. Strawberry fi elds forever, Sgt. Pepper by The Beatles that pitch and duration may be altered using ICT, and that changes may be used in combination As part of the activity Capturing and changing, pupils explore how may be altered, e.g. using echo, reverberation, chorus, portamento, or whatever adjustable settings are available on keyboards. Pupils listen again to Neptune from The planets by Holst. They describe how the create a particular atmosphere or mood. explain how can create different intended effects Encourage pupils to imagine (and recall) that are made by combining two or more, e.g. note clusters. Encourage pupils to consider overlapping that create different textures and to explore the contrasted textures. Where facilities allow, pupils explore how the sequencer or song memory facility of some keyboards, can be used to capture, replay and alter, such as changing tempo or voice. BRINGING IT ALL TOGETHER: HOW CAN WE USE SOUNDS TO CREATE A SOUNDSCAPE? to extend their sound vocabulary and achieve an intended effect The final activity, Deep space 42, is used to provide opportunities for pupils to apply the skills, knowledge and understanding they have gained during the unit of work. Pupils work in groups to realise a graphic score representing a space journey. In medium sized groups they then create journey compositions and create their own graphic scores for these pieces. explore, select (using internalised ), combine and exploit a range of different to compose a cape stimulated by space Recording the class compositions can provide a resource for the future. It will also provide a record of the work completed in the primary school which could be usefully passed on to the next school. Music RF KS indb 279