YEAR 5 AUTUMN 1. Working with pentatonic scales

Transcription

1 Curriculum objective To create and compose music. To understand and explore the interrelated dimensions. Lesson objectives To compose a piece based on a pentatonic scale. Resources A range of classroom instruments; voices. Vocabulary drone, ostinato, layers, pattern, melody, rhythm. Working with pentatonic scales Introduction As children become more confident composers, they can work with a wider range of notes. In Year 5, children are introduced to pentatonic scales for the first time. A pentatonic scale is simply a sequence of five notes. Two of the most common scales are: pentatonic major, which can be played using the notes C D E G A pentatonic minor, which can be played using the notes A C D E G When children are working with a limited selection of notes, it can be helpful to remove the keys that are not needed (for example, on a glockenspiel or xylophone) or to sticker the keys that are needed (for example, on a piano or keyboard). In this lesson, children develop group compositions based on a pentatonic (five-note) scale. They compose a number of complementary layers for example, a melody accompanied by a rhythmic ostinato and drone. They make decisions about how to structure the piece and how to vary the texture for example, by dropping different parts in and out. Group work Divide the class into groups of 4 and allocate appropriate instruments. Two of the groups devise short melodies which can follow one another in a call and response style. They need to ensure that their tunes are played in time with the rhythms created by the ostinato player. The drone player should work with the lowest note of the scale, perhaps also adding the fourth note of the scale. For those working with the pentatonic major, the notes will be C and G. For those working with the pentatonic minor, the notes will be A and E. YEAR 5 AUTUMN 1 Differentiation Challenge: children can record and notate their work, using any suitable notation scheme. They might try to collaborate with another group, with a view to combining their pieces to produce a more extended work. Review Consider: How inventive are the layers? How well do the parts fit together rhythmically? Does the drone note sound tuneful when played with the melody? Were suitable instruments chosen for each layer of sound? How well was the piece structured? Did it have a satisfying beginning and ending?

2 Curriculum objective To create and compose music. To have the opportunity to learn a musical instrument. Lesson objectives To compose melodic ostinatos using a pentatonic scale. To perform melodic ostinatos fluently. Resources A range of classroom instruments; voices; printable sheet Extending a composition enlarged or onscreen; printable sheet Chord charts 1 and 2, one per group; audio recorders and notation software (optional). Vocabulary drone, ostinato, layers, pattern, melody, rhythm, variation, repetition, sequence, inversion. Adding variation to melodies Introduction In this lesson, children use the rhythms of a rhyme or chant as a stimulus for creating melodic ostinatos based on a pentatonic scale. When they can play their ostinatos fluently, they go on to compose small variations and add them into repetitions of the ostinato. A number of the activities in Year 5 should focus on writing effective melodies. While children may find it quite easy to come up with initial ideas, they will often struggle to extend those ideas into longer, coherent melodies. This lesson includes strategies for dealing with these challenges. Group work Outline the task and discuss with the class possible rhymes or chants which can be used for this lesson. Divide the class into small groups of 5 or 6. Each group works with a different chant and they work with appropriate instruments to devise pentatonic melodies for their chant. When they have completed this task, bring the class back together again and outline possible ways in which they can vary and thus extend their melodic patterns. There are a number of simple composition techniques that can help here, which include: Repetition: where the phrase is repeated exactly. Variation: where the phrase is repeated but with a slight variation for example, the melody goes up at the end rather than down. Sequence: where the phrase is repeated exactly but at a different pitch. Inversion: where the melody is repeated upside down for example, a rising phrase becomes a falling one. Children can also vary aspects such as the dynamics and articulation to add interest to their melodies. Display the Extending a composition chart as a reference for the next part of the lesson. Ask the children to add drones or simple chords to their ostinatos as an accompaniment. Give each group copies of Chord charts 1 and 2 for some suggestions on suitable chords. Chords are simply groups of notes played together to create a harmonic accompaniment. Some children may be able to play these chords on guitars or ukuleles. Others might play the specified notes on keyboards or groups of chime bars. The groups can experiment with different chord patterns, using their ears to judge which ones fit best. YEAR 5 SUMMER 1 Differentiation Challenge: As children gradually compose longer and more complex pieces they will find it increasingly helpful to record their ideas, so they do not forget them and can build on them. Children who are more confident with notation may be able to jot down their ideas; others may find it easier to use audio recorders. Notation software can also be useful in allowing students to play back their ideas so they can hear exactly what they sound like. Assessment Consider: Is the original melody interesting? Is it played accurately and confidently? Have effective variations been added? 2

3 Extending a composition, by adding variations Repetition: where the phrase is repeated exactly. Variation: where the phrase is repeated but with a slight variation (eg the melody goes up at the end rather than down). Sequence: where the phrase is repeated exactly but at a different pitch. Inversion: where the melody is repeated upside down (eg a rising phrase becomes a falling one). Vary the dynamics and articulation to add interest to your melodies. 3

4 Chord chart 1 If you are working with C pentatonic scale [C D E G A], use these major chords: Chord The notes C major C E G F major F A C G major G B D 4

5 Chord chart 2 If you are working with A pentatonic scale [A C D E G], use these minor chords: Chord The notes A minor A C E D minor D F A E minor E G B 5