Expre Companion to QCA unit 0 Star, hide your fire Thi unit develop and demontrate children ability to take part in a cla with confidence, expreion and control. Click here to view the plan: Medium term plan 1t leon plan nd leon plan rd leon plan 4th leon plan th leon plan 6th leon plan Gloary For definition of muical vocabulary, click here. www.acblack.com/muicexpre For alternative theme and activitie, click here! 1
Gloary www.acblack.com/muicexpre Expre Star, hide your fire MEDIUM TERM PLAN 1 t Learning Objective hould learn INTRODUCTION: WHAT IS THE SONG ABOUT? about the context of the ong elected Teaching Activitie With your cla 1. Read and dicu the poem, Cat and Mice. Dicu the muical etting of Cat and moue game. Learn to ing two phrae from Cat Learning Outcome identify how a mood i created by muic and lyric learn part of a new ong quickly and ing it confidently from memory EXPLORATION: HOW CAN WE INCREASE THE IMPACT OF THIS SONG? nd how to improve diction how to play intrumental accompaniment 1. Revie Cat. Learn untuned percuion accompaniment for Cat. Reheare inging Cat with the untuned percuion accompaniment learn part of a new ong quickly and ing it confidently from memory play accompaniment with control and accuracy, uing notation a a upport rd how to improve diction how to play intrumental accompaniment how to practie and reheare individually and a a cla how to enhance the with creative work 1. Learn to ing Mice. Work individually and in group on idea for the final. Combine part of the learn a new ong quickly and ing it confidently from memory play accompaniment with control and accuracy, uing notation a a upport contribute creatively to a group 4 th how to improve diction and ing in two part how to practie and reheare individually and a a cla how to enhance the with creative work 1. Practie inging the ong all the way through. Record a of the complete ong and dicu the reult. Continue the work begun in the previou leon on other contribution to the ing ong written in two part, maintaining their own part confidently play accompaniment with control and accuracy, uing notation a a upport contribute creatively to a group th how to practie and reheare individually and a a cla about refining and improving a about preenting to different audience 1. Dicu non-muical factor that contribute to a good, and make a plan. Put all the part of the together. Make improvement to the ing ong written in two part, maintaining their own part confidently preent effectively with awarene of audience, venue and occaion 6 th BRINGING IT ALL TOGETHER how to achieve a high quality that create the intended effect 1. Hold a dre rehearal or final run-through. Refine the. Perform the ong to an audience contribute to a cla and help achieve a high quality
Gloary www.acblack.com/muicexpre Expre 1 t Learning Objective hould learn about the context of the ong elected Teaching Activitie 1 Read and dicu the poem, Cat and Mice The children familiarie themelve with the two poem. Star, hide your fire Learning Outcome identify how a mood i created by muic and lyric learn part of a new ong quickly and ing it confidently from memory SUPPORT: help the children engage with the poem by relating to their own pet. Dicu the muical etting of Cat and moue game The children dicu how the compoer ha incorporated the two poem into one ong. CD track: White board/chalk board A election of tuned intrument, eg tuned percuion, keyboard, piano, recorder etc phrae rhythm tempo Learn to ing two phrae from Cat The children learn the melody then the lyric. Leon Extenion Liten to and compare ong about other animal. What i their mood and feel? How doe thi reflect characteritic of the animal? Why are the ong effective?
Gloary www.acblack.com/muicexpre Expre nd Learning Objective hould learn how to improve diction how to play intrumental accompaniment 1 Teaching Activitie Revie Cat 4- Star, hide your fire Learning Outcome learn part of a new ong quickly and ing it confidently from memory play accompaniment with control and accuracy, uing notation a a upport The children revie and refine their work on Cat from the previou leon. CD track: 4, 6 Copie of the Untuned cat photocopiable (p 44) Selection of untuned percuion intrument: triangle, jingle bell, cymbal and guiro White board/chalk board Learn untuned percuion accompaniment for Cat The children read and perform the photocopiable percuion part. SUPPORT: the leader of each group count the teady beat out loud to help everyone play in time together. p44 6 phrae balance Reheare inging Cat with the untuned percuion accompaniment The children practie inging with the percuion accompaniment. 6 Leon Extenion Liten to a election of ong from the muical Cat (baed on poem by T.S. Eliot with muic by Andrew Lloyd Webber). Dicu what you have heard. 4
Gloary Mu i c www.acblack.com/muicexpre Exp re Star, hide your fire rd Learning Objective Learning Outcome hould learn CD track:, 7 61 how to play intrumental accompaniment learn a new ong quickly and ing it confidently from memory how to practie and reheare individually and a a cla ing ong written in two part, maintaining their own part confidently Copie of the Untuned Mice, Melodic Mice, Tuneful Cat photocopiable (p46 48) how to enhance the with creative work play accompaniment with control and accuracy, uing notation a a upport Intrumental part and muic tand contribute creatively to a group White board/chalk board how to improve diction Plenty of pace to work in Teaching Activitie 1 Learn to ing Mice 7-8 The children learn the melody then the word of Mice. prelude Work individually and in group on idea for the final 46 p 47 p 48 p 9-61 pitch The children work individually and in group on any of the following: tuned and untuned percuion part; intrument accompaniment part; compoing a prelude to the ong; deviing movement and dance. Combine part of the The children combine ome of their work-in-progre, and dicu how it can be worked on further and improved. SUPPORT: ome children might find that the jingle bell part in Untuned cat and any of the part on Untuned mice are eaier to learn a they are repetitive and fall mainly on the tronger beat. Leon Extenion Liten to the orchetral piece, Carnival of the Animal, by Saint-Saen. Dicu what you have heard. How doe the compoer capture the characteritic and qualitie of the variou animal?
Gloary www.acblack.com/muicexpre Expre 4 th Learning Objective hould learn how to improve diction and ing in two part how to practie and reheare individually and a a cla how to enhance the with creative work Practie inging the ong all the way through The children reheare and put together the two vocal part, paying particular attention to articulation, inging with expreion and enjoyment, muical phrae, balance and enemble. SUPPORT: enure that both group have trong inger in them. Star, hide your fire Learning Outcome ing ong written in two part, maintaining their own part confidently play accompaniment with control and accuracy, uing notation a a upport contribute creatively to a group Teaching Activitie 1 /6 CD track:, 6 Plenty of pace All photocopiable and intrumental part Recording equipment articulation/diction balance union Record a of the cla inging the complete ong and dicu the reult The children reflect on the effective and not-o-effective apect of their, and ugget way to improve it. Continue work on other contribution to the The children refine their previou work on percuion and intrumental accompaniment part, creative work on the prelude, and movement and dance. With you, they decide exactly what their contribution to the final will be. 6 6 Leon Extenion Explore balance between part by changing dynamic. Perform a ection of the ong, aking one group to perform quietly while the other perform loudly. What i the effect? Explore other dynamic poibilitie, noting what happen to the overall ound. What are the bet combination? 6
Gloary www.acblack.com/muicexpre Expre th Learning Objective hould learn how to practie and reheare individually and a a cla about refining and improving a about preenting to different audience 1 Teaching Activitie Star, hide your fire Learning Outcome ing ong written in two part, maintaining their own part confidently preent effectively with awarene of audience, venue and occaion Dicu non-muical factor that contribute to a good, and make a plan The children conider the broader iue relating to and plan their own of Cat and moue game. CD track: 6 Paper and pencil Plenty of pace All intrument, muic tand, part and photocopiable accompaniment Put all the part of the together The children reheare all the part and ection of the ong, gaining confidence. SUPPORT: notice which part of the are ounding le confident and reheare them eparately. 6 Make improvement to the Continue refining the o that all children are giving their bet. 6 Leon Extenion Deign invitation or ticket for the. Include information about the performer, what i to be performed, venue, time, date, and ticket price (if applicable). Ditribute the invitation or ticket. 7
Gloary www.acblack.com/muicexpre Expre 6 th Learning Objective hould learn how to achieve a high quality that create the intended effect Teaching Activitie 1 Hold a dre rehearal or final run-through The children have a walk-through rehearal to practie apect uch a walking on and off tage, acknowledging applaue and o on. SUPPORT: ue making tape to mark out the poition. Star, hide your fire Learning Outcome contribute to a cla and help achieve a high quality CD track: 6 Performance pace Chair and muic tand Performance plan Intrumental part and photocopiable Performance dre Refine the The children practie performing with expreion, articulating the word clearly, watching the conductor, concentrating, and being focued throughout. 6 articulation/diction expreion Perform the ong to an audience Thi i the moment for which all the hard work ha been done. 6 Leon Extenion Go to a profeional choral concert. Talk to the performer afterward about how they prepare for and how they feel during and after the concert. 8
Gloary accent a tre or extra puh on a note to emphaie it and make it ound lightly louder. accompaniment the underlying ound ued to upport a melody line acoutic ound any ound made without electronic amplification or proceing articulation the formation of clear and ditinct ound attack the way a ound tart, uually decribed in term of hard/fat or oft/low. balance the appropriate relative volume of the part ba the lowet part in a muical compoition/the lowet note in a chord body percuion ound that can be made uing part of the body, eg clapping, tapping knee... call and repone a tyle of ong the call may differ, but the repone i alway the ame chord three or more note played at the ame time chord equence two or more chord played one after the other in a deliberate order cluter a group of note that are cloe in pitch and ounded together coda end ection cue a muical ignal ued to control apect of the piece, eg tarting and topping or changing peed cyclic pattern a melodic or rhythmic pattern that repeat itelf over and over again decay the time a ound take to die away, uually decribed in term of long or hort drone a ound, or ound, played contantly throughout all or part of a piece a an accompaniment drum machine a piece of muical hardware which contain drum ound and enable ound to be equenced and layered duration the word ued in muic to refer to the length of a ound or ilence dynamic/volume the volume of the muic, uually decribed in term of loud/quiet electronic muic muic produced entirely by electronic mean enemble by a group entry point point in a round when the next performer may begin expreion when a inger or intrumentalit ing or play with feeling, uing change in dynamic, tempo and timbre free/arhythmic muic which ha no dicernible teady beat glockenpiel a tuned percuion intrument with metal bar graphic notation a form of notation in which the compoer freely invent ymbol which give an impreion of ound graphic core a core in which muical intention i recorded by mean of graphic notation harmony any number of changing layer of ound, ung or played at the ame time 9 improviation muic invented a you go along jazz tyle a tyle of muic which originated in the 19th century characteried by ue of improviation layer individual line of muic performed together to create texture layering the proce of creating texture by combining layer of ound lyric the word of a ong melody a tune melody intrument uually refer to an intrument which can only play a ingle line of melody, eg clarinet, recorder, flute melodic pattern a hort ection of melody metre the grouping of beat into two, three, four, etc. Waltz muic i grouped in three: 1 1 muical element dynamic, pitch, tempo, texture, timbre and volume (ee definition) notation way of writing muic down orchetration the pecific intrument choen by a compoer to perform the different part of a piece of muic otinato (plural otinato/ otinati) a hort rhythmic or melodic pattern played repeatedly phrae a hort ection of muic pitch refer to the complete range of ound in muic from the lowet to the highet polyrhythm more than one rhythm played at the ame time
prelude a ubtantial muical introduction to a piece proceed ound a ound that ha been changed by mean of an electronic device pule and beat pule and beat are often ued ynonymouly. Both refer to the regular heartbeat of the muic - the teady beat ret a ilence rhythm pattern of long and hort ound played within a teady beat rhythm pattern a hort ection of rhythm rhythmical muic which i underpinned by a teady beat rondo a muical tructure which alternate contrating ection of muic with repeated ection, eg ABACADA round a piece of muic in which two or more performer or group tart one after the other. A each performer reache the end of the muic, they tart again the muic going round and round hence the name. ampling the act of recording ound, digitally encoding them and altering them electronically core all the part of a piece written down oundmaker any ound ource ued a a muical intrument oundcape a picture in ound trong beat any accentuated beat or beat, uually the firt in the group, eg 1 1 tructure mot muic i underpinned by a tructure which may be a imple a beginning, middle and end yntheiing the proce of creating new ound electronically tempo (plural tempi) the peed of muic, uually decribed in term of fat/low texture layer of ound, eg the two layer of ound created by a melody accompanied by a drum beat timbre quality of ound, eg queaky. All intrument, including voice, have a particular ound quality which i referred to a timbre. triad refer to a particular type of three note chord, example of which are C E G (C major triad) or A C E (A minor triad) tuned pitched tuned percuion the family of intrument which include chime bar, glockenpiel, hand chime, metallophone, tubular bell, xylophone union when everyone ing or chant the ame thing at the ame time untuned of indefinite pitch untuned percuion percuion intrument which make ound of indefinite pitch volume ee dynamic word rhythm rhythm created in the coure of aying a word, or by creating a pattern of word which may be repeated, making a rhythm word etting how the word relate to the muic xylophone a tuned percuion intrument with wooden bar www.acblack.com/muicexpre 10
M U S I C E X P R E S S Thi webite i for primary cla teacher looking for idea and reource for teaching muic in the claroom. To find out more about what thi webite ha to offer, click on the menu button on the left of the creen. To go to the book directly, click on the button at the top of the page. To contact A & C Black directly, you can e-mail u at muic@acblack.com. Thank you to all who entered the Muic Expre ong competition. Full detail of winner and the winning entry are available here. http://www.acblack.com/muicexpre/ [16/1/00 10:49:1]