Foundation subject planner Subject: Music Class: Pineapples Unit: 12 Dragon Scales Date: Spring Second half-term 2014 Communication/ literacy focus Application of number focus ICT focus Working with others focus: Improving own performance focus Problem solving focus: Developing listening and communicating skills, taking turns. Vocabulary melody, pitch, high, low, pulse/beat, rhythm, louder, quieter, faster, slower, lyrics Repeating patterns, counting Use of CD player and IWB to listen and use of ipads or IWB to record. Listen to others; prompt peers to play as required; perform as a group Develop an understanding that experience and practice improves performance. Improve focus in group activities How can we make our own song? What notes can we use? How can we improve our performance? How can we make sure everyone plays as we want? NB For further information see attached sheets in planning folder in classroom. Although pupils will be creating music as a whole group there will be differentiation by the level of support, by the questioning used and pupils will be progressing at their own levels. Week/ session Group 1 weekly objectives/ activities LEVEL: P6 L.R. P7 S.L. B.S. Group 2 weekly objectives/ activities LEVEL: P8 A.R. D.S. J.S. E.O. Group 3 weekly objectives/ activities LEVEL: NC1 K.C. G.O. J.H. C.M. S.R. 1: Sing the song Old MacDonald had a glock (track 45) Old Mac Donald had a glock, EEDDC, And on that glock he had some Cs,EEDDC. With a CC here and a CC there, Here a C, there a C, everywhere a CC, Old Mac Donald had a glock, EEDDC. Invite individuals to join in playing the EEDDC on a glock at the end of the lines. Sing the song Old MacDonald had a glock (track 45) Old Mac Donald had a glock, EEDDC, And on that glock he had some Cs,EEDDC. With a CC here and a CC there, Here a C, there a C, everywhere a CC, Old Mac Donald had a glock, EEDDC. Invite individuals to join in playing the EEDDC on a glock at the end of the lines. Sing the song Old MacDonald had a glock (track 45) Old Mac Donald had a glock, EEDDC, And on that glock he had some Cs,EEDDC. With a CC here and a CC there, Here a C, there a C, everywhere a CC, Old Mac Donald had a glock, EEDDC. Invite individuals to join in playing the EEDDC on a glock at the end of the lines.
2: (Prepare performance cards for next week) Ask the children about the melody, they can sign to show if the note is the same, higher or lower. Some may be able to play the melody by ear. The rest of the class can sing or hum to the music. Sing the pentatonic song What you got? Track 46 What you got cooking in the pot? Is it sweet and sour or spicy and hot? Is it crunchy? Is it chewy? Is it runny? Is it gooey? Oh what? I can t believe it, You ve eaten the lot! Explain that the melody of the song only uses the five notes CDEGA which are the five notes of the pentatonic scale Ask the children about the melody, they can sign to show if the note is the same, higher or lower. Use the words high and low to accurately describe the sounds they hear Some may be able to play the melody by ear. The rest of the class can sing. Identify what is meant by pentatonic scale using this song as a e.g. How many different notes in this song? What are they? Explain this is the C pentatonic scale. Sing the pentatonic song What you got? Track 46 What you got cooking in the pot? Is it sweet and sour or spicy and hot? Is it crunchy? Is it chewy? Is it runny? Is it gooey? Oh what? I can t believe it, You ve eaten the lot! Explain that the melody of the song only uses the five notes CDEGA which are the five notes of the pentatonic scale Ask the children about the melody, they can sign to show if the note is the same, higher or lower. Some may be able to play the melody by ear. The rest of the class can sing. Identify what is meant by pentatonic scale using this song as a e.g. How many different notes in this song? What are they? Explain this is the C pentatonic scale. Sing the pentatonic song What you got? Track 46 What you got cooking in the pot? Is it sweet and sour or spicy and hot? Is it crunchy? Is it chewy? Is it runny? Is it gooey? Oh what? I can t believe it, You ve eaten the lot! Explain that the melody of the song only uses the five notes CDEGA which are the five notes of the pentatonic scale Accompany the song using notes from the C pentatonic Tap a steady beat in time to the song. Invite individuals to play the steady beat on the note E. Play the song again and invite other children to play the steady beat on other notes from the C pentatonic or untuned percussion. Play again and invite individuals to add a drone on the notes C and G. Accompany the song using notes from the C pentatonic. Tap a steady beat in time to the song. Invite individuals to play the steady beat on the note E. Play the song again and invite other children to play the steady beat on other notes from the C pentatonic or untuned percussion. Play again and invite individuals to add a drone on the notes C and G. Accompany the song using notes from the C pentatonic Tap a steady beat in time to the song. Invite individuals to play the steady beat on the note E. Play the song again and invite other children to play the steady beat on other notes from the C pentatonic or untuned percussion. Play again and invite individuals to add a drone on the notes C and G.
Perform and appraise a performance of the songs accompanied by notes of the C pentatonic. Ask a small group to say if they could hear the singing or if the instruments were e.g. too loud or the beat too fast. Perform and appraise a performance of the songs accompanied by notes of the C pentatonic. Comment with support. Perform and appraise a performance of the songs accompanied by notes of the C pentatonic. Play or record and ask a small group to say how clearly the words were sung, how expressive the singing was and the balance of voices to accompaniment. 3: Pentatonic Improvisations Teach this, from track 48 Can you tell me which they are? Ensure LSAs are seated near these pupils so they can support them throughout. Invite a volunteer to select one of the photocopiable performance cards. All sing the song. All sing the song. The volunteer plays the four notes on tuned percussion in the gap after the first line. (Listen to e.g. on track 49) Class use hands to show relative pitch of notes. Improvise a line with more complex rhythm pattern. (tracks 50-51) Sing the song, invite volunteers to invent a rhythm pattern that lasts four beats to perform in lines two and four, using body percussion, e.g. track 51. Sing the song through several times without stopping. Members of the class take it in turn to improvise in lines two and four. Combine rhythm and melody in Sing again. This time individuals take it in tune to improvise a melody for lines two and four using any notes of the pentatonic scale in any rhythm pattern, e.g. track 52 Pentatonic Improvisations Teach this, from track 48 Can you tell me which they are? Invite a volunteer to select one of the photocopiable performance cards. All sing the song. All sing the song. The volunteer plays the four notes on tuned percussion in the gap after the first line. (Listen to e.g. on track 49) Class use hands to show relative pitch of notes. Improvise a line with more complex rhythm pattern. (tracks 50-51) Sing the song, invite volunteers to invent a rhythm pattern that lasts four beats to perform in lines two and four, using body percussion, e.g. track 51. Sing the song through several times without stopping. Members of the class take it in turn to improvise in lines two and four. Combine rhythm and melody in Sing again. This time individuals take it in tune to improvise a melody for lines two and four using any notes of the pentatonic scale in any rhythm pattern, e.g. track 52. Pentatonic Improvisations Teach this, from track 48 Can you tell me which they are? Invite a volunteer to select one of the photocopiable performance cards. All sing the song. All sing the song. The volunteer plays the four notes on tuned percussion in the gap after the first line. (Listen to e.g. on track 49) Class use hands to show relative pitch of notes. Improvise a line with more complex rhythm pattern. (tracks 50-51) Sing the song, invite volunteers to invent a rhythm pattern that lasts four beats to perform in lines two and four, using body percussion, e.g. track 51. Sing the song through several times without stopping. Members of the class take it in turn to improvise in lines two and four. Combine rhythm and melody in Sing again. This time individuals take it in tunr to improvise a melody for lines two and four using any notes of the pentatonic scale in any rhythm pattern, e.g. track 52
4: Double Pentatonic Ensure LSAs are seated near these pupils so they can support them throughout. Sing two pentatonic songs at the same time Revise Old MacDonald had a glock and What you got? As sing all keep a steady beat/ Listen to performance of two songs being sung together (Track 53). Why do they think they can be sung at same time? Steady beat, only use notes of the C pentatonic Divide class into two groups. Practise singing the two songs together with track 53, all tapping a steady beat throughout. Group 1 sings what you got? Three times, group 3 joins in with Old Mac when group 2 starts for second time Try without CD. Add accompaniment One group to play C G C G throughout on steady beat, rest of class to help by clapping quietly while they practise Ask class to suggest rhythmic patterns that could be played, e.g. cooking in the pot, Record and appraise. Repeat with different children playing. Double Pentatonic Sing two pentatonic songs at the same time Revise Old MacDonald had a glock and What you got? As sing all keep a steady beat/ Listen to performance of two songs being sung together (Track 53). Why do they think they can be sung at same time? Steady beat, only use notes of the C pentatonic Divide class into two groups. Practise singing the two songs together with track 53, all tapping a steady beat throughout. Group 1 sings what you got? Three times, group 3 joins in with Old Mac when group 2 starts for second time Try without CD. Add accompaniment One group to play C G C G throughout on steady beat, rest of class to help by clapping quietly while they practise Ask class to suggest rhythmic patterns that could be played, e.g. cooking in the pot, Record and appraise. Repeat with different children playing. Double Pentatonic Sing two pentatonic songs at the same time Revise Old MacDonald had a glock and What you got? As sing all keep a steady beat/ Listen to performance of two songs being sung together (Track 53). Why do they think they can be sung at same time? Steady beat, only use notes of the C pentatonic Divide class into two groups. Practise singing the two songs together with track 53, all tapping a steady beat throughout. Group 1 sings what you got? Three times, group 3 joins in with Old Mac when group 2 starts for second time Try without CD. Add accompaniment One group to play C G C G throughout on steady beat, rest of class to help by clapping quietly while they practise Ask class to suggest rhythmic patterns that could be played, e.g. cooking in the pot, Record and appraise. Repeat with different children playing. 5: Ensure LSAs are seated near these pupils so they can support them throughout. Learn about the perceptions of dragons in different cultures. Ask children what they know about dragons. Watch video 12, Chinese dragon dance. Notice the up and down waves of movement. Brainstorm some of the characteristics and make list of Learn about the perceptions of dragons in different cultures. Ask children what they know about dragons. Watch video 12, Chinese dragon dance. Notice the up and down waves of movement. Brainstorm some of the characteristics and make list of associated words, celebrations, new year, exciting, greedy. Learn about the perceptions of dragons in different cultures. Ask children what they know about dragons. Watch video 12, Chinese dragon dance. Notice the up and down waves of movement. Brainstorm some of the characteristics and make list of associated
associated words, celebrations, new year, exciting, greedy. Create text for Chinese dragon song. Choose the eight best lines. Arrange in order. Ask small groups to compose the melody for each line. Write it up. Play accompaniment on keyboard and practise singing it. Create text for Chinese dragon song. Choose the eight best lines. Arrange in order. Ask small groups to compose the melody for each line. Write it up. Play accompaniment on keyboard and practise singing it. words, celebrations, new year, exciting, greedy. Create text for Chinese dragon song. Choose the eight best lines. Arrange in order. Ask small groups to compose the melody for each line. Write it up. Play accompaniment on keyboard and practise singing it. 6: Arrange coffee morning for after last music session? Ensure LSAs are seated near these pupils so they can support them throughout. All listen to track 55. Notice it repeats a steady 5 beat accompaniment using notes from the C pentatonic. Practise singing and playing their melodic phrases in time with the five steady beats. Once confident keeping to beat of backing track rehearse one group after another. Record. Choose conductors. Use CIP symbols for start, stop, get louder and get quieter. Need all to watch conductor carefully, concentrate, start and finish with silence and smile and enjoy. Perform to another class or available adults. NB Also perform to parents at coffee morning? Perform the Chinese dragon song to a backing track All listen to track 55. Notice it repeats a steady 5 beat accompaniment using notes from the C pentatonic. Practise singing and playing their melodic phrases in time with the five steady beats. Once confident keeping to beat of backing track rehearse one group after another. Record. Choose conductors. Use CIP symbols for start, stop, get louder and get quieter. Need all to watch conductor carefully, concentrate, start and finish with silence and smile and enjoy. Perform to another class or available adults. NB Also perform to parents at coffee morning? All listen to track 55. Notice it repeats a steady 5 beat accompaniment using notes from the C pentatonic. Practise singing and playing their melodic phrases in time with the five steady beats. Once confident keeping to beat of backing track rehearse one group after another. Record. Choose conductors. Use CIP symbols for start, stop, get louder and get quieter. Need all to watch conductor carefully, concentrate, start and finish with silence and smile and enjoy. Perform to another class or available adults. NB Also perform to parents at coffee morning? Unit objectives/ expectation s: Group 1 Compose and perform simple melodies and songs, make up accompaniments using drones and melodic ostinato based on a given pentatonic scale with some help. Group 2 Compose and perform simple melodies and songs independently, create simple accompaniments for their tunes using drones and melodic ostinato based on a given pentatonic scale with confidence Group 3 Select the notes of a pentatonic scale and Use them to compose the words and melody for a short song, add simple pentatonic accompaniments to their song.
Learning intelligences considered, please highlight. Verbal linguistic Visual spatial Intrapersonal Mathematical logical Bodily kinaesthetic Naturalistic Musical Interpersonal Existential How this unit of work fosters links with the community: Pupils may perform their finished piece to parents at a class coffee morning.