1. Understanding Primary Music BEd Semester 2 Session 1: Listening and responding to music Teaching children to sing Planning for learning

2. Learning objectives: 1. Be able devise listening and appraising activities to support the development of understanding of the inter-related dimensions of music 2. Be able to use different strategies for supporting vocal development. 3. Understand how to scaffold children’s learning of standard notation for pitch 4. Be able to compose within the context of singing 5. Understand key aspects of effective planning in music

3. Using listening and appraising to develop understanding of the inter-related dimensions of music Pitch: high/low Duration: rhythm and pulse (steady beat) Dynamics: louder/quieter/silence Tempo: faster/slower Timbre: different types of sound Texture: different ways sounds are combined Structure: different ways sounds are organised http://www.bbc.co.uk/schoolradio/subjects/music/clipslibrary

4. Listening and appraising: areas of focus Key theme: How does the music tell a story? identifying instruments and why these sound qualities were chosen for the piece reflection on the inter-related dimensions of music: Pitch, Duration, Dynamics, Tempo, Timbre, Texture, Structure and how these contribute to the atmosphere or mood identification of repetitions, patterns and variations personal response to the music: like/dislike; how it makes you feel How is the music used with words, movement, drama or film? What does it add?

5. Using music What did you come up with from the ‘Ten Pieces’ initiative selections? Mars: The Planets http://www.bbc.co.uk/programmes/p0240sc6 In the Hall of the Mountain King http://www.bbc.co.uk/programmes/p020ylmx Select some other music from the list of music developed by students

6. Listening and responding to music: ways of responding Talking about sounds and music: a key aspect of your role is to support the development of children’s ability to express ideas and opinions (musical vocabulary) Movement – body percussion; moving around the floor to a steady beat; dance Art – responding to musical elements or creating images in response to music Sounds around us – listen to sounds in the environment on a sound walk and record these electronically, then make a display to represent the sounds visually

7. Listening and appraising: Structuring responses to recorded music Evaluate the different approaches for supporting listening and appraising Devise a format that will enable you to structure the listening process and facilitate recording of feelings and thoughts about a piece of music for Key Stage 2. Different approaches for structuring: - Grid structure – fixed vs adaptable - Mind map structure - Multiple choice (e.g. Carnival of the Animals) - Sliding scale – move the scale during the piece Evaluate another group’s recording sheet identifying two stars and a wish. Stars could focus on how is the recording format accessible / interesting

9. Lesson planning resources Where do I find the lesson OBJECTIVES? Hampshire skills and concepts development overview from R to Y6 National Curriculum https://www.gov.uk/government/uploads/system/uploads/attachmen t_data/file/239037/PRIMARY_national_curriculum_-_Music.pdf Where do I find ACTIVITY IDEAS? QCA Units of work http://webarchive.nationalarchives.gov.uk/20090608182316/http :/standards.dfes.gov.uk/schemes2/music/?view=get http://webarchive.nationalarchives.gov.uk/20090608182316/http :/standards.dfes.gov.uk/schemes2/music/?view=get Activity ideas available as PDFs on the learning network – Topic 2: Paterson, A. and Wheway, D. (2001) Music Materials for Primary Schools: The Blue Pack, Leicestershire: LMP. Create an outline lesson plan based in a creative context for a specific year group..

10. Singing games: controlling pitch

11. Vocal warm ups Warm up: body, face, mouth and voice Think about breathing and posture Boom chikka boom I say boom chikka boom (repeat for response) I say boom chikka boom, (repeat for response) boom chikka rocka, chika, rocka chicka boom (repeat for response) ah, ha, (repeat for response) oh yeah, (repeat for response) one more time (repeat for response)

12. What will help you lead singing? Things to think about when selecting songs: - Is the pitch range of the song suitable? - Is the level of difficulty of the song appropriate (complexity of melody and difficulty of the words) - Do the children enjoy the song and find it meaningful? Singing was a strength… where… the repertoire was matched to pupils’ voices, their ages and interests (Ofsted, 2009: 9). Using the Sing Up website http://www.singup.org/songbank/song-bank/letter/W/page/2/

13. Keys to teaching children to sing  Teach the song in parts with repetition of short parts of a song until children are confident before moving on to a new section  Use an echo approach and where possible avoid having to rely on reading the words  To start a song (if not using musical accompaniment) count in using pitch of first note  Repeat a section of the children are finding this difficult

14. Introducing part-singing Simple rounds Songs with sung ostinato Partner songs

15. Progression in developing understanding of notation for pitch Coloured dots to represent notes on colour coded chime bars Progression: Coloured dots all in a line Colour coded dots on a stave in the correct places Use of stave without colour coding

16. C D E F G A B C

17. Creating a jingle Discuss the features that make a successful jingle I don’t wanna grow up … ToysRUs Kid http://www.youtube.com/watch?v=VJJ-ZLdrTwY There’s always Coka-Cola http://www.youtube.com/watch?v=18GZu74OsK8 Create a short advertising slogan and compose a simple tune Use coloured coded notation to record your melody

18. Composing rap music: using children’s stories What are the features of a rap? How could you adapt the structure of a rap to structure children’s composition? Create your own rap based on a children’s story (can be a traditional or modern story)

19. Independent Study 1.Access the electronic document ‘A framework to support self-evaluation in music’ - use this checklist to support self-evaluation of your own strengths and areas for development in in music - identify targets for your development in music 2. Develop your lesson plan further: -based in a creative context -using the Hampshire Music Service skills overview to support -using resources available via Learning Network (see next slide) Please bring your plan to the next music session

20. Resources for the lesson planning activity National Curriculum https://www.gov.uk/government/uploads/system/uploads/attachment_data/ file/239037/PRIMARY_national_curriculum_-_Music.pdf QCA Units of work http://webarchive.nationalarchives.gov.uk/20090608182316/http:/stand ards.dfes.gov.uk/schemes2/music/?view=get http://webarchive.nationalarchives.gov.uk/20090608182316/http:/stand ards.dfes.gov.uk/schemes2/music/?view=get Activity ideas available as PDF on the learning network Paterson, A. and Wheway, D. (2001) Music Materials for Primary Schools: The Blue Pack, Leicestershire: LMP.

21. Word documents available on the learning network: How do I teach a song? Developing listening and appraising Web-based resources to support your teaching of music (Learning Network – Topic 2) Web links: Ofsted (2009) Making More of Music: An evaluation of music teaching in schools 2005/2008, London: Ofsted. http://www.ofsted.gov.uk/resources/making-more-of- music-evaluation-of-music-schools-2005-08 http://www.ofsted.gov.uk/resources/making-more-of- music-evaluation-of-music-schools-2005-08 Ofsted (2012) Music in Schools: Wider still, and wider, London: Ofsted. http://www.ofsted.gov.uk/resources/music-schools- wider-still-and-wider http://www.ofsted.gov.uk/resources/music-schools- wider-still-and-wider