1. Teacher Resource Pack 2017

2. Welcome to the GOE resource pack 2017
Visit our website at to download a Power Point version of this resource pack, designed to be used on your smart board and complete with live video and audio hyperlinks.
For each piece of music featured in the Great Orchestra Experiment you will find further information and follow up activities, linked to the National Curriculum for music at KS2 – see page 22 for further information about the National Curriculum requirements.
See pages to find out how you can take part in our Creative Music ChalleNGe concert on 28th June
The various activities can be done in any order and last from five minutes to a whole lesson
Ensure the Power Point version is viewed as a slideshow to enable hyperlinks to work
If you have any queries about the activities in this pack or if we can help in any way,
please contact

3. Music timeline:
with
Traditional Ugandan
1874
1962
1975
The future…. ?
Amadinda
The Gnome
Over the Hills
& Far Away
The Trojans
William Tell
1858
1918
1967
2004
2015

4. Instruments of the orchestra
The Robin Hood Youth Orchestra has some extra instruments, not often found in an orchestra:
Extra percussion: Latin and African percussion instruments
Bass guitar and guitar
Saxophones
Baritones
French horns
timpani
trumpets
trombones
Brass
Woodwind
Percussion
Strings
tuba
percussion
Double bass
harp
piano
Click here to watch video clips to find out more and hear each instrument played.
1st violins
2nd violins
clarinets
bassoons
violas
cellos
oboes
flutes

5. Mission Impossible We heard this rhythm:
Listen to the track here. Can you:
Clap the rhythm (repeat lots of times)
Count the beats: this music has 5 beats in a bar, so count , etc
Play the rhythm on one note:
D strings, guitar, trombone, flute (or A for flute)
E (trumpet, baritone, clarinet)
Can you play along with the track?
NC links:
Play and perform in solo and ensemble contexts, using their voices increasing accuracy, fluency, control and expression
Use and understand staff and other musical notations
Interrelated dimensions of music (metre)

6. Mission impossible – play the theme
Can you play the theme below? Leave out the notes in brackets if you need to. Please note that these don’t all work together at the same time, but common ensembles (e.g. all brass, all strings, flutes & guitars, clarinet & brass) will sound fine together.
Trumpet, baritone, clarinet, strings
Trombone ( ) ( )
Flute, guitar

7. Great composers: Percy Grainger Over the Hills and Far Away
We sang the song below
The music is written by Percy Grainger but we wrote the lyrics (words) especially for this concert.
Can you write your own lyrics to fit with the tune? What will your song be about? Do your words fit well with the tune?
Percy Grainger lived from 1882 – 1961
He was born in Australia but spent most of his life in the UK and USA
Composed experimental music, e.g. tried to compose with no beats!
Collected and recorded folk songs and inspired renewed interest in folk music
Click to hear the vocal part
Click to view piano part
NC links:
Play and perform in solo and ensemble contexts, using their voices increasing accuracy, fluency, control and expression
Improvise and compose music for a range of purposes
Click here to listen to Over the Hills

8. Film music: john williams jaws
John Williams has composed the music for over 75 films, including most of the Star Wars films
He has won five Oscars, 18 Grammys, three Golden Globes, two Emmys and five BAFTA Awards for his music
John Williams has written the music for lots of famous films. Can you name the films below?
Recording music for film:
Film music is very carefully composed to match the action and mood of the film
Click here to see Steven Spielberg and John Williams talk about the music in Jaws
When the music is recorded for a film, the conductor watches the film on a big screen as the orchestra plays, to make sure that the music matches the action exactly
Click here to watch John Williams conducting music from Star Wars in a recording session

9. Film music: john williams jaws
Role of the Conductor
The Conductor's role is to hold the music of the orchestra together and bring the ideas of the composer or creator to life. Most of their work takes place before they ever meet up with an orchestra – studying, exploring and analysing the music, seeking to understand the composer's vision.
While we played you conducted. Here’s the special pattern of 4 that we use in conducting:
NC links:
Listen with attention to detail
Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions
Interrelated dimensions of music (metre)
Click here to hear Jaws – can you conduct in time with the music?

10. Lost Boy: ruth B
Did you know that J.M. Barrie, author of Peter Pan, once lived in Nottingham? He was a journalist for the Nottingham Journal.
It is thought that Peter Pan was inspired by a young boy that J.M. Barrie saw playing by the river Trent while walking through Clifton Grove
Lost boy is a pop song released in 2015, see the official video here
It was the first song Ruth B ever wrote, based around the Peter Pan story – hear her talk about writing it here
Sing along with the lyrics here
The song has a main chorus that keeps coming back ‘I am a lost boy, from Neverland’
Write your own song based on Peter Pan or another favourite story. Here are a few ideas to help you get started:
Think of key words about your theme
Join a few words together to make a short phrase
Say the phrase over and over until you find a tune
Add another phrase, then more, until you have a verse or chorus
Alternatively, start with a tune you know and write some words to fit
NC links:
Appreciate and understand a wide range of …music drawn from different traditions
Improvise and compose music for a range of purposes

11. Great composers: Hector Berlioz The Trojans
The Trojans was never performed in Berlioz’s lifetime, and he died thinking it was a failure
After Berlioz died, the Trojans was recognised as a masterpiece – even the greatest names you know have been through tough times, but things can get better in the end…
Berlioz lived from 1803 – 1869
He was French
Berlioz wrote mostly music for orchestra and voices, and is most famous for his exciting piece ‘Symphonie Fantastique’
The Trojans is an opera based on a famous poem by Virgil called The Aeneid. It took two years to write!
The first complete performance of the Trojans was at Karlsruhe – Nottingham’s twin city in Germany!
What is an opera?
An opera is music and theatre coming together to tell a story. It usually features:
Solo songs – often called arias
Chorus – lots of singers together
Orchestra
Scenery, lighting and special effects
Sometimes dance – the Trojans features ballet scenes
Click here to watch a clip of highlights of the Trojans from the Royal Opera House

12. Great composers: Hector Berlioz The Trojans
Click to listen
We sang this song at our concert. Can you sing it again? The songs and music in an opera tell the story and tell us how the characters feel. The story is set at the end of the Trojan War between the Greeks and the Trojans (people from Troy). After a 10 year siege, the Greeks leave Troy, leaving a wooden horse as a gift to the Trojans. This is a trick – the horse has Greek soldiers inside. Cassandra tries to warn everyone, and the changing music tells us of her fears, but they don’t believe her and bring the horse into the city. Troy is then defeated by the Greeks. Prince Aeneas escapes and sets off to travel and eventually found a new city of Troy in Italy (modern day Rome).
NC links:
Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Develop an understanding of the history of music.
Use and understand staff and other musical notations

13. D E G A C
Amadinda
This music for xylophone from Uganda has interlocking parts – each line (A, B, C) has its own simple rhythm, but they lock together to make a complex overall effect.
Using notes from the pentatonic scale above, try playing the version below on xylophones, glockenspiels or keyboards. Click here to hear an example.
Each square of the grid represents one beat
Numbers refer to the note from the scale that should be played on each beat
Learn parts B and C separately at first, using the click track to stay in time
Combine parts B and C (note that they never play at the same time)
A third group of pupils could then add part A – try all three parts together!
Click track here A 2 1 B 3 C 5 4

14. amadinda
If you would like to play Amadinda on different instruments, see below for suggestions of suitable notes. Please note that these don’t all work together at the same time, but common ensembles (e.g. all brass, all strings, flutes & guitars, clarinet & brass) will sound fine together. Notes in brackets may be omitted if needed. Strings & guitars: D E G A C Trumpets, baritones, clarinets: C D F G (Bb) Trombones: Bb C Eb F (Ab) Flutes & guitars: G A Bb C (D) Compose your own interlocking tunes – create tune A and B, then try them together. Remember to leave some spaces – silence is as important as sound in music! A B
NC links:
Appreciate and understand a wide range of … music drawn from different traditions…
Use and understand staff and other musical notations
Develop an understanding of the history of music.
Each box represents a beat
Write the number (1-5) of the note you will play in each box / beat
Leave a blank box for a rest (silence)

15. Great composers: modest Mussorgsky The Gnome
Listening hints:
Instruments? (timbre / texture)
Tempo (speed)?
Dynamics (volume)?
Mood?
Mussorgsky lived from 1839 – 1881
Russian
The Gnome is from Pictures at an Exhibition, a suite of pieces inspired by an art exhibition by Mussorgsky’s friend Viktor Hartmann
Mussorgsky also wrote operas, songs and orchestral music such as Night on a Bare Mountain, heard in the Alton Towers advert!
Listen to and compare the two versions of The Gnome below:
What is the same?
What is different?
Which version do you prefer? Why?
Original Mussorgsky: Ravel:
NC links:
Listen with attention to detail
Appreciate and understand a wide range of high-quality live and recorded music … from great composers and musicians

16. Soul Bossa Nova Claves Triangle Cuica Guiro Congas Bongos Cowbell
Latin music often features lots of percussion instruments – we heard:
Claves
Triangle
Cuica
Guiro
Congas
Bongos
Cowbell
This song is in a latin music style called bossa nova, originating in Brazil, South America
Latin music often features a famous rhythm called clave (pronounced clar–vey) – click here to hear it – can you clap along?
Watch the video here of Quincy Jones and his band playing Soul Bossa Nova – which instruments can you see and hear?
Listen to some other famous bossa novas – Girl from Ipanema - Desafinado
NC links:
Appreciate and understand a wide range of …music drawn from different traditions
Use and understand staff & other musical notations
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

17. Soul Bossa Nova: perform a latin groove
Once you can clap each part separately and then together, why not try it with percussion instruments? 1 2 3 4
NC links:
Play and perform in solo and ensemble contexts…with increasing accuracy, fluency, control and expression
Use and understand staff and other musical notations
Use the rhythm words to help you learn each part
Clap each part or use other body percussion sounds, e.g. stomps & clicks
To listen to each part separately click here

18. Film music: Michael Giacchino The Incredibles
Michael Giacchino wrote music for lots of famous films, including:
Cars
Jurassic World
Zootopia
Ratatouille
Start Wars Rogue One
The final piece was the theme music for the 2004 Pixar film 'The Incredibles' by well-known Hollywood composer Michael Giacchino. We used this to feature the various instruments of the orchestra. The Robin Hood orchestras follow in the tradition of great composers such as Haydn, Mozart, Handel and Bach by forming their orchestra from the instruments that were available to them at the time, and rescoring pieces to fit changing circumstances if necessary.
How important is the music in a film?
Try this experiment to find out:
Choose a one minute clip of a film / cartoon which features music
Watch first with no sound, then again with the sound on. How does the music change your reaction to the film?
Watch again with no sound and play a completely different piece of music to accompany the film – how does it change the mood & meaning of the film?
NC links:
Listen with attention to detail
Appreciate and understand a wide range of high-quality live and recorded music … from great composers and musicians

19. Creative Music ChalleNGe
MISSION IMPOSSIBLE
Listen here
Through listening to the original music, children may identify other elements to use, e.g.
Repetitive musical idea
Accents
Percussion instrument used as a cue for a new section
Melody with long notes
Music to creep around to
Create your own music inspired by one of the following five pieces
Make sure that you include the ‘essential element’ specified for your piece of music
Come and perform your piece at the Creative Music ChalleNGe concert on 28th June
Your music teacher can work on your creative piece in lessons, or contact the music service for advice on school-led projects
Essential element: 5 beats in a bar
National Curriculum links:
Improvise and compose music using the inter-related dimensions of music
Play and perform in solo and ensemble contexts
Appreciate and understand music from different traditions and from great composers and musicians
Listen with attention to detail

20. THE TROJANS THE GNOME Listen here Listen here
Through listening to the original music, children may identify other elements to use, e.g.
Fanfare
Arguments between groups of instruments
Celebration music
THE GNOME
Listen here
Through listening to the original music, children may identify other elements to use, e.g.
Sudden contrasts in dynamics (loud & soft)
Clashing notes
Wide intervals (high & low notes)
Glissandi – sliding notes
Essential element: alternating fast & slow music
Essential Element: using space – e.g. groups of instruments in different places

21. OVER THE HILLS AND FAR AWAY
JAWS
Listen here
Through listening to the original music, children may identify other elements to use, e.g.
Sudden accents
Long held notes / melodies
Rests / silence
Rising and falling musical ideas (waves)
OVER THE HILLS AND FAR AWAY
Listen here
Through listening to the original music, children may identify other elements to use, e.g.
Contrasts in dynamics (loud & soft)
Playing the same melody legato and staccato (smooth and short / spiky)
Instruments gradually joining in and dropping out
Essential Element: a repeating musical idea starting with long notes, then getting shorter
Essential element: Arch structure (starting small – building up – fading out)

22. How this resource can help you to meet the requirements of the national curriculum for music at ks2:
National Curriculum area:
See page:
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
5, 6, 7, 13, 14, 16, 17, 19
Improvise and compose music for a range of purposes using the inter-related dimensions of music
5, 7, 9, 10, 19
Listen with attention to detail and recall sounds with increasing aural memory
8, 9, 15, 18, 19
Use and understand staff and other musical notations
5, 6, 12, 13, 14, 16, 17
Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 19
Develop an understanding of the history of music.
7, 11, 12, 13, 14
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils should be taught to:

23. Join our ChalleNGe!
Nottingham Music Hub is part of Nottingham’s Cultural Education Partnership, who champion the rights of every child and young person to create and experience culture in the world around them.
ChalleNGe brings schools, arts and cultural organisations, the local authority, FE, HE and local businesses together to support All children and young people in Nottingham to produce and experience culture imaginatively and confidently in their homes, schools and communities.
So, the Castle Museum, the Music Education Hub, the University of Nottingham and Opp Notts are all the working together with us to help schools get more children and young people participating in the rich, diverse cultural life of the city – and that’s only 5 of our partners…we want everyone to be part of this dynamic partnership to enrich the creativity and curiosity of young Nottingham learners in their city and their schools.
How can you be part of this?
We are inviting every city school to nominate staff to be their Creative Cultural Champions. They will receive, training, a personal login to Culture News, the online news, calendar and events guide of Nottingham’s creative cultural education activities, be invited to all the previews and creative education events in the city and in return, inform staff and support their school to regularly access creative cultural activity in the city. Help with Artsmark, Arts Award or any arts, culture or creative heritage project is what we are here for!
Please contact Martha Toogood, Marisa Blissett or Edward Boott for further information.

24. Artsmark is an award for schools who demonstrate their commitment to putting arts and cultural provision at the heart of their school.
Attending the Great Orchestra Experiment and completing follow up activities in school can contribute towards your school gaining Artsmark status.
For more information about Artsmark visit
Arts Award is a range of qualifications that support and inspire young people to grow their arts and leadership talents: it's creative, valuable and accessible.
To find out how attendance at the Great Orchestra Experiment and participation in follow up activities can contribute towards your pupils gaining an Arts Award qualification, please see pages 24-26
Further information can be found on the Arts Award website.

25. How can attending The Great Orchestra Experiment help my class with their Arts Award Discover?
Arts Award Part A: discover
by attending GOE your class are already fulfilling this section of their Arts Award.  They should record in their arts logs evidence such as a verbal or written response and photos or videos of them participating in the concert.
The children will be able to identify a number of different art-forms at the concert.  These will include:
* Live orchestral performance
* Live singing
* Short theatrical scenes
* Multi-media presentation that incorporates digital art and film
* Performing on their own instrument
* Understanding and joining in with conducting
* Costumes for the actors and performers
* Posters, design and publicity for events
* The architecture of the venue
Nottingham Music Service provide some footage and photographs of the concert on their website

26. Arts award part b: find out Arts award part c: share
Use the GOE teacher pack to find out more about the music in the concert
Children can speak with their Music about what it is like to perform, how did they prepare for it etc.
To provide the evidence they need for their arts logs they can:
* Record the class Q and A with their Music Service staff member
* Research the composer of their favourite GOE piece of music to produce a fact file or poster about them
* Discover more about the different instruments that were played in the orchestra.
* The children can use this information to create a record for their arts log.
Arts award part c: share
The children can prepare the information they have learnt to share with their classmates.  
If you are interested in your students achieving a nationally accredited award and would like to find out more then please check out

27. How to get young people more involved!
Many of the young people you saw playing their instruments in the Great Orchestra Experiment started out learning in a whole class ensemble just like your pupils! They attend Nottingham Music School on Saturday mornings at the Nottingham Academy in Bakersfield.
There are many different groups and orchestras that young people can get involved in:
Area Bands – usually after one year of playing – the six area bands are spread out across the city, so there will be one near you.
RHYO Connect – a next step after area band, after school on Monday (wind & brass) and Tuesday (strings)
RHYO, Intermediate Orchestra, World Music, Band Factory, on Saturday mornings at Music School
For more information, take a look at our website and speak to your Nottingham Music Service teacher who can tell you more.

28. Thank you and goodbye! Coming Soon: Summer Sing: June 13th 2017
We hope you enjoyed your experience at The Great Orchestra Experiment.
Please any feedback or questions to
For more information about Nottingham Music Service events, or Nottingham Music School, please visit our website
If you would like a digital version of this pack that has active hyperlinks please visit our website at
urces/goe-resources
Coming Soon:
Summer Sing: June 13th 2017
Creative Music ChalleNGe & Summer Concerts: June 28th 2017
Music Camp: September 4th - 9th