How Does Music Make You Feel?
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Curriculum Themed Days Music Themed Day How does music make you feel? Spring 1 Year National curriculum Suggested activities / Useful links group objectives Nursery Enjoys joining in with Genre: Nursery rhymes dancing and ring games. Sings a few familiar songs. Enjoy a selection of familiar nursery rhymes with actions and props to accompany the Imitates movement in singing https://www.youtube.com/watch?v=pTxisFc_dc8 response to music. Which is your favourite? How does singing make you feel? Explores and learns how sounds can be changed. Explore a range of simple percussion instruments - What sound do they make? Can we change the sound? Make it louder? Softer? How do we do that? Which sound do you prefer? Can you make your own instrument? Resources for making the instruments will need to be gathered ahead of time. e.g. yogurt pots, rubber bands, cereal boxes, plastic cups, rice, tape/masking tape Shaker with rice inside- 2 plastic cups joined Guitar with cereal box- different size boxes and rubber bands Extension- to explore how the sound changes when the rice is exchanged for something else, e.g. cotton wool Predict – what will happen? Louder? Softer? To creatively represent a nursery rhyme character from your special song 1 | P a g e Using lolly sticks- attach the character The lolly stick becomes the handle for the character The character can join in while singing ‘their nursery rhyme’. Recepti Begins to build a repertoire Genre: Nursery rhymes on of songs and dances. Enjoy a selection of familiar nursery rhymes with actions and props to accompany the singing https://www.youtube.com/watch?v=pTxisFc_dc8 Which is your favourite? How does singing make you feel? Choose two different nursery rhymes and sing them together. Sing in groups and then as a class. Which do you prefer? Compare the two rhymes – how can they reflect positive / negative emotions? Can we sing one in a happy voice? Can we sing it in a calmer / sadder way? Explore a range of percussion instruments- What sound do they make? Can we change the sound? Make it lounder? Softer? How do we do that? Can you add percussion to a nursery rhyme? When should we ‘make’ the sound? At what point in the nursery rhyme / song? Can you make your own instrument? Resources for making the instruments will need to be gathered ahead of time. e.g. yogurt pots, rubber bands, cereal boxes, plastic cups, rice, tape/masking tape Shaker with rice inside- 2 plastic cups joined Guitar with cereal box- different size boxes and rubber bands Shaker with rice inside- 2 plastic cups joined with rice inside Extension- to explore how the sound changes when the rice is exchanged for something else, e.g. cotton wool. 2 | P a g e Mini guitar with rubber bands and cereal boxes Different size boxes for different sized guitars Can you use the instrument you have made as percussion for a nursery rhyme? Choreograph a dance or movement to accompany a nursery rhyme. How can we use movement to tell the story of the nursery rhyme? How does this make us feel? Perform to another FS class if time. How do we feel when we perform? Year 1 Listen with concentration Genre: Show tunes (Disney) and understanding to a range of high-quality live Suggested activities: and recorded music. Long term memory check: list themes discussed this year and draw/write something you Listen with concentration, remember about that theme (circle time first to share ideas?) responding appropriately to a Discuss feeling words: can you match a feeling name to a facial expression? Can you match variety of live and recorded a time when you felt any of these things? What did you do when you felt this way? music, making statements and observations about the music Introduce the question: How does music make you feel? Revisit this question at the end of through movement, sound the day as part of your assessment process. based and other creative responses. Quiz: Listen to a Disney song with your eyes closed. Use paddles with facial expressions to show how the song made you feel. Discuss. Repeat with other songs and discuss. Listen to songs and record how many times feelings language was used in it. Read the Lyrics in a different tone of voice to try to convey a different emotion. Sort songs into emotion categories or groups based on how they made you feel. 3 | P a g e Compare/contrast 2 songs from the same film. How do they make you feel? Do they make you think of a time you felt this way? Free drawing to a Disney tune. What do you see? How is this affecting you? Free movement. How can you move your body to show how the music makes you feel? Could be done in groups with different songs and then they can show the class their movements. With or without music and guess the track or emotion being portrayed? Assessment of the day: Make links to themes from earlier and how music makes you feel. How does music affect you? What did you learn today about music and well-being? Ultimate Disney play list: https://www.youtube.com/playlist?list=PL4BrNFx1j7E6a6IKg8N0IgnkoamHlCHWa Year 2 Listen with concentration Genre: Disco and understanding to a range of high-quality live Suggested activities: and recorded music. Long term memory check: list themes discussed this year and draw/write something you Listen with concentration, remember about that theme. responding appropriately to a Introduce the question: How does music make you feel? Revisit this question at the end of variety of live and recorded the day as part of your assessment process. music, making statements and observations about the music Listen to some disco music. Do you know what type of music is this? through movement, sound based and other creative Disco is a genre of dance music and a subculture that emerged in the 1970s from the United States' urban nightlife scene. responses. The disco sound is typified by "four-on-the-floor" beats, syncopated basslines, and string Demonstrate awareness of 4 | P a g e others, recognise the sections, horns, electric piano, synthesizers, and electric rhythm guitars. Lead importance of their own and guitar features less frequently in disco than in rock. Well-known disco artists include Donna others’ contribution to when Summer, Gloria Gaynor, the Bee Gees, Chic, KC and the Sunshine Band, Thelma [2][3] developing music. Houston, Sister Sledge, the Trammps, Village People and Michael Jackson. While performers and singers garnered public attention, record producers working behind the scenes played an important role in developing the genre. Films such as Saturday Night Fever (1977) and Thank God It's Friday (1978) contributed to disco's mainstream popularity. In pairs, watch your partner carefully and then draw the expression they made while listening to the music. Play a backing track to a disco track and try to match it either a picture or some lyrics. Create a dance routine to a dance track. Write your own lyrics to a disco track. Write a letter to your parents or grandparents asking if they ever listened to disco music? What was their favourite song? How did it make them feel? Pair up child who liked or didn’t like the music listened today and have them persuade the other person to change their opinions. Assessment task: How did listening to a new genre of music make you feel today? How could you apply the use of music to the themes you have been learning about this year? Listen first and choose 70’s disco greatest hits tracks carefully! https://www.youtube.com/watch?v=N9xDAk1W248&list=RDN9xDAk1W248&start_radio=1& Charango : search disco in t=9&safe=active top right search bar as well https://www.youtube.com/watch?v=uFAWIKVThjA&safe=active User name: 69472 5 | P a g e Password: Merton Year 3 Listen with attention to Genre: Country and Western detail and recall sounds with increasing aural Ask the children ‘Why do people listen to music?’ memory. How do they feel when listening to music? What types of music have they heard/do they like? Appreciate and understand Children to listen to a range of country and western music in order to make comparisons. a wide range of high- Have they heard of country and Western Music? quality live and recorded What do they notice about the instruments that are being used? music drawn from different Discuss the idea that many of the songs tell stories? traditions and from great Children to compare songs and discuss which ones they prefer and why? composers and musicians. Some examples can be found on Charanga E.g. My grandfather’s clock- Johnny Cash Listen to and compare a wide https://www.youtube.com/watch?v=bMySiG_P6q4&t=1s repertoire of music. Country Road- John Denver https://www.youtube.com/watch?v=oTeUdJky9rY Consider and mimic sounds Hoedown throwdown -Miley Cyrus they hear, identify instruments https://www.youtube.com/watch?v=CM4ewyZsvKI or voices used and use musical Children can clap the rhythms/pulse of the songs do they notice any similarities/differences? language to describe style and Explore the use of sound/ body percussion/instruments to create their own country music. how a piece is structured, e.g. Choose one of the songs for the children to paint/draw a picture based their response to the in terms of its beginning, music/how the music makes? middle and ending, or the use of instruments and effects created. Listen to live and recorded music from a wide range of influences, responding appropriately to the context.