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

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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 . 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.

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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 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.

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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

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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

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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 - 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 . 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.

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Year 4 Listen with attention to Genre: Jazz detail and recall sounds with increasing aural e.g. Classroom Jazz units on Charanga memory. Ask the children why do people listen to music? How do they feel when listening to music? What types of music have they heard/do they Appreciate and understand like? a wide range of high- Children to listen to a range of jazz music in order to make comparisons. quality live and recorded Can they identify the instruments being used? How does Jazz differ with other genres of music drawn from different music? traditions and from great Compare instrumental jazz with jazz music which has vocals. Explore the use of vocals to composers and musicians. create the sound e.g. ‘scatting’ https://www.youtube.com/watch?v=OW4i15fHxM8 Listen to and compare a wide repertoire of music. Discuss some of the jazz greats Ella Fitzgerald, Louis Armstrong, Duke Ellington Duke Ellington-It don’t mean a thing Consider and mimic sounds https://www.youtube.com/watch?v=qDQpZT3GhDg they hear, identify instruments or voices used and use musical Explore the different genres that are under the umbrella of jazz such as Bossa nova Jazz. language to describe style and how a piece is structured, e.g. Children can clap the rhythms/pulse of the songs do they notice any similarities/differences? in terms of its beginning, Explore the use of sound/ body percussion/instruments to create their own jazz music. middle and ending, or the use Choose one of the songs for the children to paint/draw a picture based their response to the of instruments and effects music/how the music makes? created.

Listen to live and recorded music from a wide range of influences, responding appropriately to the context.

Discuss how the elements of music are used in pieces from different periods, styles and

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cultures.

Year 5 Listen with attention to Genre: Classical detail and recall sounds with increasing aural Which different kinds of music do the children know? Which are their favourites /why? memory. Can they name any classic music? Why is it called classical music?

Appreciate and understand https://www.youtube.com/watch?v=-7jjo8UICjQ- collection of classics that most people a wide range of high- know- list of all pieces( and the time stamps ) are in the description – Do they recognise any quality live and recorded of them and what do they associate with this music (over40 choices) – (an ad or background music drawn from different to a film/ the one of the family members plays it ..etc) traditions and from great composers and musicians. Allow children to listen to a range of different classic music – play some they might already heard .Play name that tune – Can they match the picture that goes with the music? children Listen to, think about and to be put into teams discuss a wide repertoire of Some suggestions include: Flight of the Bumble bee - a picture of a bee, Four Seasons music; e.g. offer suggestions (Vivaldi) - picture of the seasons, Dance of the Knights - Lord Sugar (Apprentice) Jupiter about performance or the (Holst) – picture of Star Wars etc. Explain that some classical music is a standalone piece and others are a compilation of appropriateness of the pieces put together to tell a story, for example Swan Lake and Nutcracker. accompaniment.

Listen with increased Charanga – freestyle - KS2 topics – classic (if you follow the link it can be used as starter concentration to live and board)

recorded music from different https://www.bbc.co.uk/teach/ten-pieces/classical-music-primary/zfyx382 traditions, genres, styles and BBC –ten pieces – this has 10 pieces of classic music – worksheets and PowerPoints for you times, responding to choose from including Four Seasons by Vivaldi (Winter) and Florence Price appropriately to the context. Be perceptive to music and Comparing thoughts about a soundtrack Play the soundtrack for ‘the piano animation’- without letting them watch the video communicate personal https://www.youtube.com/watch?v=m-JiBxMPsUU - How does it make them feel? – If there thoughts and feelings, through were pictures what would they look like? What message do you think it is trying to convey? discussion, movement and

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visual arts. Play it again but this time show the video- discuss what they thought might be happening to what the video shows. Explore the idea - What would their music be like to show their life?

Mood picture - As an introduction watch https://www.youtube.com/playlist?list=PLcvEcrsF_9zKy5QKdj1d4nnAeVK4NOUlV where celebrity presenters give an insight into their personal thoughts on classical music, and the pictures painted by their imaginations as they listen to their favourite compositions. (10 different pieces to choose from) Children to be played a piece of music and to draw how the music make them feel or the things that the child can imagine or associate with the piece being played - use colour to add another depth to it.

Reflection- Can anyone name any of the pieces that they have heard today? Which was their favourite? Why? Do they realise that they know more classical music than they thought?

Year 6 Listen with attention to Genre: Rock ‘n’ Roll detail and recall sounds e.g. Don’t stop believing / Livin’ on a prayer (Charanga) with increasing aural memory. Long term memory check Words displayed on the board (belonging, festivals, self-motivation, dare to be different, Appreciate and understand achievement). Choose a word on the board. Write down three things that links music to your a wide range of high- chosen word. Scrunch up your piece of paper and throw across room. Go and collect a piece quality live and recorded of paper and decide which of the words on the board it links to. Discuss links as a class. music drawn from different traditions and from great st composers and musicians. Question to explore and revisit: Rock n roll does not exist in the 21 century. Agree or disagree? Listen to, think about and discuss a wide repertoire of Opinions and emotions music; e.g. offer suggestions How does this song make you feel? Does the song tell a story? What does the song make about performance or the you think of? How old do you think this piece of music is? Can you think of any similar songs? How are they similar? Does the melody tell the same story as the lyrics (children appropriateness of the

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accompaniment. could listen to instrumental)? What messages do you think the songs are giving? How does the mood change throughout the song? Listen with increased Activities: concentration to live and Share writing short story about the song in small groups/pairs. recorded music from different traditions, genres, styles and Listen with attention times, responding See ‘listening guide’ and children to complete when listening to the rock n roll songs (start of appropriately to the context. each session)

Share opinions about music Livin’ on a Prayer: and be willing to justify these. Did the tempo stay the same all the way through the song? What are the dynamics in this song? Can you identify the different instruments / voices that you heard? Did all the instruments and voices play or sing throughout the song? What is the style of this music? The structure of the song. How is the song put together? Give key language chorus, verse, bridge, introduction (define together) Activities: Play pulse games and listen and appraise rock n roll starters – see Charanga unit What is similar about each of these songs? Listen to clips from different genres. Which clips are rock n roll? How did you know? How were they different? Poster of features of rock n roll.

Explore history and context of this genre Explore the fast facts and history behind the genre, songs and artists. Where did rock n roll originate? Which genres influenced rock n roll? Who were the influential rock n roll artists? How has rock n roll evolved through the decades? Activities: Children to research and create fact files linked to history of rock n roll.

Rock n roll today Rock n roll does not exist in the 21st century. Agree or disagree? Explore genres which have similar elements to rock n roll. Children to identify any artist or songs they consider to be rock n roll. Children to understand how rock n roll influenced genres and artists today.

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Vocabulary: pitch, pulse, rhythm, timbre, tempo, dynamic, texture, structure, introduction, verse, chorus, bridge

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