Sequence of Learning

Dancing: A jig and a reel Assembly performance Performing: Folk song/dance melody, shanty by a local folk band / Performing: identifying appropriate Arranging: A folk song or dance (from different musician (could be a places for, working out and holding a regions of the British Isles – perform them as a parent, pupil or vocal harmony part with others in a Traditional folk music from the British sequence – link to Fritz Spiegel’s Radio 4 member of staff) group Isles, its links with ancient Celtic culture theme tune. See creativity) and its development as an aural tradition Listening and appraising: Arranging a folk song or dance for the Ballad – card sort (identifying musical instrumental and vocal resources of a ingredients), Comparing two arrangements, How will we develop particular performing group To entertain Odd one out – 3 traditional pieces – one an knowledge and What is this music you through orchestral arrangement by VW and/or 3 songs understanding through want to explore with the dance and of oppression – one a blues performing, composing pupils? Where is it song: ceilidh Bringing it all together: end of unit class or and listening? e.g.? from, when was it written, Is there one key & twmpath year group ceilidh / twmpath who is it important to? skill that is To capture, required to communicate access the music and preserve: 1.2 Cultural 1.1 Integration practically? stories, understanding of practice events, life What is this music for? views, and What is its purpose, its feelings in context, what Are there places song does it try to achieve? where we can British Folk tradition focus within the To relieve 1.5 Example of a unit of work unit on how boredom in Communication thoughts, the work What do you want planning mind map feelings, ideas and place & pupils to learn about emotions can be provide this music (and develop expressed through exercise on personal views about the music? boats as To enhance they work through the 1.3 Critical 1.4 Creativity How does the melody of a local unit)? traditional song reflect the Festivals, What are the musical understanding Are there meaning of the words? rituals and conventions, requirements / How does a particular celebrations processes, devices and opportunities to arrangement or performer aspects of musical make the key learning enhance the meaning of a elements that make it Are there places come alive, be in the song? unique? Open learning (exploring where we can 'real' world and be What does e.g. Fritz What sort of learning do the broad conventions of a focus within the 'holistic' by working Spiegels Radio 4 theme Aural you want the pupils to with other subjects? learning musical tradition) unit on creativity? tune tell us about the engage in: closed, British character? Compound guided, open or informal? & simple How will you bring in times references to or Plan a piece of music that will be Dance: Modes chances to explore other, Pentatonic played on Radio 4 every morning Ceilidh & twmpath, related music? Folk revival & Folk –rock, scale at 5am i.e. the beginning of jigs and reels, Molly, Morris, Irish fling, country Impact on classical tradition Traditional broadcasting. The piece must dancing, ‘Riverdance’ (VW, Holst, Delius, Grainger, instruments include songs or music from each Britten, Maxwell Davies, Berio, History: Drones region of the British Isles Bartok) Shanties - The Spanish Armada / Nelson Arranging Pop/modern ‘cover’ versions AABA & AB Citizenship & Community cohesion: Blues (linking with songs of structures Local festivals / celebrations oppression) Sequence of learning Key question & Learning Core processes and activities Learning outcome: objective: What is British Folk song and dance, how is it preserved and what does it communicate?

Pupils develop their: By: As an outcome pupils:

Skills by learning how to aurally Singing (learning by ear) learn a traditional song and perform A traditional British love song, ballad & song of oppression considering Sing in unison and in simple parts, explain it in unison and in parts for each how the melody a traditional song reflects the meaning of the the meaning and the way in which the words. melody and rhythms reflect the meaning of Awareness and values by Discuss the lyrics of each. Can we relate to them today? What do they the lyrics considering the purpose and value tell us about the past? Are they a true record of events of the past? of these songs

Knowledge by learning about Features of elements Identify patterns of tones and semi-tones in pentatonic scales and modes Point out the use of pentatonic scales and modes in each song and the pentatonic scale and modes and consolidate with learning about their construction describe their character

Skills and Understanding by Listening and appraising: Identify key musical elements of a learning how to listen and identify Ballad – card sort (identifying musical ingredients), and a consideration traditional ballad and explain how they features of a traditional ballad of how a particular arrangement or performer enhances the meaning of enhance the meaning of the ballad a song

Knowledge by learning about Research / Listening Research and identify songs from different regional songs and melodies from Plan a piece of music that will be played on Radio 4 every morning at regions of the British Isles the different regions of the British 5am i.e. the beginning of broadcasting. The piece must include songs or Isles music from England, Wales, Scotland and N. Ireland.

Awareness and values by Listen to Fritz Spiegels Radio 4 theme tune. How does the piece get Explain what they think the Radio 4 theme learning how traditional melodies across the idea of a union of regions? tune expresses about Britain and the are used to represent national What does the music imply / express about the British character? British character identity

Knowledge by learning about Features of elements Recognise AABA and AAB structures in AABA & AAB melodic structures Analyse the melodies of songs taken from Fritz Spiegels Radio 4 theme different folk songs tune. Point out the melodic structure of each Why are folk songs and dances used in the work place?

Skills by learning how to aurally Singing, performing (learning by ear) Sing in unison and in simple parts and learn a traditional work song and Sea shanty - look at musical ingredients and purpose explain how singing helps with work perform it in unison and in parts Listen to other work songs

Understanding by learning about Dance: a hornpipe and learn about its rhythmic characteristics Dance a hornpipe and identify the characteristics of a Hornpipe characteristic Hornpipe rhythms

Skills by learning how to make a Arranging: Model a class arrangement of drunken sailor (encouraging Arrange a folk song for the performing simple arrangement of a traditional ‘what if?’ questions from the class) resources of a particular group and sea shanty for voices and Next ask groups of pupils to arrange different folk songs or dances from perform it to the class instruments different regions of the British Isles. Extension – perform the group Creativity and thinking by finding arrangements as a sequence (link to Fritz Spiegel’s Radio 4 theme tune. solutions to ‘what if’ questions See above)

Understanding by learning how Listening and appraising: Explain how the musical ingredients of folk folk music is traditionally arranged Comparing two arrangements song arrangements reflect the stylistic for the performing resources and (Folk revival, Folk –rock & Pop/modern ‘cover’ versions) interests or intentions of a performing stylistic interests of different Odd one out – 3 traditional pieces – one an orchestral arrangement by group performers or composers VW or H. Woods Fantasy on Sea Songs (Impact on classical tradition (VW, Holst, Delius, Grainger, Britten, Maxwell Davies) Why do we rarely hear traditional British Folk music on the radio or TV. Is this true and if so why?

What sorts of folk music are used in local festivals, rituals and celebrations?

Skills by learning the steps of Dancing Dance a traditional jig and reel and traditional folk dances A Jig and a reel. Where do these and other traditional dances take place describe how the dance steps of each feels Attitudes and values by (e.g. Molly Dance, Morris, Sword & Maypole?). different considering issues of gender and Why a) there are no women in Morris Dance groups and b) do some race reflected in cultural practice Morris dancers have painted black faces.

Knowledge by learning about and Elements – take learning about jigs and reels forward by learning about Mark the pulse of and discriminate discriminating between rhythmic and discriminating between simple and compound time signatures between and name simple and compound groupings in simple and compound time signatures times

Knowledge by learning about the Listening sounds and capabilities of Introduce a range of British folk instruments. Consider their capabilities Identify and explain the origin of different traditional British folk instruments and identify them in extracts from 3 folk dances. Should we use British folk instruments tambourines in traditional performances as they are not British traditional instruments (they originate from the middle east). Research the origin of some other traditional instruments

Skills by learning how to aurally Singing (learning by ear) Sing a ritual song in unison and in simple learn a traditional ritual song and e.g. Wassail or other ritual songs parts perform it in unison and in parts

What are ceilidhs and twmpaths Bringing it all together: Plan and stage a ceilidh / twmpath, and what is their purpose? Pupils research ceilidh / twmpath, plan and stage their own end of unit incorporating pieces performed or listened entertainment that includes singing, playing, dancing and story telling to in class using material performed and arranged by the class.

Planning might also consideration any of the following questions:

Should Molly Dancing be included – what moral questions would its inclusion raise?

One of the songs chosen i.e. ‘Scarborough fair’ was performed by Simon & Garfunkel in the 1970’s. What are the copyright implications of using the song here?

Should the participants be provided with the words of songs that are sung? (i.e. it is an aural tradition)

A crucial percussionist has been taken sick. There is no time to replace him/her and no one has the necessary skills of confidence to take over. What other solutions could be explored? (e.g. possible use of a looped percussion backing track as part of the performance?)