KS1 Topic: Changes Within Living Memory Block G: Music

KS1 Topic: Changes within Living Memory Block G: Music

Investigate how our experience of music has changed over the last 50 years. Look into changes in our musical tastes, in the different styles of music and how we experience these inside and outside our homes.

Block G: Music Main outcome of topic: History and Music [6 sessions] Other outcomes: English and Art By the end of this block you  Understand changes that have occurred since 1945; Know where musical events fit on will have achieved the a chronological timeline. following outcomes:  Identify changes within living memory; Identify similarities and differences in ways of life in different periods.  Learn about changes to the way of life of people since 1945.  Learn about the changes in one aspect (dance) of British life since 1945.  Understand how personal memories can be used to find out about the past.  To identify links and connections between different aspects of British life since 1945.  Listen to, evaluate and review music across a range of historical periods, including 1950s and 1960s; Use voices expressively and creatively by singing songs.  Use their voices expressively and creatively by singing songs and speaking change and rhymes; listen with concentration to a range of high-quality live and recorded music.  Identify the pulse in pieces of music; join in together.  Listen carefully and develop aural memory.  Know what is meant by pulse or steady beat.  Know how to combine pulse and rhythm.  Know how to create rhythmic patterns based on words and phrases.  Use pulse and rhythm to create an accompaniment for a chant or song.  Control instruments and sing with others.  Collect visual and other information to help develop ideas, apply experience of materials and processes, including drawing, developing control of tools and techniques.  Compare ideas, methods and approaches in their own and others' work.  Explore and develop ideas.  Create short simple texts that combine words with images; Find and use new and interesting words and phrases.  Speak with clarity and use appropriate intonation when reading and reciting texts. Session 1 Children will History and Music  Recognise changes in living memory relevant to the lesson and order events and ask Granny & Grandpa’s Music: and answer relevant questions about post-war life in the1940s/50s/60s. Sing-a-long  Know that times were very different for grandparents; be able to give examples of Learn about some of the how things have changed. differences in how your  Have listened to a range of music and use voices expressively and creatively by singing grandparents would have songs. experienced music and listen  Know examples of songs and music of the period (Post-war – 1950s and 1960s). to some popular songs of the  Listen attentively and express opinions about music listened to. time.

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. KS1 Topic: Changes within Living Memory Block G: Music Session 2 Children will History, Music and Art  Know that their grandparents listened to a different style of music. Granny & Grandpa’s Music:  Know that the art and images related to music had a different style from today. 60s Poster  Create interesting designs based on images from album sleeves and pictures from the Consolidate your time. understanding of Granny &  Use colour and lettering creatively and expressively in the style of that period. Grandpa’s music by looking at some popular styles of the time and create a poster reflecting the tastes of the time. Session 3 Children will History and Music  Identify the pulse and join in with the beat; rehearse prescribed dance moves. Mum and Dad’s music:  Accompany music by dancing to the pulse or rhythm. dance to the beat  Answer specific questions about their topic area. Learn about the differences  Place changes accurately on a time-line. between your grandparents’ and parents’ experience of music and how this would have differed to today’s experience. Listen to some popular songs of the time. Session 4 Children will History, Music, Art and  Place the poster in the correct decade on the time line. English  Recall (recognise) songs; identify well-defined musical features Mum and Dad’s music:  Say what they think about the images; identify what is most effective in their own and design a disco poster others' work and suggest improvements. Consolidate your  Organise/combine shapes, colours, patterns, textures, using mixed media. understanding of music your  Write single words and phrases and write with spaces between words accurately. parents may have enjoyed by looking at some popular styles of the time and create a poster reflecting the style of disco! Session 5 Children will History and Music  Understand that our music time line continues until the present day. Music today: What do we  Accompany a chant or song by clapping or playing the pulse or rhythm of the words. like?  Recall and perform rhythmic patterns to a steady pulse. Compare how music has changed over the decades to some popular music of today. Explore how we experience music differently today.

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. KS1 Topic: Changes within Living Memory Block G: Music Session 6 Children will History, Music and English  Place the object in the correct decade on the time line. Presentation  Identify some similarities within one decade and some differences between now and Consolidate the learning then. from this block by inviting  Use their voices confidently. outside visitors into the  Sing with awareness of other performers. classroom and sharing your  Respond physically when performing, composing and appraising music. knowledge of the changes in  Accompany a chant or song by clapping or playing the pulse or rhythm. music!

Resources

Session 1 Provided: Timeline: 1939 – 2014; Music: How have things changed? presentation; Song words for Yellow Submarine and the Rock around the Clock chorus. You will need: If possible have an old-fashioned wireless or gramophone to show the children.

Session 2 Provided: Images of record sleeves / posters. You will need: Paints, felt pens or coloured pencils; Selection of coloured paper, glue, scissors; A3 paper.

Session 3 Provided: Images of LPs, CDs, tapes; Time-line (from last lesson). You will need: White-board & pens; Space in which to dance.

Session 4 Provided: Images of Abba album covers; Words: ‘Abba’ & ‘Dancing Queen’ to copy/cut out; Images of disco dancers; Time-line from previous session. You will need: Large squares of coloured paper; Coloured paper for cutting up; ‘Sparkly’ bits to add; Scissors; Glue; Pens; Pencils.

Session 5 Provided: Football rap. You will need: Percussion instruments (e.g. drums, woodblocks, clave sticks, coconuts, tambours, rain- sticks).

Session 6 Provided: Completed time-line (from previous sessions); Poster labels. You will need: Posters made in sessions 2 & 4.

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.