Interaction with Professional Orchestral Musicians Playing Live Music

ISSUE NO. 1 (April 2006) INDEX

KEY STAGE 1

 High and Low  Music and Maths  Stories to Music  Indian Festival  The Wizard Punchkin  The Seasons  The Animal Band  Beat the Drum

These focus on children’s understanding of musical concepts through practical music making

KEY STAGE 2

Workshops to enhance maths and science topics  Sound and Science (KS1 and 2)  Music and Maths

Workshops to enhance history topics  Victorian Music (KS1 and 2)  Music in War-Time Britain  Tudor Music  Julia’s Wedding (featuring  Music and the Ancient Greeks Roman life)

Workshops to enhance geography topics  African Pictures  Rivers  Indian Festival  Beat the Drum  The Seasons

A composition workshop for a group of schools  Schools Cluster Project

Workshops to enable children to hear live music  The Mini BSO  Bournemouth Strings KEY STAGE 1 High and Low

An introduction to the concept of pitch through the demonstration of large and small orchestral instruments. The children will have the opportunity to listen to the range of sounds played by the musicians and discover for themselves the relative pitch of various school instruments. They will also be able to perform action songs to reinforce these ideas.

Key Stage Reception No of musicians 2 No of pupils 1 class Length 2 sessions per half day Can be used with Stories to Music Space required School hall or similar space Instruments required School percussion OUTLINE OF B.S.O. WORKSHOP

TITLE High and Low (KS 1)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Responding to high and low music

MUSICAL ELEMENTS INTRODUCED Pitch: recognise and respond to high and low sounds Duration: recognise and respond to steady beat in music performed

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1. Controlling sounds through singing and playing – performing skills 1a Control vocal pitching; build and develop rhythmic and melodic memory through extending repertoire of songs (songs to reinforce the concept of pitch) 1b Correct use of percussion instruments; maintain steady beat on percussion instruments 1c Take account of musical instructions

2. Creating and developing musical ideas – composing skills N/A

3. Responding and reviewing – appraising skills Compare the sounds of pieces written for small instruments with those written for large instruments Respond to changes in character within pieces of music through movement Vocabulary High; low; getting higher; getting lower

4. Listening, and applying knowledge and understanding Recognise that high and low sounds can be used for different purposes Recognise that sounds can be produced in different ways KEY STAGE 1 Stories To Music

This project shows how the understanding of musical elements, particularly pitch, can be developed by a well-known story. The children and visiting musicians will make music together to enhance the story.

Key Stage Reception / 1 No of musicians 2 No of pupils 1 class Length 2 sessions per half day Can be used with High and Low Space required School hall or similar space Instruments required School percussion OUTLINE OF B.S.O. WORKSHOP

TITLE Stories To Music (KS 1)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Bringing a story alive through music

MUSICAL ELEMENTS INTRODUCED Pitch: recognise and respond to high and low sounds Timbre: identify wooden, metal, skinned instruments and their properties by sound (select and use different instruments to help tell the story) Dynamics: identify and respond to loud, quiet and silence

1. Controlling sounds through singing and playing – performing skills 1b Correct use of percussion instruments; maintain steady beat on percussion instruments; perform simple patterns keeping to a steady pulse 1c Take account of musical instructions; rehearse and perform as a class 2. Creating and developing musical ideas – composing skills Explore and enjoy how sounds can be made and changed Create and choose sounds in response to a range of given starting points (the children decide on the correct instruments to be used when turning the story into a musical one)

3. Responding and reviewing – appraising skills Discuss sounds they have made and heard using descriptive words Vocabulary High; low; steady beat; loud; quiet

4. Listening, and applying knowledge and understanding Recognise and identify that musical elements can be used for different purposes (telling the story) Recognise and identify that sounds can be produced in different ways (explore different ways of producing sound on the same instrument) Identify how the choice of instruments can contribute towards the mood or effect in music heard or performed KEY STAGE 1 The Wizard Punchkin

This project offers a creative composition workshop based on the story of the Wizard Punchkin - an Indian fable that is mirrored in the tales of other nations. The class will be introduced to a range of Indian i nstruments, followed by a setting of certain aspects of the story to music. After a rendition of the tale, with the children adding a simple musical accompaniment, the class will be encouraged to combine these musical elements into a composition in its own right. There will be a focus on rhythm and melodic contour during the composition process. Finally the class may like to record their work.

Key Stage 1 No of musicians 2 No of pupils 1 class Length 2 sessions per half day Space required School hall or similar space Instruments required School percussion OUTLINE OF B.S.O. WORKSHOP

TITLE The Wizard Punchkin (KS 1)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Performance of musical story (performing alongside musicians)

MUSICAL ELEMENTS INTRODUCED Timbre: the use of a variety of instruments in different contexts Pitch: recognition of the difference between high and low sounds Duration: recognition of and response to a steady beat and rhythmic patterns

1. Controlling sounds through singing and playing – performing skills 1a Sing (responding to a basic scale pattern and following its contours) 1b Play (responding to simple rhythmic and melodic fragments using tuned and untuned percussion) 1c Rehearse as a class and in smaller groups, following musical direction (combine several musical elements); sing short melodic patterns

2. Creating and developing musical ideas – composing skills 2b Compose musical patterns based on characters, moods and actions

3. Responding and reviewing – appraising skills 3a Compare and contrast a series of melodies and discuss their suitability for use in varying contexts. Vocabulary Higher; lower; rhythmic patterns

4. Listening, and applying knowledge and understanding Understand how music from a different culture makes use of musical elements KEY STAGE 1 The Animal Band

This workshop is aimed at younger Key Stage 1 children, and is loosely based on the tale of “The Musicians of Bremen”. After a brief introduction to the orchestral instruments used, the children will recreate the story with the emphasis very much on movement and rhythm. There will be plenty of opportunity for making music using the school percussion instruments.

Key Stage Reception / 1 No of musicians 2 No of pupils 1 class Length 2 sessions per half day Space required School hall or similar space Instruments required School percussion OUTLINE OF B.S.O. WORKSHOP

TITLE Animal Band (KS 1)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Performance of a story using music and movement

MUSICAL ELEMENTS INTRODUCED Duration: understand how simple rhythmic patterns fit to a steady beat

1. Controlling sounds through singing and playing – performing skills 1a Build and develop rhythmic and melodic memory (sing Animal Band song and word rhythms) 1b Maintain a steady beat on untuned percussion 1c Rehearse and perform (rehearse playing rhythmically with others prior to performance of story)

3. Responding and reviewing – appraising skills 3a Respond to music and rhythm using whole body movement (miming the movement of animals to a rhythm) Vocabulary Steady beat; rhythmic patterns

4. Listening, and applying knowledge and understanding Internalise simple rhythmic patterns Recall and play rhythmic patterns in response to a story using identified words as aural signals KEY STAGE 1

Music and Maths

Let the numbers make the music! Enhance numeracy and rhythm to create a musical extravaganza combining elements of counting, addition and subtraction. Clapping, tapping and simple percussion instruments are used to turn numbers into a musical composition.

Key Stage 1 No of musicians 2 No of pupils 1 class Length 2 sessions per half day Space required School hall or similar space with whiteboard Instruments required School percussion OUTLINE OF B.S.O. WORKSHOP

TITLE Music and Maths (KS 1)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional musicians playing live music Create music through numbers

MUSICAL ELEMENTS INTRODUCED Duration: recognise how different rhythmic patterns fit to a steady beat Timbre: identify a range of different sounds Structure: understand repeating patterns

1. Controlling sounds through singing and playing – performing skills 1a Sing simple songs with the musicians (Polly Put The Kettle On) 1b Use body sounds (make body sounds to create rhythms) 1c Take account of instructions when rehearsing (faster, slower, louder, quieter, etc.)

2. Creating and developing musical ideas – composing skills 2a Explore how sounds can be made and changed; compose different rhythms with a variety of sounds (clapping, tapping, humming, etc.)

3. Responding and reviewing – appraising skills 3b Improve their own work; compare different rhythms (divide class into groups); Respond to melody in different metres Vocabulary Steady beat, rhythmic patterns, wooden sounds, metal sounds

4. Listening, and applying knowledge and understanding Apply knowledge of numbers to make music (music in different metres) Understanding how the instruments work (learning about vibrations)

Musical examples Polly Put The Kettle On in 2 metre Pat A Cake in 3 metre The Grand Old Duke of York in 4 Mars-Holst in 5 metre metre KEY STAGE 1 Indian Festival

This workshop is based on the story of the Ramayana, about Rama and Sita. Although this is the story that is celebrated at Divali it is suitable for other times of the year. After a brief introduction about the orchestra, the musicians show and play their instruments. The children are shown Indian instruments and hear them played.

For Key Stage 1. The musicians act out the story with the help of the children’s musical accompaniment developed during the workshop using Indian and classroom instruments.

For Key Stage 2. After helping the musicians to tell the story of the Ramayana by using classroom percussion, the children are encouraged to think how they might describe this in a musical composition. After rehearsing both the story and their composition, these are performed to another class.

The children also learn the Divali song (both Key Stages).

Key Stage 1 No of musicians 2 No of pupils 1 class Length 2 sessions per half day KS1 Half day KS2 Space required School hall or similar space Instruments required School percussion and children’s own instruments OUTLINE OF B.S.O. WORKSHOP

TITLE Indian Festival (KS 1)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Using a musical accompaniment to tell an Indian story

MUSICAL ELEMENTS INTRODUCED Duration: understand how rhythmic patterns fit to a steady beat (to depict different animals in the story) Dynamics: understand and respond to loud and quiet

1. Controlling sounds through singing and playing – performing skills 1a Control vocal pitching, and develop rhythmic and melodic memory by learning Divali song 1b Learn to control playing techniques on classroom percussion, and maintain a steady beat using simple word patterns (to depict the different animals) 1c Sing and play in time together (starting, stopping and following leader’s directions for rehearsing and performing)

3. Responding and reviewing – appraising skills Respond to elements of the story (deciding when to play as different animals are mentioned in the story) Compare Indian music with music from our culture Vocabulary Rhythms; getting louder/quieter; rhythmic patterns

4. Listening, and applying knowledge and understanding Recognise that musical elements can be used for different purposes. (to depict animals or describe a battle) Identify how musical elements can be organised and used expressively within simple structures Listen and respond to Indian music KEY STAGE 1 The Seasons

A creative composition project using Vivaldi's Four Seasons as its starting point. The class would work on one or more of the seasons depending on how many sessions are required. After listening to Vivaldi's music and his poem, the children would work in groups, with the guidance of the musicians, composing their own "seasons" music. At the end of the session there would be a short performance of the pieces.

This flexible project could also be used by a group of schools each taking one season and finally coming together with the musicians to share their work and give a concert.

Key Stage 1 No of musicians 2 No of pupils 1 class Length Half day Space required School hall or similar space Instruments required School percussion and children’s own instruments OUTLINE OF B.S.O. WORKSHOP

TITLE The Seasons (KS 1)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Create a musical description of a season

MUSICAL ELEMENTS INTRODUCED Duration: consolidate understanding of how rhythmic patterns fit to the steady beat Dynamics: identify loud, quiet and silence Texture: recognise one sound / many sounds combined Timbre: identify wooden, metal, skinned and string instruments and their properties by sound Structure: develop understanding of beginning, middle and end of a composition

1. Controlling sounds through singing and playing – performing skills 1b Use own instruments where appropriate; demonstrate accuracy and control of technique on untuned percussion; maintain a steady beat 1c Follow hand and eye signals to direct and lead; rehearse and perform as a class

2. Creating and developing musical ideas – composing skills 2a Explore the way sounds can be made and used expressively 2b Create and choose sounds in response to a range of given starting points

3. Responding and reviewing – appraising skills 3b Improve their own and other’s ideas (the project gives children the chance to respond to and review their composition as it is being created, with the help of the musicians) Vocabulary Getting louder / quieter, rhythms; beginning; middle; end

4. Listening, and applying knowledge and understanding Identify how musical elements can be organized and used expressively within simple structures Musical examples Vivaldi’s Four Seasons – extracts KEY STAGE 1

Beat The Drum

This workshop is designed to give pupils a proper understanding of percussion instruments, their names and most importantly the technique of playing them.

After a short demonstration by the two percussion players from the Bournemouth Symphony Orchestra the children will have the opportunity to work together on various skills. These will include rhythm games and percussion based activities.

The workshop will end with the children using all the skills learnt to create a musical piece of their own which could take as its inspiration, samba, African drumming, rainforest sounds or whale song, etc.

Key Stage 1 No of musicians 2 No of pupils 1 class Length 2 sessions per half day (KS1) Half day (KS2) Space required School hall or similar space Instruments required School percussion OUTLINE OF B.S.O. WORKSHOP TITLE Beat The Drum (KS 1)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Composition of a short piece in a style using percussion instruments

MUSICAL ELEMENTS INTRODUCED Duration: understand how rhythmic patterns fit to a fast or slow beat (marching to snare drum, clapping games) Dynamics: respond to loud, quiet, silence and understand getting louder and quieter Timbre: identify wood, metal, skin instruments and their properties by their sound and sound production, i.e. shake; scrape Structure: understand and identify simple repeating patterns and sectional musical forms (performing a samba)

1. Controlling sounds through singing and playing – performing skills 1a Build and develop rhythmic memory through extending repertoire of chants (words become samba rhythms); develop expressive effect of speaking (vocal sounds mimic instrumental ones); correct playing techniques and treatment of percussion instruments; maintaining a steady beat using body sounds and untuned percussion (samba) 1c Chant and play in time, starting and stopping together, following musician’s directions; take account of musical instruction when rehearsing and performing; rehearse and perform in small groups and as a class

2. Creating and developing musical ideas – composing skills 2a Explore and enjoy how sounds can be made and changed 2b Structure sounds in order appropriate to given starting points (rehearse and perform samba)

3. Responding and reviewing – appraising skills 3a Discuss sounds heard with a range of descriptive words 3b Improve their own work Vocabulary Steady beat; wooden/metal/skinned sounds; rhythms; beat/pulse

4. Listening, and applying knowledge and understanding Recognise musical elements can be used for different purposes Recognise and identify how sounds can be made in different ways Identify how musical elements can be combined and organised within simple structures Musical examples March rhythms; samba rhythms; African dance patterns KEY STAGE 1 and 2 Sound and Science Strings, Brass or Woodwind

Hear instruments being played live by professional musicians. This project aims to reinforce children’s scientific learning through music, and will combine live performance of music with discussions on how the instrument works. Children will be encouraged to observe with their ears as well as their eyes.

Key Stage 1 or 2 No of musicians 2 No of pupils 1 class Could take the form of a presentation to several classes if preferred Length 2 sessions per half day Space required School hall or similar space

NB. This could be expanded to a half day workshop, using contrasting ways of producing sound, for suitably experienced children. OUTLINE OF B.S.O. WORKSHOP

TITLE Sound and Science (KS 1 and 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional musicians playing live music Listen, appraise and respond to music played with an emphasis on the science of sound

MUSICAL ELEMENTS INTRODUCED Pitch: recognise high and low sounds (see and hear a variety of different instruments from the orchestra and compare their ranges of pitch) Texture: recognise how different pieces of music use different layers of sound Timbre: explore the way sounds are made

3. Responding and reviewing – appraising skills 3a Discuss music heard using descriptive words; discuss ways in which the sounds of one instrument can be made and changed (this might stimulate children to experiment with different ways of playing familiar instruments in their own composition work); observing with their ears and eyes, children are given the opportunity, through the practical experience of hearing and seeing instruments being played live, to understand scientific concepts concerning sound Vocabulary High; low; blown; plucked; loud; quiet

4. Listening, and applying knowledge and understanding Identify how sounds can be made in different ways using one instrument or one type of instrument Identify how the choice of instrument can contribute towards the mood of effect in music heard Musical examples A selection of pieces depending on which family of instruments is chosen KEY STAGE 2

Music and Maths

Melodious maths! Combine numerical and musical skills to create a composition in the style of gamelan (East Asian traditional music). Numbers are used to create rhythm and melody, which are incorporated in a composition. This can be performed at the end of the workshop to an invited audience.

Key Stage 2 No of musicians 2 No of pupils 1 class Length Half day Space required School hall or similar space with whiteboard Instruments required School percussion and children’s own instruments OUTLINE OF B.S.O. WORKSHOP

TITLE Music and Maths (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional musicians playing live music Performance of a class composition in the style of gamelan

MUSICAL ELEMENTS INTRODUCED Duration: consolidate understanding of rhythmic patterns Dynamics: understand and identify getting louder/quieter Texture: recognise the density of different textures Timbre: distinguish between different ways of playing percussion Structure: develop an understanding of repetition and ostinati

1. Controlling sounds through singing and playing – performing skills 1b Maintain steady beat/copy and match rhythmic patterns (clapping to a rhythm in 4 metre) 1c Use and follow hand and eye signals to direct and lead (musician or child to conduct); improve their own work; rehearse pupil’s own piece in the gamelan style

2. Creating and developing musical ideas – composing skills 2a Explore the way sounds can be combined (metal and wood instruments); improvise short repeated patterns 2b Experiment with repeating sound patterns; use several rhythms in 4 metre, played on contrasting groups of instruments to create textures

3. Responding and reviewing – appraising skills Respond to the given parameters to create a composition (4 metre and a pentatonic scale) Appraise the composition during its creation

4. Listening, and applying knowledge and understanding Understanding which musical elements make a gamelan sound (use of percussion instruments in 4 metre and pentatonic scale) Applying that knowledge to compose in the gamelan style Understand how music is produced on the horn and percussion (looking at vibrations) Musical examples Pieces in a variety of metres KEY STAGE 1 and 2 Victorian Music

This project gives the children an awareness of the musical life of people at different levels of society in Victorian times. We look at how a wealthy Victorian household makes its own entertainment. Meanwhile, outside, we are introduced to the musical cries of workers and street sellers. However at the music hall everyone joins together to be entertained.

This is all incorporated into a short musical play, when the children are encouraged to dress in costume.

Key Stage 1 or 2 No of musicians 2 No of pupils 1 class Length Half day Space required School hall or similar space Instruments required School percussion and children’s own instruments OUTLINE OF B.S.O. WORKSHOP

TITLE Victorian Music (KS 1 and 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Performance of musical play depicting different aspects of Victorian life

MUSICAL ELEMENTS INTRODUCED Duration: consolidate understanding of how rhythmic patterns fit to a steady beat (within song accompaniment) Dynamics: understand how the full range of dynamics can be manipulated for expressive effect (street cries)

1. Controlling sounds through singing and playing – performing skills 1a Extend accuracy of vocal range (Victorian song to create a mood) Sing musical street cries maintaining accuracy of pitch and a steady pulse 1b Use own instruments / tuned percussion with knowledge of correct technique (an opportunity for members of the class to enhance their performing skills, through playing pieces known by the class) Maintain a steady beat (an accompaniment to the song)

2. Creating and developing musical ideas – composing skills N/A (but children could create their own street cries in follow-up work)

3. Responding and reviewing – appraising skills Compare Victorian music to music of a different period Use of other art forms to respond to character, mood and other elements of music (drama) Vocabulary Beat/pulse; mood; steady beat; getting quieter; getting louder

4. Listening, and applying knowledge and understanding Identify different families of instruments and their qualities Musical examples Pieces by Prince Albert and Elgar KEY STAGE 2 Tudor Music

Invite Henry VIII to your school and bring your Tudor project alive. He will invite you to a masked ball at Hampton Court, where you will learn to play and dance a pavane. Of course everyone will need to be dressed for the occasion. You will be able to listen to Henry singing his latest composition and members of the court will entertain you.

The aim of the session is to create a short musical play, which can be performed to an invited audience from the rest of the school.

TITLE Tudor Music (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Performance of musical play set in Hampton Court to an invited audience

MUSICAL ELEMENTS INTRODUCED Duration: consolidate understanding of how rhythmic patterns fit to a steady beat (Tudor rhythmic patterns)

1. Controlling sounds through singing and playing – performing skills 1a Extend accuracy of vocal range (Tudor songs) 1b Use own instruments / tuned percussion with knowledge of correct technique (an opportunity for members of the class to enhance their performing skills, through playing pieces known by the class); maintain a steady beat (an accompaniment to a pavane) 1c Develop ability to rehearse and present performances in independent groups, showing awareness of their own part in relation to others (play and dance a pavane)

3. Responding and reviewing – appraising skills Compare Tudor music to music of a different period Respond to Tudor music through dancing a pavane Use of other art forms to respond to character, mood and other elements of music (drama) Vocabulary Steady beat; rhythmic patterns

4. Listening, and applying knowledge and understanding Identify different families of instruments and their qualities Understand how combined musical elements contribute to the Tudor style Musical examples Greensleeves; Pastimes; Wolsey’s Wilde KEY STAGE 2 Music and The Ancient Greeks

This creative composition project uses a story from Greek mythology as a starting point. The class will compose a piece of music to accompany the story and at the end of the session they can perform it to an invited audience from the rest of the school.

Key Stage 2 No of musicians 2 No of pupils 1 class Length Half day Space required School hall or similar space Instruments required School percussion and children’s own instruments OUTLINE OF B.S.O. WORKSHOP TITLE Music and The Ancient Greeks (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Bringing a Greek myth alive through music

MUSICAL ELEMENTS INTRODUCED Duration: consolidate understanding of how rhythmic patterns fit to the steady beat Dynamics: understand and identify getting louder/quieter Tempo: understand and identify getting faster/slower Texture: recognise the different density of different textures Timbre: distinguish between different ways of playing percussion instruments Structure: develop understanding of a range of repetition and contrast structures, including use of ostinati

1. Controlling sounds through singing and playing – performing skills 1b Use own instruments where appropriate; practise accuracy and control of technique on untuned percussion; practise maintaining a steady beat 1c Use and follow hand and eye signals to direct and lead; improve their own work; rehearse and perform as a class with an awareness of balance

2. Creating and developing musical ideas – composing skills 2a Explore the way sounds can be combined and used expressively; vary and refine ideas

3. Responding and reviewing – appraising skills 3c Improve their own and others’ ideas with an awareness of the music’s context and purpose (the project requires children to constantly respond to and review their composition as it is being created) Vocabulary Getting louder / quieter; rhythms; beginning; middle; end

4. Listening, and applying knowledge and understanding Consider how a combination of elements may be used in a variety of musical styles and to communicate musical effects Identify different families of instruments and their qualities Identify composers’ intent in music heard and performed (listen to Zorba’s Dance) Identify how elements and resources have combined to communicate moods and ideas (consider this as we compose) Musical examples Zorba’s Dance KEY STAGE 2 Music In War-Time Britain

Become a class of evacuees during the Second World War. Create the atmosphere of the 1940s through the sound textures and authentic music of the period. Different social classes are portrayed during a short performance at the end of the session. Children are encouraged to dress appropriately.

TITLE Music In War-Time Britain (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional musicians playing live music Performance as a class of evacuees

MUSICAL ELEMENTS INTRODUCED Pitch: distinguish between steps and leaps and repeats in melodies (singing wartime songs) Dynamics: understanding louder/quieter

1. Controlling sounds through singing and playing – performing skills 1a Sing wartime songs with action. (Run Rabbit; Underneath the Spreading Chestnut Tree) 1b Use own or school instruments to maintain a march rhythm (Colonel Bogey) 1c Develop ability to rehearse. (Colonel Bogey, Jive and songs)

2. Creating and developing musical ideas – composing skills Composing an accompaniment to Colonel Bogey (using instrumentalists and school percussion)

3. Responding and reviewing – appraising skills 3b Respond to war-time music by dancing and marching (Jive and Hand Jive) Vocabulary Rhythms: steady beat

4. Listening, and applying knowledge and understanding Listen to war-time music - Glenn Miller Band Understand how the instruments work (looking at vibrations) Understand the context of the music and how the use of elements contribute to this Musical examples Glenn Miller Band – American Patrol and In the Mood; Colonel Bogey March KEY STAGE 2 Julia’s Wedding

This workshop gives an insight into Roman life. Dress the bride and groom and follow the procession through the town to the feast in their new home. On the journey the children will be introduced to a lively street scene incorporating shopkeepers, street sellers and Roman soldiers. The procession will end with a great party and entertainment.

The class will create a short musical play which will give them the opportunity to dress up and perform to other members of the school.

TITLE Julia’s Wedding (Romans) (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Performance of a musical play (to depict a Roman street scene and ceremony) to an invited audience

MUSICAL ELEMENTS INTRODUCED Pitch: distinguish between steps and leaps in melodies Duration: consolidate understanding of how rhythmic patterns fit to the steady beat Timbre: distinguish between different ways of playing percussion instruments

1. Controlling sounds through singing and playing – performing skills 1a Extend accuracy of vocal range (Roman wedding song) 1b Use own instruments, tuned and untuned percussion with correct technique; maintain a steady beat (accompanying dancing). 1c Follow hand signals; improve their own work; rehearse and perform in groups and as a class with increasing awareness of balance

3. Responding and reviewing – appraising skills 3a Compare and contrast music performed with an awareness of the music’s context/ purpose (dancing / marching) 3b Use a variety of art forms (dance and drama) to respond to character, mood and other elements of music Vocabulary Rhythms; steady beat; getting louder; getting quieter

4. Listening, and applying knowledge and understanding 4b Identify how a combination of elements are used in a variety of musical styles to communicate musical effects KEY STAGE 2 African Pictures

A basic exploration of the music of Africa, with the accent very much on participation and active involvement. The group will experience the energy and vibrancy of live performance of traditional music from Ghana, and be given the opportunity of comparison with performance of music from their own culture. The main part of the session will be taken up with the composition and rehearsal of the group’s own piece of "African" music, using authentic techniques and principles encountered during the workshop. This could be extended to other art forms such as drama, dance, etc.

The class will be encouraged to perform their compositions (in African costume if possible) at the end of the session.

TITLE African Pictures (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Performance of African pieces developed during the workshop

MUSICAL ELEMENTS INTRODUCED Timbre: compare the use of a variety of instruments in different contexts Duration: recognise and respond to a steady beat and rhythmic patterns

1. Controlling sounds through singing and playing – performing skills 1a Sing (respond to simple African chants) 1b Play (respond to word based rhythms and soundscapes using school percussion) 1c Rehearse as a class and in smaller groups, following musical direction

2. Creating and developing musical ideas – composing skills Create a piece of music based on traditional village activities Compose musical extracts based on words, actions and images (directed use of various suitable sounds using school percussion) Create a mambo based on breakfast foods and using sounds symbolically to create music based on a sunrise

3. Responding and reviewing – appraising skills 3b Comparing and contrasting a variety of musical ideas and approving their suitability (the image of an African sunrise being the context) Vocabulary Rhythms; beat / pulse; rhythmic patterns getting louder/quieter

4. Listening, and applying knowledge and understanding Identify an African chant, developing rhythms from language Musical examples African songs and chants KEY STAGE 2 Indian Festival

This workshop is based on the story of the Ramayana, about Rama and Sita. Although this is the story that is celebrated at Divali it is suitable for other times of the year. After a brief introduction about the orchestra, the musicians show and play their instruments. The children are shown Indian instruments and hear them played.

For Key Stage 1. The musicians act out the story with the help of the children’s musical accompaniment developed during the workshop using Indian and classroom instruments.

For Key Stage 2. After helping the musicians to tell the story of the Ramayana by using classroom percussion, the children are encouraged to think how they might describe this in a musical composition. After rehearsing both the story and their composition, these are performed to another class.

The children also learn the Divali song (both Key Stages).

Key Stage 2 No of musicians 2 No of pupils 1 class Length 2 sessions per half day KS1 Half day KS2 Space required School hall or similar space Instruments required School percussion and children’s own instruments OUTLINE OF B.S.O. WORKSHOP

TITLE Indian Festival (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Using different styles of music to accompany an Indian story MUSICAL ELEMENTS INTRODUCED Duration: consolidate understanding of how rhythmic patterns fit to the steady beat Dynamics: consolidate understanding of and identify getting louder and quieter (use of loud music to depict battle with Ravanna and quiet music to accompany the Divali song) Tempo: understand and identify getting faster or slower Timbre: identify a range of instruments by name(Indian and Western); distinguish between different ways of playing percussion instruments ACTIVITIES TO ADDRESS MUSICAL SKILLS 1. Controlling sounds through singing and playing – performing skills 1a Control vocal pitching, and develop rhythmic and melodic memory by learning Divali song 1b Demonstrate accuracy and control of technique on percussion (groups playing different rhythms to a steady beat) 1c Follow hand signals to direct and lead. Make improvements to their work commenting on the intended effect 2. Creating and developing musical ideas – composing skills Explore the way sounds can be combined and used expressively (combining rhythms with the Divali song) Improvise longer repeated rhythmic patterns and sequences Combine layers of sound with the awareness of the combined effect Use melodies and accompaniments including drones, ostinati, layers Experiment with repeating and re-ordering sound patterns and sections of pieces (all of the above to create an Indian style piece of music)

3. Responding and reviewing – appraising skills Compare and contrast music from Indian and western cultures with an awareness of the music’s context/purpose Vocabulary Getting louder/quieter; rhythmic patterns; beginning/ middle/ end 4. Listening, and applying knowledge and understanding Recognise that musical elements can be used for different purposes (to accompany or to depict the battle with Ravanna) Identify how combinations of elements are used in a variety of musical styles and to communicate musical effects Listen to Indian music and identifying different instruments and their qualities KEY STAGE 2 The Seasons

A creative composition project using Vivaldi's Four Seasons as its starting point. The class would work on one or more of the seasons depending on how many sessions are required. After listening to Vivaldi's music and his poem, the children would work in groups, with the guidance of the musicians, composing their own "seasons" music. At the end of the session there would be a short performance of the pieces.

This flexible project could also be used by a group of schools each taking one season and finally coming together with the musicians to share their work and give a concert.

Key Stage 2 No of musicians 2 No of pupils 1 class Length Half day Space required School hall or similar space Instruments required School percussion and children’s own instruments

OUTLINE OF B.S.O. WORKSHOP TITLE The Seasons (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians playing live music Create a musical description of a season

MUSICAL ELEMENTS INTRODUCED Duration: consolidate understanding of how rhythmic patterns fit to the steady beat Dynamics: understand and identify getting louder/quieter Texture: recognise the different density of different textures Timbre: distinguish between different ways of playing percussion instruments Structure: develop understanding of a range of repetition and contrast structures, including use of ostinati

1. Controlling sounds through singing and playing – performing skills 1b Use own instruments where appropriate; practise accuracy and control of technique on untuned percussion; Practise maintaining a steady beat 1c Use and follow hand and eye signals to direct and lead; improve their own work; rehearse and perform as a class with an awareness of balance

2. Creating and developing musical ideas – composing skills 2a Explore the way sounds can be combined and used expressively; vary and refine ideas

3. Responding and reviewing – appraising skills 3c Improve their own and others’ ideas with an awareness of the music’s context and purpose (the project requires children to constantly respond to and review their composition as it is being created). Vocabulary Getting louder / quieter; rhythms; beginning; middle; end

4. Listening, and applying knowledge and understanding Identify how a combination of elements may be used in a variety of musical styles and to communicate musical effects Identify different families of instruments and their qualities Identify composers’ intent in music heard and performed (Vivaldi’s Four Seasons - extracts) and consider our intent when composing Identify how elements and resources have combined to communicate moods and ideas Musical examples Vivaldi’s Four Seasons – extracts KEY STAGE 2

Rivers

A creative music project designed to explore the life of a river from its source to the sea. The project would focus on the river’s differing features as it travels through various environments and, if desirable, could be linked to a specific river.

The children listen to examples of music that describe a river. The class is then encouraged, with the help of the musicians, to create their own piece of music to describe the course of a river.

The session will culminate in a performance of the class composition.

TITLE Rivers (KS 2)

QUALITY MUSICAL EXPERIENCE(S) Interaction with professional musicians playing live music Improvising, composing and performing a piece of music describing a river

MUSICAL ELEMENTS INTRODUCED Dynamics: consolidate understanding of and identify getting louder or quieter (fierce and gentle aspects of a river) Texture: identify the difference between solo / unison / harmony / layers / drone Structure: identify development of musical ideas

1. Controlling sounds through singing and playing – performing skills 1b Use own instrument where appropriate, and tuned and untuned percussion with knowledge of correct technique; maintain rhythmic and melodic ostinati as an accompaniment in four metre 1c Make improvements to their work, whether individual, in groups or as a whole class, commenting on the intended effect (develop ability to rehearse and present performances, showing awareness of their own part in relation to others)

2. Creating and developing musical ideas – composing skills 2a Explore the way sounds can be combined and used expressively Begin to improvise using pentatonic scales as a base Improvise melodic and rhythmic phrases as part of a group performance 2b Combine layers of sound with awareness of the combined effect Use melodies and accompaniments (drones, ostinati, layers)

3. Responding and reviewing – appraising skills 3a Compare and contrast music heard and performed with an awareness of the music’s context / purpose (to depict different aspects of a river) 3c Improve their own and others work with an awareness of the music’s context / purpose 3b Express and justify ideas and opinions about music heard and performed using an appropriate and extended musical vocabulary Vocabulary Getting louder/quieter; faster/slower; beginning; middle; end

4. Listening, and applying knowledge and understanding Identify how a combination of elements are used to communicate musical effects Identify composers’ intent in music heard and performed Musical examples Ma Vlast – Smetena; Housotonic at Stockbridge – Ives KEY STAGE 2 Beat The Drum

This workshop is designed to give pupils a proper understanding of percussion instruments, their names and most importantly the technique of playing them.

After a short demonstration by the two percussion players from the Bournemouth Symphony Orchestra the children will have the opportunity to work together on various skills. These will include rhythm games and percussion based activities.

The workshop will end with the children using all the skills learnt to create a musical piece of their own which could take as its inspiration, samba, African drumming, rainforest sounds or whale song, etc.

Key Stage 2 No of musicians 2 No of pupils 1 class Length 2 sessions per half day (KS1) Half day (KS2) Space required School hall or similar space Instruments required School percussion OUTLINE OF B.S.O. WORKSHOP TITLE Beat The Drum (KS 2) QUALITY MUSICAL EXPERIENCE(S) Interaction with professional orchestral musicians Performance of musical piece using major and pentatonic scales to invited audience MUSICAL ELEMENTS INTRODUCED Duration: Consolidate understand how rhythmic patterns fit to a regular beat (march in time to snare drum); use of 2, 3, 4, 5 and 6 metre (counting / clapping) Dynamics: understand how full range of dynamics can be manipulated for expressive effects; understand correct method of sound production on a whole range of percussion instruments (shake, scrape, etc.); identify different ensemble combinations (instrument demonstrations); recognise and respond to given musical signals, e.g. samba whistle rhythm ACTIVITIES TO ADDRESS MUSICAL SKILLS 1. Controlling sounds through singing and playing – performing skills 1b Demonstrate accuracy and control on simple untuned percussion; understand “alternative” ways of playing some percussion instruments, e.g. continuous cymbal scrape, tambourine thumb roll, samba triangle, etc. Maintain steady beat / copy, match and compose rhythms in 2,3 and 4 metre 1c Use and follow hand or oral signals to direct and lead; rehearse and perform in independent groups with ability to comment on how intentions have to been achieved; awareness of own part in relation to whole 2. Creating and developing musical ideas – composing skills 2a Explore ways in which sounds can be combined and used expressively 2b Combine layers of sound with awareness of overall effect; use pitch / rhythm patterns to give piece shape and coherence (repeat, re-order, etc.) 3. Responding and reviewing – appraising skills 3a Compare and contrast music rehearsed and performed with awareness of the piece’s context / purpose, e.g. dance piece or rain forest description 3b Express and justify ideas on music heard and performed using appropriate musical vocabulary Vocabulary Wooden/metal/skinned sounds; rhythms; beat/pulse 4. Listening, and applying knowledge and understanding Identify how elements and resources combine to communicate moods, changes of mood (e.g. within own composition) and various musical styles (instrument demos); identify different families of instruments, instruments within them, and basic understanding of playing techniques and sound production Musical examples Javanese pentatonic tunes; march rhythms; samba rhythms; African dance patterns; jazz; sound effects, e.g. bird whistles, sandblocks KEY STAGE 1 and 2 Schools Cluster Project

A creative composition project involving a group of classes from different schools.

With the help of a musician from the Bournemouth Symphony Orchestra, the class produces a musical composition linked to a theme, e.g. Time Travel, Around the World, The Four Seasons, Shipwreck, etc. This can also incorporate drama, word and dance. Each piece is a composition in its own right, but only at the final performance will all the different elements be drawn together to tell the whole story.

The musicians will play music to enhance the performance and link the children's pieces.

Two half-day workshops take place in each school prior to a finale day that involves a dress rehearsal and concert given to parents and friends.

Key Stage 1 or 2 No of musicians 5 No of pupils Maximum of 10 classes Length 2 half days and concert day Space required School hall or similar space Instruments required School percussion and children’s own instruments The Mini B.S.O.

Have you ever wanted to book the Bournemouth Symphony Orchestra to come to your school but have been put off by the fact that the school hall just isn’t big enough? Well why not try The Mini BSO?

The group is made up of five musicians playing a cross-section of instruments from the orchestra. The workshop gives the children the chance to learn interesting facts about the music and listen to performances of special arrangements from our concert repertoire. An ideal opportunity for your pupils to hear and participate in live music played by professional musicians.

Key Stage Any No of musicians 5 No of pupils Whole school Length 1 hour Space required School hall Bournemouth Strings

Hear string instruments being played by professional musicians from the Bournemouth Symphony Orchestra. The ensemble consists of two violins, viola, cello and double bass.

The group offers three different types of concert.

1. Sound And Science This concert aims to reinforce children’s scientific learning through music.

2. Strings Go Exploring A concert that travels around the world.

3. Strings Through The Ages In this concert the group travel through time.

All three concerts offer the opportunity for discussion on how the instruments work and the children will be encouraged to observe with their ears as well as their eyes.

Key Stage Any No of musicians 5 No of pupils Whole school Length 1 hour Space required School hall