Curriculum Themed Days Music Themed Day Let’s compose!

Autumn 2

Year National curriculum objectives Suggested activities / Useful links group

Nursery Sings to self and makes up simple songs. Composer:

Taps out simple rhythms. • What is a composer? • What do they do? Explores and learns how sounds can be changed. A composer is someone who writes music. Anyone can be a composer. Anyone can make music. Makes up rhythms. https://www.youtube.com/watch?v=_-gyNPeYhYc A clip about a famous composer called Mozart (May need to cut clip down- 6 mins long)

Listen to Mozart’s music https://www.youtube.com/watch?v=v0UcnIXGNSM Mozart Classical Music for Children - Relaxing Focus Flute Instrumental Music

Can you move gently using your hands or rhythm sticks to the music? (like a conductor)

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How do you feel when you listen to his music?

Verbal responses could be recorded on stickers in a speech bubble shape.

Display faces that show different emotions to help children articulate how they feel, e.g.

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Share sentence stems to support verbal responses. This could also be displayed on sentence strips.

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The music makes me feel…

I feel…

Can you make your own rhythm sticks using lolly sticks?

(Lolly sticks will be ordered for the day- to be decorated with any resources you have in the setting, e.g. paint, rubber bands, wool etc)

Children’s response to the music can also be recorded pictorially Can you draw how the music makes you feel?

Show images to support understanding e.g. waterfalls, countryside, wild life, rainbows, happy faces, play areas, children playing, families sitting together, playing together etc

The main instrument in this piece of music is called a flute.

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Share images of a flute

How do you think you play this instrument? e.g. How do you hold it?

Child playing a flute https://www.youtube.com/watch?v=Q_LhL-t0Yls

Start at 1min 37 seconds Menuetto by Franz Schubert (children flute solo)

• He is reading music written by a composer • Show examples of music notes • Give opportunity for children to copy music notes on music paper

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Using your rymthm sticks, can you compaose (make up) your own piece of music? Can you add anyt words? Can you teach a friend your beat using your rymthm stickes?

LTMC: recap assembly themes covered so far this year with links to music i.e. communication, mental well-being, self-esteem, resilience, motivation, self- regulation What does music have to do with these themes?

Play track of your choice from Mozart collection to demonstrate different tempo.

How does this music make you feel? (Same question as last music day, assess responses based on work done on the last day)

What is different in comparison to slower example of Mozart’s music?

Reception Children sing songs, make music and dance, and experiment with ways of Composer: changing them. • What is a composer? Children represent their own thoughts, • What do they do? ideas and feelings through music.

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A composer is someone who writes music. Anyone can be a composer. Anyone can make music.

https://www.youtube.com/watch?v=_-gyNPeYhYc A clip about a famous composer called Mozart (May need to cut clip down- 6 mins long)

Listen to Mosat’s music https://www.youtube.com/watch?v=v0UcnIXGNSM Mozart Classical Music for Children - Relaxing Focus Flute Instrumental Music

Can you move gently using your hands or rhythm sticks to the music? (like a conductor)

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How do you feel when you listen to his music?

Verbal responses could be recorded on stickers in a speech bubble shape.

Display faces that show different emotions to help children articulate how they feel, e.g.

Share sentence stems to support verbal responses.

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This could also be displayed on sentence strips.

The music makes me feel…

I feel…

Can you make your own rhythm sticks using lolly sticks?

(Lolly sticks will be ordered for the day- to be decorated with any resources you have in the setting, e.g. paint, rubber bands, wool etc)

Children’s response to the music can also be recorded pictorially Can you draw how the music makes you feel?

Show images to support understanding e.g. waterfalls, countryside, wild life, rainbows, happy faces, play areas, children playing, families sitting together, playing together etc

The main instrument in this piece of music is called a flute.

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Share images of a flute

How do you think you play this instrument? e.g. How do you hold it?

Child playing a flute https://www.youtube.com/watch?v=Q_LhL-t0Yls

Start at 1min 37 seconds Menuetto by Franz Schubert (children flute solo)

• He is reading music written by a composer • Show examples of music notes • Give opportunity for children to copy music notes on music paper

Additional creative activities:

• Drawing flutes using silver crayons • Matching instrument pictures with written names/doubles of pictures • Role play with music sheets and instruments

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Using your rymthm sticks, can you compaose (make up) your own piece of music? Can you add words? Can you teach a friend your beat using your rymthm stickes?

LTMC: recap assembly themes covered so far this year with links to music i.e. communication, mental well-being, self-esteem, resilience, motivation, self- regulation What does music have to do with these themes?

Play track of your choice from Mozart collection to demonstrate different tempo.

How does this music make you feel? (Same question as last music day, assess responses based on work done on the last day)

What is different in comparison to slower example of Mozart’s music? Faster- explore if time permits

Year 1 Experiment with, create, select and Composer: Elton John and Tim Rice combine sounds using the inter-related The Inter-related Dimensions of Music is a way of referring to the building dimensions of music. blocks of music, as referred to in the National Curriculum for Music in England. Enjoy making, playing, changing and combining They used to be referred to as the Elements of Music. ... You could use them sounds; try out different ways of producing alongside other music activities, or when thinking about creating your own music!

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sounds with voice, musical instruments, simple music technology, ‘body sounds’ (tapping, Some guidance on what is meant by ‘inter-related dimension of music’ can be found clicking, marching, stamping etc.) at: https://www.tes.com/teaching-resource/music-nc-2014-inter-related-dimensions- of-music-6436740 or https://www.minuteoflistening.org/subject/dimensions/

LTMC: recap assembly themes covered so far this year with links to music ie communication, mental well-being, self-esteem, resilience, motivation, self- regulation What does music have to do with these themes?

Play Disney track of your choice: How does this music make you feel? (Same

question as last music day, assess responses based on work done on the last day) https://www.nowmusic.com/albums/now- disney/ https://www.youtube.com/playlist?list=PL4BrNFx1j7E6a6IKg8N0IgnkoamHlCHWa

Today’s focus will be on composing music. Explore what composing means. What does a composer do? What are some of the things a composer might need to consider? How does the composition of music change the way we feel? If we change one element (tempo/rhythm) does it change how we feel? if we want to compose music to make us happy, how should it sound?

Show pictures of Elton John and ask if they know who he is?

Who is this? What does he do? Do you know any of the songs he has composed the

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music for?

He composed the music for this song: https://www.youtube.com/watch?v=_1w16LqI60o

How did it make you feel? How did it make you feel that way?

Explore rhythm and pulse. Some great ideas on the link below.

https://www.bbc.co.uk/teach/bring-the-noise/composing-melodies/zkf78xs

How would changing the rhythm make the music feel?

Show a picture/scene from the Lion King and have children go into groups to compose a rhythm to reflect how that scene makes them feel. They can design their own method of notation. Use their bodies to ‘play’ their piece of music.

Revisit the key question.

Year 2 Experiment with, create, select and Composer: Bee Gees combine sounds using the inter-related The Inter-related Dimensions of Music is a way of referring to the building dimensions of music. blocks of music, as referred to in the National Curriculum for Music in England. Creatively experiment with different ways to They used to be referred to as the Elements of Music. ... You could use them produce and change sound. alongside other music activities, or when thinking about creating your own music!

Create, repeat, adapt and extend simple Some guidance on what is meant by ‘inter-related dimension of music’ can be found rhythmic and melodic patterns and words to at: given stimuli or in play context. https://www.tes.com/teaching-resource/music-nc-2014-inter-related-dimensions- of-music-6436740 or https://www.minuteoflistening.org/subject/dimensions/

LTMC: play some disco music. What can they remember about this genre of music?

Year 3 Improvise and compose music for a Composer: Singer/Songwriters Benny Andersson and Björn Ulvaeus from range of purposes using the inter- Abba related dimensions of music. Long term memory check for Country and Western Music What instruments are usually are used?

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What is the song usually about? (a story) Develop an understanding of the history of music. History of music: Start with a clip from Mamma Mia – Do the children recognise the film? Which songs do they know that come from that film? Do they know anything about the people who composed the music and songs for this film? Look at the life of the two men https://en.wikipedia.org/wiki/Björn_Ulvaeus

https://www.youtube.com/watch?v=_ZA4coDBnPU Björn Ulvaeus (ABBA) interviewed in english by Caroline Franc start at 3:37 https://www.youtube.com/watch?v=ARSRzpiRB-8 Abba interview : backstage with Benny Andersson and Bjorn Ulvaeus https://en.wikipedia.org/wiki/Benny_Andersson Composition: Charanga website – https://vle.mmf.org.uk/scheme/1312062-year-4/1312291-mamma-mia Warm up games using different ABBA songs Pulse and rhythm games Explore the use of sound/ body percussion/instruments to explore the music and start to compose their own version Choose one of the songs for the children to paint/draw a picture based on their response to the music/how the music makes them feel? Year 4 Improvise and compose music for a Composer: Singer/Songwriter Nile Rodgers range of purposes using the inter- Long term memory check Can you explain ‘scatting’? Which instruments related dimensions of music. would be used in a Jazz band? History of music: talk about the different songs he has done with Chic Develop an understanding of the wrote, produced and played songs for: Ashford & Simpson Luther Vandross CHIC Norma Jean history of music. Wright Sister Sledge Diana Ross Carly Simon Teddy Pendergrass and Debbie Harry and different people he has worked with Duran Duran Madonna Rod Stewart The Power Station Robert Plant ABC Ronald Isley Nona Hendrix Jeff Beck David Bowie The B52s Depeche Mode Slash Cyndi Lauper Peter Gabriel Jody

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Watley The Thompson Twins Mick Jagger Eric Clapton The Vaughan Brothers INXS Paul Simon Hall & Oates Laurie Anderson Sheena Easton Grace Jones Al Jarreau Bryan Ferry Sting Eddie Murphy David Lee Roth Narada Michael Walden Ric Ocasek Mariah Carey David Sanborn Joss Stone Bob Dylan Britney Spears https://en.wikipedia.org/wiki/Nile_Rodgers https://www.bbc.co.uk/programmes/articles/1NpPWjGP5Kt2dsfWtG9yGQl/7-songs- you-never-knew-were-made-by-nile-rodgers

Composition: Explore the use of sound/ body percussion/instruments to explore the music and start to compose their own version Choose one of the songs for the children to paint/draw a picture based their response to the music/how the music makes them feel?

Year 5 Improvise and compose music for a Composer: range of purposes using the inter- related dimensions of music. Composer: Singer/Songwriter Bill Withers (Lean on me)

Develop an understanding of the Long term memory check –Which genre did you learn about? Which history of music. musical terms do you remember? Can you name any of the music you listen to or one fact about our classic person?

History of music: Show picture of Bill Withers ... do they know who this is or any of the songs / music his wrote? Play ‘Ain’t no sunshine’ and then ‘Lean on me’- https://billwithers.com/biography/ https://en.wikipedia.org/wiki/Bill_Withers Children to look at the history of his life and his work Discuss- did his work influence other composers? Why and how?

Composition: Charanga website https://vle.mmf.org.uk/scheme/1312062-year-4/1313450-lean-on-me Has the different songs written by Billy Withers

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Pulse and rhythm games Explore the use of sound/ body percussion/instruments to explore the music and start to compose their own version Compare to classic music... what is same /different? Tempo, voice/no voice in classical Choose one of the songs for the children to paint/draw a picture based their response to the music/how the music makes them feel?

Year 6 Improvise and compose music for a Composer - Singer/Songwriter: Stevie Wonder range of purposes using the inter- related dimensions of music. Long term memory check for Rock – Where did rock originate? Circle the era. Name influential rock stars. What instruments are often used in rock Develop an understanding of the music? Name a rock song which makes you feel… (e.g. excited, angry, sad) history of music. Etc.

Question to explore and revisit: Do you think that Motown music had an impact on the American Civil Rights Movement? History of music: Learn about the rise of Motown Records in Detroit in 1959 into the sixties. Discuss political history in America at this time around segregation. Motown was an independently run successful African American business. Motown encouraged America’s youth, urging them to look beyond racial divides and to simply sing and dance together in a time where the theme of unity was becoming increasingly important. Civil rights movement in America – Martin Luther-King.

Can you list any Motown artists? Do you know any famous Motown songs.

Introduce Stevie Wonder. Stevie Wonder is classed as a composer as he writes his own music. Listen to three of Stevie Wonder’s songs (e.g. ‘Superstition’, ‘Sir Duke’ and ‘Isn’t She Lovely’. What is similar in each song? (lyrics, backing singers, upbeat/ feel good, instruments, structure of

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the song etc.). Briefly unpick the lyrics of Sir Duke. What messages is Stevie Wonder trying share? How could this link to the American Civil Rights Movement?

Stevie Wonder was 11 years old when Motown signed him. Blind from birth, Stevie Wonder overcame barriers to become one of the most successful singer/songwriters of all time. He is famous for his piano, vocals and harmonica skills. Drums and cymbals are also present in his songs. These are the instruments we will be using to compose our own Motown style song.

Composition: Groups of 6 – one drum (pulse), one drum and one cymbal/bell (rhythm), one keyboard/glockenspiell, 1 backing singer, 2 main vocalists

Listen to the first verse of Sir Duke (instrumental) and identify the pulse (tap on knees). Listen again and identify the rhythm (tap two fingers together).

In groups, support your drummer in keeping the pulse while you then come up with a short rhythm you will repeat for your own song in the first verse. Make up a sentence you can say together to practise and remember this rhythm (tea, coffee, coffee, tea). Practise this repeated rhythm in your groups while your drummer keeps the pulse.

Come back as a class and listen to the instrumental version of Sir Duke. Hum the tune of the first verse together. In groups, while the drummers keep the pulse and rhythm, come up with a tune to play which will cover 32 pulses. This may be repeated in sections with a slight change in the final note similar to in Sir Duke. Once you have practised in you teams, the backing singers and vocalists will need to come up with some lyrics for your song. These lyrics could be about people coming together and equality linked to the American Civil Rights Movement. Once children have

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composed their first verse. Perform and listen. The same teaching structure can be used to compose the bridge and chorus. Harmonica used for the instrumental bridge.

Perform and peer-assess the composition with the success criteria: -A clear pulse and rhythm was kept throughout -The vocals and backing singers were in tune and clear in singing their lyrics -The lyrics were meaningful and upbeat -The keyboard/glockenspiel player played a tune which matched the vocals and rhythm -The group worked well as a team to compose a ‘Motown style’ song

Question to explore and revisit: Do you think that Motown Records had an impact on the American Civil Rights Movement?

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