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Overview

The purpose of this activity is to create an anthemic song, a Haka-style dance for the Welsh rugby team and a creative dance inspired by a story from the Mabinogion. Pupils will: o Listen and appraise different o Create a brand new for o Create a Welsh Haka and appraise dance performances o Learn the story of Bran and Branwen from the Mabinogion o Plan a storyboard for a creative dance o Rehearse and perform their creative dance

Enrichment

o Opportunities for collaboration with musicians, dancers, storytellers, choreographers, costume designers and make-up artists

Curriculum links

The main areas of the current curriculum addressed in this rich activity are: LNF: Literacy Skills Digital Literacy Music: Skills: P1, P3, P6-8; C2, C4; A1-3 PE: Skills: CA 2- 6, 8

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Resources included with this activity

o Circle Map sheet o Storyboard sheet o Video clips with suggestions for warm-ups and guidance on creating a haka dance

Resources that need to be made available

o Computer/internet access o iPads or other video recording equipment o Photocopies/enlargements of relevant sheets o Available spaces for groups to work around the school if possible

Preparation

o Computer/internet access o iPads or other video recording equipment o Photocopies/enlargements of relevant sheets o Available spaces for groups to work around the school if possible

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Task 1: What makes an anthem special? Collaboration & Potential LNF Resources progression pathways The pupils listen to a selection of national anthems and learn what an anthem is. The aim of Task 1 is to Songwriter or Literacy provide background knowledge and examples so pupils can attempt to write their own anthem musician to Oracy provide specialist OS2: explaining information and • DISCUSS - What songs do you enjoy? What is your favourite song? Imagine picking one song to input… ideas represent the whole class – would it be easy? So imagine selecting a song to represent an entire OS3: extending talk nation! What do we call these songs? What makes an anthem special? What is its purpose? Community Music OL1: listening Wales carefully • http://community OL3: asking questions WATCH/APPRAISE/SING – Which of these anthems do you prefer and why? OC1: contribute to Mae Hen Wlad Fy Nhadau, sung by a Male Voice Choir musicwales.co.uk/ discussions https://www.youtube.com/watch?v=8XiSpdeVbbw en/ OC2: purposeful talk Welsh anthem sung at the Millennium Stadium before a rugby match. https://www.youtube.com/watch?v=AM4mIlYKG9s Ty Cerdd Writing UK National Anthem, http://www.tycerd WM3: planning writing https://www.youtube.com/watch?v=G9eK9fWUb3s d.org/about-us US National Anthem, The Star Spangled Banner https://www.youtube.com/watch?v=jAYPN-1Yjt0 Consider contacting a local • DISCUSS – Musically, what do these anthems have in common? Discuss in groups, focus on Musical choir - could their Elements e.g. Duration (these examples are all in beats of 3), Tempo (steady pace, slower allowing big conductor come in groups of people to sing together), Pitch (they start with lower notes then hit the high notes later, to talk about often in the chorus part), Dynamics (start quietly, build to a louder, triumphant sound). anthemic songs?

• WRITE – Using enlarged Circle Map sheet provided, groups stick on Post-it notes to record what they’ve learned about anthems

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• DISCUSS/LISTEN/APPRAISE – Can a pop/rock song be an anthem? Play the link for the Manic Street Preachers’ Design for Life – does it have the characteristics of an anthem? https://www.youtube.com/watch?v=TfEoVxy7VDQ

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Task 2: Creating lyrics for a new Welsh National Anthem Collaboration & Potential LNF Resources progression pathways Task 3: Creating a melody for a new Welsh National Anthem Collaboration & Potential LNF Resources progression pathways The class has chosen its most effective verse and chorus. The aim of Task 3 is to create a suitable melody Visit by a for it songwriter… Literacy Oracy • DISCUSS/WATCH – Writing a tune for lyrics can be a difficult task for pupils. Discuss the musical OS2: explaining information element of pitch and how melodies often smoothly step from one note to another (like walking up Community and ideas and down the stairs) and then they might add a few note leaps for variety. The clip below of Music Wales OS5: Role-play. OL1: listening carefully Beethoven’s ‘Ode to Joy’ illustrates this, a first section of ‘steps’ and later on ‘leaps’ http://communi OL3: respond to others https://www.youtube.com/watch?v=siDZXR-zbwI tymusicwales.co OC1: contribute to discussions .uk/en/ OC2: purposeful talk • DISCUSS – Notes don’t have to keep changing – staying on one note, repeating it in a rhythmic way Reading0RC3: identifying can be very effective. Remind pupils of the anthems they studied. They started with lower notes Ty Cerdd information and kept the high notes for later so that the song could build. http://www.tyc RC4: deduction RA5: writer’s erdd.org/about- viewpoint RA6: evaluating content • IMPROVISING/COMPOSING – Give each pupil a copy of the chosen verse/chorus lyrics from the us last lesson. MAT musicians and members of school choir will find it easier to create melodies, as Writing this is challenging. iPads can be useful – pupils could find a quiet space and record their melody Recording WM1 adapt style for purpose companies WM4: explore ways to present ideas into the video camera so that the teacher can listen back. Confident pupils may be able to WM5: reflect, edit, redraft. sing their ideas to the class for appraisal, but often the class teacher will need to listen to ideas and http://www.sai WL2: varied vocabulary sing them for the class so that they can decide. nwales.com/

• EXTENSION - You may decide that composing the melody will be an extension task for your MAT http://www.ffla music pupils, working in a small group with an LSA or collaborating with a local songwriter. ch.co.uk/cms/in dex.php • REHEARSE/PERFORM – When the melody for verse and chorus is completed, use an iPad to record your more able singers performing it. Play it to the class so they can learn it. To be a successful

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anthem, it needs to be sung with enjoyment and pride. The class rehearse singing it acapella, no instruments, and record it. Listen back and appraise whether it sounds like an anthem. If not, what can be done to improve it?

Task 4: Welsh Haka! Collaboration & Potential LNF Resources progression pathways Did you know? The first recorded occasion of a National Anthem being sung before an international sporting occasion was in 1905. The Welsh crowd sang Hen Wlad Fy Nhadau in an impromptu response to the New Zealand rugby team’s traditional Haka at the Cardiff Arms Park.

The WRU would like the Welsh team to have their own Haka-style dance for the next time they play Invite a Literacy New Zealand. The aim of task 4 is to create a Welsh Haka professional Oracy OS2: explaining information dancer to lead a workshop and ideas • DISCUSS – Have you seen the New Zealand Haka? Why do their players do it? What is it like? Does OS3: extending talk

it consist of random moves with everyone doing their own thing? or is it organised and OL1: listening carefully Contact local OL3: asking questions choreographed? dance schools / OC1: discussions community dance OC2: purposeful talk • WATCH – Clips of the Haka – a war dance or challenge to the opposition, by countries such as New organisations Zealand and Samoa. Reading https://www.youtube.com/watch?v=IqfHv9FOpXw Foundation for RS2: reading strategies to https://www.youtube.com/watch?v=yiKFYTFJ_kw Community decode Dance RS3: reading different texts http://www.com RS5: skimming and scanning • MOVE/MODEL – How many moves can you remember? Which group can remember and perform RS8: on-screen texts munitydance.org. the most? (eg. stand up tall, stamp, squat, chant etc.) RC3: identifying information uk/about- RC4: deduction

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• RESEARCH – By viewing the online clips using iPads/laptops, pupils research what makes a good community- Writing WL2: developing vocabulary Haka? How many moves are there? What is the first move? What sounds are used? (Do they note dance.html that the movements are strong, repetitive, and the chant has a question and answer structure?) National Dance Company Wales • CREATE/REHEARSE/REFINE/PERFORM – Using their research for inspiration, groups create their http://www.ndcw own Haka for the Welsh team (will their chant use Welsh words?) They plan, rehearse and refine it ales.co.uk/en/get ready for a performance to the class. Which one would be most effective against the All Blacks at -involved/ the Millennium Stadium? Having available spaces around the school to send groups will be useful. Watch the Warm up Video provided for ideas on warm-up activities for your pupils. Ballet Cymru http://welshball • EXTENSION – Can pupils combine singing their new Welsh National Anthem and dancing their et.co.uk/ Welsh Haka into one performance? This could be a special performance for St David’s Day. Check out the members map of Creu Cymru’s website to find a venue that programmes dance near you: http://www.cre ucymru.com/

Theatre, Dance & Performance Wales has a useful A-Z http://www.theat re-

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wales.co.uk/com panies/

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Task 5: Choreograph a dance about Bran and Branwen Collaboration & Potential LNF progression Resources pathways Pupils discuss what makes an effective dance performance and how stories can be a Opportunity for a Literacy stimulus. The aim of Task 5 is to select an aspect of the Bran & Branwen story to turn into a choreographer to Oracy dance visit school. OS2: explaining information and ideas OS3: extending talk • DISCUSS/WRITE – Which of their Welsh Hakas was the most successful and why? Contact local dance OL1: listening to others Ask pupils to consider what makes a good dance performance? Is it… schools / OL3: asking questions Performing all the steps correctly community dance OC1: contribute to discussions o OC2: purposeful talk Keeping in unison with the other dancers organisations o Foundation for Using the right expression and being fully engaged in the dance throughout o Community Dance Reading RS2: reading strategies o If you make a mistake, stay in the moment, improvise and carry on http://www.comm RS3: reading different texts o Being aware of the other dancers and relating to them? unitydance.org.uk/ RS5: skimming and scanning about-community- RS6: text purpose and features As a class, do a diamond ranking to put these in order of importance and use them as a dance.html RS8: on-screen texts criteria for success for their next dance. RC3: identifying information National Dance RC4: deduction • DISCUSS – Dance is often inspired by stories and legends from the past eg. The Haka Company Wales RA2: responding to text tells the story of a Maori chief’s life over death battle http://www.ndcwa RA3: making connections RA4: facts, theories and opinions les.co.uk/en/get- involved/ RA5: viewpoint • WATCH – The Mabinogion story of ‘Bran and Branwen’ RA6: evaluating content

https://www.youtube.com/watch?v=5rOm95WT4aU&index=2&list=PLE33783E05BD97741 Ballet Cymru Writing http://welshballe WM1: working with writing for different • READ – Reinforce the story by reading on the BBC website… t.co.uk/ purposes http://www.bbc.co.uk/wales/history/sites/themes/society/myths_mabinogion_02.sht WM3: planning writing

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ml Check out the • DISCUSS – Which part of the story would be good for creating a dance? Bran’s army members map of arriving in Ireland? The Irish people’s dislike of Branwen? The cruelty toward Branwen? Creu Cymru’s The battle in the hall? Could they create a Welsh Haka based on this story? website to find a venue that programmes dance near you: http://www.creu cymru.com/

Theatre in Wales has a useful A-Z http://www.theat re- wales.co.uk/com panies/ Storytelling workshop… Literature Wales – see their Writers of Wales database http://www.litera turewales.org/

Task 6: Creating a storyboard for the Mabinogion dance Collaboration & Resources Potential LNF progression

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pathways Pupils will create a dance, planning their ideas step by step. The aim of Opportunity for a choreographer to Oracy Task 6 is to choreograph a dance for the Bran & Branwen story and visit school. OS2: explaining information and ideas OS3: extending talk Contact local dance schools / community display ideas in the form of a storyboard OS4: Speak clearly • WARM UP/MOVEMENT – Watch Video 1 -the Haka Dance warm dance organisations Os5: role play up - to prepare pupils for your dance session Foundation for Community Dance OL1: listening carefully http://www.communitydance.org.uk/abo OL3: asking questions ut-community-dance.html • DISCUSS – Pupils will storyboard their dance. Why is it useful to OC1: contribute to discussions OC2: purposeful talk plan in this way? They could take the Welsh Haka already explored Theatre, Dance & Performance Wales and create a Haka dance for the Bran & Branwen story. has a useful A-Z Writing WM2: adding details http://www.theatre- • WATCH/MOVE - Watch the Branwen Haka video provided, which WM3: planning writing wales.co.uk/companies/ explores various starting points for the dance to provide inspiration WM4: present work appropriatelyWS1: structures for writing for the pupils. Class visit to see a dance WS2: organising writing WS5: visual

performance… features WL2: developing vocabulary • CREATE/MOVE/WRITE – Pupils start exploring their own moves WG4: spelling strategies National Dance Company Wales and sequencing them together. Using the Storyboard sheet, pupils http://www.ndcwales.co.uk/en Numeracy create drawings of body shapes, and short descriptions to tell the Ballet Cymru M5: Time story of their dance. http://welshballet.co.uk/ • Timing – how long does the Haka and National Anthem last? How long should your dance last? What should be the maximum and minimum Check out the members map of Creu length of a performance? Cymru’s website to find a venue that • DISCUSS – Encourage pupils to be organised in their work - programmes dance near you: How will the dance begin? Why does it begin this way? http://www.creucymru.com/ How will you use the available space? How will the dance end?

Will you create a chant or sounds to accompany the moves?

What mood are you trying to create?

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• LISTENING/APPRAISE – A spokesperson for each group gives an overview of their dance and the choices they made. Pupils discuss which dance seems the most interesting, effective, exciting.

Task 7: Rehearsing and performing the dance Collaboration & Resources Potential LNF progression pathways Groups rehearse and refine their ideas. The aim of Task 7 is to perform As well as choreographers, there is Literacy and record the dances potential to collaborate with make-up Oracy OS2: explaining information and ideas artists, costume designers, emerging OS3: extending talk • WATCH – Show clip of Diversity – why is the performance film-makers (students at further OS4: Speak clearly successful? education colleges / university may OS5: role play https://www.youtube.com/watch?v=S4dy4UeZmFs help as part of a joint project) OL1: listening carefully OC1: contribute to discussions OC2: purposeful talk • WARM UP –Warm up with the warm up video and re-watch the

Branwen video for further inspiration and ideas for improving their Theatre in Wales lists every work performing arts organisation on an A- Z list, and has a useful overview of • REHEARSE/REFINE – Groups use their storyboard to practise their their locations moves, refining to make their performance as effective as possible. http://www.theatre- (One pupil in each group could act as choreographer, devising the wales.co.uk/companies/ moves. Video sections on the iPad so groups can independently appraise together before performing it to the class. This is an opportunity to challenge MAT pupils who have a flair for dance, choreography and organising).

• PERFORM/RECORD – Groups perform their dances to the class.

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Video these to iPad.

• APPRAISE – Were the dances successful? Did they fit the mood of the story? How could groups improve their dances? What could be done differently to make the process better next time?

• DISCUSS – Performance possibilities/audiences for the dances – class assembly for parents? KS2 assembly for other pupils?

Suggested further activities

1. Compose an anthem for the school or class

2. Choreograph a dance that could be taught to younger children in break times

3. Discuss the theme of identity through art and design. Explore colours, designs and symbolism in order to create a school flags and a school coat of arms.

4. Pupils could design costumes for their dances to enhance the performance. They could work with a make-up artist to further add to the effect.

5. Explore numeracy and science by estimating how much energy/calories they use to perform the dance. Why do they need water after the dance?

Assessment against the LNF

Many elements and aspects could have been demonstrated by learners as they carried out this activity. Below are tables showing the main focus areas of this activity within the LNF.

Literacy

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Strand Element Aspect Oracy across Developing and presenting information Speaking the and ideas Listening curriculum Collaboration and discussion Reading Locating, selecting and using information Reading strategies across the Responding to what has been read Comprehension curriculum Response and analysis Writing across Organising ideas and information Meaning, purposes, readers the Structure and organisation curriculum Writing accurately Language Grammar; Punctuation; Spelling; Handwriting Numeracy Strand Element Developing numerical reasoning Identify processes and connections Represent and communicate Review Using number skills Use number facts and relationships Fractions, decimals, percentages and ratio Calculate using mental and written methods Estimate and check Manage money Using measuring skills Length, weight/mass, capacity Time Temperature Area and volume; Angle and position Using data skills Collect and record data; Present and analyse data; Interpret results

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