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Viking Saga Songs Time and Tune Contents Viking Saga Songs Time and Tune Contents Page Music Workshop Introduction 3 Programme 1 Loki the Joker 7 Programme 2 Odin, Mighty World-Creator 8 Programme 3 Goblins a Go-Go! 9 Programme 4 Sing us a Saga 10 Programme 5 Thor on a journey 11 Programme 6 Apples of Iduna 12 Programme 7 Birds of the North 13 Programme 8 Rehearsal and Performance (1) 14 Programme 9 Rehearsal and Performance (2) 15 Programme 10 Rehearsal and Performance (3) 16 Lyrics and Music Sheets 17-41 2 Introduction As well as the short extracts within the body of the programmes, the full versions of these stories can be heard online and Viking Saga Songs is an opportunity for children to join in downloaded as mp3s. The original Teacher’s Notes to accompany with songs and music-making inspired by the ancient gods and these stories are still available at: http://downloads.bbc.co.uk/ goddesses of Viking storytelling and mythology. The songs explore schoolradio/pdfs/wordsalive_summer_2007.pdf : the atmosphere and excitement of a Viking sound-world from over http://.downloads.bbc.co.uk/schoolradio/pdfs/wordsalive_ a thousand years ago, while being rooted in familiar modern styles summer_2007.pdf Time & Tune Age 7–9 that the children will relate to, such as reggae, rock and lyrical contemporary ballads. The Teacher’s Notes Songs written and composed by Barry Gibson The programmes The Teacher’s Notes offer: Dramas written by Programmes can be downloaded in mp3 file format for 30 days • A guide to using the programmes. Nigel Bryant following transmission. You can subscribe to the download by • Actions and simple performance ideas. Production and Teacher’s clicking on the podcast link available on the BBC School Radio • Simple vocal versions of the songs with chords. Notes: Barry Gibson website here: • The lyrics of each song in child-friendly lettering to print Designer: Nick Redeyoff www.bbc.co.uk/schoolradio/podcasts and distribute. Editor: Andrew Barnes The ten programmes provide an abundance of support for class singing skills, for language and for rhythm activities. There are also detailed starting points for the children to perform with classroom instruments, including percussion, string and wind sounds, and These programmes are available to develop original composing and creative music-making to purchase at cost price (UK – e.g. working in pairs and groups to devise Viking-inspired schools only) on pre-recorded ’sound-pictures’. CDs. To order by post: All these elements can be combined with the story-songs to BBC Schools’ Broadcast give you a framework for small-scale class presentations (e.g. for Recordings assemblies) or for full-scale school music-drama productions, using PO Box 504 some or all of the stories. Running through the series is a sequence Leicester of dramatised storytellings, told by the crafty Viking trickster-god LE94 0AE Loki – with lots of imaginary places from Nordic myth, half- human creatures, magical mayhem and plenty of humour. By telephone: 0370 977 2727 (Mon – Fri, 8am – 6pm) By fax: 0370 977 2727 or visit: www.bbc.co.uk/schoolradio/ ordercd 3 Feedback Organising the class Good breathing is essential for good singing: • exhale to get rid of residual air We are always pleased to hear how • breathe in allowing tummy muscles to relax outwards, and you use our programmes and, in Voices ribs to expand particular, how your own school Singing is a physical activity, so it is essential to warm up before • sing, keeping ribs pushed out for as long as possible performance has gone. Please send you start. Some programmes include a warm-up at the start, such Encourage children to memorise words through recall and any letters, stories or pictures to: as singing up and down a scale, or singing a phrase from the song. response, or project the lyrics onto a whiteboard. Words / words Where warm ups are not included in the programme, ideas are BBC School Radio and music are available as separate files. Don’t let children look suggested under the heading Before the programme. 3rd Floor Bridge House down at printouts, as they need their heads up to sing well. MediaCityUK It is best to stand up when singing: Salford • back straight M50 2BH • ears directly over shoulders Or e-mail us at • shoulders over hips [email protected] • feet slightly apart (five minutes to one) • hands loosely by sides • eyes straight ahead If this is not possible, then sit on a chair: • shoulders relaxed • ears directly over shoulders • shoulders over hips • feet firmly on the floor • heels just behind the front legs of the chair • hands on knees • eyes straight ahead. It is a good idea to stand or sit in a semi-circle for music activities, as this helps children to keep eye contact with you and with each other. Consider the position of speakers to ensure every child can hear the programmes clearly. 4 Programme Performing skills, controlling sounds Composing skills, creating and Appraising skills, Listening and applying developing ideas responding and reviewing knowledge and understanding 1. Loki the Joker Singing with energy; singing with mystery; • 2-note patterns Loud and quiet; fast and slow; Listening to a sound-montage; listening syncopation; rhythm-patterns. • mountain/sea/sky music higher and lower. to and repeating single phrases; natural • shape-shifting music sounds; Viking instruments. 2. Odin, Mighty Strong and quiet voice; varied voice-qualities; up • arpeggios Leaps and jumps; shorter indentifying natural sounds and World-Creator and down; chanting word-echoes; word-rhythms. • repeating patterns and longer. environments; identifying types of • shimmering and trembling patterns instruments (strings, percussion etc). 3. Goblins a Go-Go Syncopation; word-rhythms; varied voice-qualities; • layers of rhythmic sounds (mining music) Blues style and jazz. Blues instruments and percussion. singing with actions. • jazzy “scat” improvisations 4. Sing us a Saga Smooth, controlled, gentle singing; singing to • Pentatonic wave-melodies Melodic patterns (up/down) Identifying home-note and key; “la”; building phrases; emphasising word-rhythms; • Changing instruments Shifting chord-patterns drones. singing in parts. • Using unpitched sounds for (harmony). atmosphere 5. Thor on a journey Clapping word-rhythms; dynamic contrast (soft/ • fanfares and horn-calls Word-rhythms Identifying metal instruments; horn- loud); changing tempo/speed; pauses; simple • tune-variations (forwards/backwards/ calls, string-sounds and percussion. “conducting”. upside-down) • anvil-music with metal instruments/sounds • class “storm” music 6. Apples of Iduna Voice-registers (high/low); good diction; singing with • two-note melodies with repeated notes Key -changes and home-notes; Identifying various percussion and “mystery and magic”; expressive changes to tempo • “garden” music steady beat. “glassy” sounds; comparing film-music and dynamics. • “icy” repeating patterns approaches. 7. Birds of the North Gentle, flowing, controlled singing; • rising and falling pentatonic tunes Melodic shape and patterns; Identifying natural environments by accurate pitches; • flight-patterns up/down, with unpitched rising and falling harmonies; sound; identifying types of birdsong. wind and sea sounds longer and shorter notes. • birdsong music • environmental music 8. Rehearsal and Performance Planning a performance or production as • adapting above ideas as “incidental” music Using music, words and Identifying song-music extracts used (Drama) an “event”. for drama scenes. movement to differentiate as story-links. character and mood. 9. Rehearsal and Performance Singing “along” with presenters’ voices; • groups preparing selected compositions Deciding – what can be Listening to and being aware of each (Songs) building confidence. for performance. improved? other as performers. 10. Rehearsal and Singing to backing-tracks only; some solo and • Performing “sound-pictures” to school and Appraising – what went well? Reviewing recording, video, written Performance (Backing tracks) group singing; combining voices with instruments. to public. work etc. Words and music by Barry Gibson. © BBC Learning 2012 5 Programme Before the Programme Follow-up ideas 1 • Find out a few basic facts (negative and positive) • Find out about Viking place-names in your area. about the Vikings: where they came from • Find Scandinavia on a map or globe and look at some of the (Scandinavian countries), their seafaring continents and countries the Vikings may have reached, from and raiding exploits, their craftsmanship and storytelling. Asia (East) to North America (West), and how they may have Look at pictures of Viking long-ships, and the fjords and got there. mountains of Scandinavia. • Look at pictures of Viking and Anglo-Saxon craftwork, 1 • Speak the lyrics of the song together, focusing on tricky words especially patterns and symbols inspired by the kinds of and saying the names carefully. Loki the Joker animals into which Loki shape-shifted (dragons, serpents, birds, fishes etc). Create versions of your own. What we will be doing Focus • Plan a class wall-chart or mural of the different Viking realms, Rhythm-patterns; faster/slower all joined by Yggdrasil the great Ash Tree. (speed-changes); louder/quieter Activities (dynamics); higher/lower. • Before learning the song, the children say the phrase “Loki the • In a circle, take it in turns to be Loki, making up very short Joker” several times, while finger-tapping in rhythm. stories on the spot, about shifting shape from one creature or You will need thing to another. Any percussion (e.g. woodblock) to Learning song: ’Loki the Joker’ • Do some research together, to discover what real Viking demonstrate rhythms of “Loki the • This is broken down into sections: chorus; verse 1; verse 2; music may have been like. Their instruments included drums, Joker” and “Thor the Thunderer". verse 3; the coda. The chorus should be tight and rhythmic, bone-whistles, wooden pan-pipes, harps, lyres and huge horns Any pitched instrument (notes C with a fun sense of syncopation and lots of energy. (probably to frighten their enemies).
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