<p> MUSIC UNIT BRAINSTORM</p><p>Title/Context: Sound Makers Class: Stage: 1b Quality Musical Experience(s):  exploration of sound sources in different environments, tape recorded for repeated experience  Rippling Rhythms  Call and Response activity Element(s): Timbre: experience different sound makers and qualities of sound Skills: 1b iii) Explore a range of sound-makers using a variety of pitch and length of note 1c iii) Join in with call & response activities using vocal or body sounds and other sound makers 2a i) Explore a range of sound sources in different environments e.g. outside/in the classroom, with varying degrees of support 3a i) Be aware of a variety of sounds and silence in different environments, e.g. the acoustics in the classroom, sounds which are travelling 1 Controlling sounds through singing and playing – performing skills  Hello song – Welcome song (BS)  Sound bag – choose sound maker from a bag and play in turn  Pass instrument around ring- circle game (sing & play)  Call & Response using instruments/other sound makers 2 Creating and developing musical ideas – composing skills  explore different sound sources/makers in different places  go on a sound walk – explore and collect different sounds  Soundbeam booklet – timbre activity (Bristol Blues) 3 Responding and reviewing – appraising skills  movement to music with props e.g. scarves/parachute/large bungee  large soft ball, move around circle to music/through soundbeam  free movement/expression to music heard  resonance board – different types of sound (finger tips/nails/palms or brushes) Vocabulary/signs/symbols/objects of reference: descriptive words for sounds e.g. scratchy, smooth, spiky and ways sounds are made e.g. shake tap 4 Listening, and applying knowledge and understanding  listen to sounds travelling around different spaces, follow sound source  experience words/touch/tactile objects describing different sounds Musical examples: Rippling Rhythms – Shep Fields (Listening to Music, Elements) Cross-Curricular links, including use of ICT  Language – experiencing descriptive words  ICT – using tape recorder to collect sounds, Soundbeam, switches  Movement – to music using props, free expression Performance opportunity:  Call & Response Activity – video and play back for enjoyment/revisit experience MUSIC UNIT OF WORK Class: Stage:One b (P 2) Term: Title/Context: Sound Makers LEARNING OBJECTIVES ACTIVITIES Specific EVALUATION OF Assessment Understanding Element(s): (including differentiation) Opportunities LEARNING (paragraphs 4a/b)  Hello – Welcome song (BS no.1), sing to each person in turn each session, use Timbre: experience different sound makers personal sound &/or touch if appropriate while singing and qualities of sound  Sound bag – choose sound maker from a bag in turn around circle, and make a 1b iii Developing Skills: sound with it. Return sound maker before moving on to next person. Talk about (paragraphs 1, 2 & 3) sounds, reinforce with touch if appropriate e.g. hairbrush/comb on skin alongside 1b iii) Explore a range of sound-makers scratchy sound and visual cues e.g. Makaton or other flashcards using a variety of pitch and length of note  Moving sounds – leader plays a sound while moving around the room – behind/in- 3a i 1c iii) Join in with call & response activities front/above, near/far from listeners. Vary sounds e.g. fast/slow, loud/quiet, high/low using vocal or body sounds and other sound  Explore different sound sources/makers – radiators, bins, wheelchair spokes, in makers different rooms/areas of school environment, talk about sounds, give tactile input 2a i) Explore a range of sound sources in alongside sound if appropriate, use visual cues to reinforce ideas different environments e.g. outside/in the  Resonance board – explore different types of sounds e.g. finger tips/nails/palms/ classroom, with varying degrees of support knuckles or paintbrush/toothbrush 3a i) Be aware of a variety of sounds and  Sound walk – explore and collect different sounds from around school using tape 2a i silence in different environments, e.g. the recorder, talk about sounds, play back and listen, revisit sounds of interest acoustics in the classroom, sounds which  Soundbeam - Bristol Blues: timbre activity in HMS Soundbeam Booklet, exploring are travelling sounds in a band, using balls or other forms of movement to explore different Quality Musical Experience(s): sounds on beam/switches  exploration of sound sources in different  Pass instrument around ring - circle game, sing song altogether and when song environments, tape recorded for ends, child with instrument plays it. Try with acoustic sound makers/soundbeam/ 1b iii repeated experience switches/classroom instruments also.  Rippling Rhythms  Call & response activity using instruments/other sound makers – modelled, one-on- 1c iii  Call and Response activity one and as a group Applying Understanding: Listening - each session Listen to and follow sound source travelling  Rippling Rhythms (Listening to Music, Elements) – listen and talk about the music/ around different spaces sounds heard, trace shape of long violin slide, jiggle to bubbles (and blow some!), Experience words/touch describing different jumping piano notes, move to music – free expression/ using props sounds (scarves/bungee) use tactile props (tapping pebbles/scraping corrugated card) Vocabulary/signs/symbols: Repertoire/resources: Performing Opportunity descriptive words for sounds e.g. scratchy, Bobby Shaftoe, clap your hands (A & C Black), HMS Soundbeam booklet, CD – Rippling  Call & Response Activity – video and smooth, spiky and ways sounds are made Rhythms – Shep Fields (Listening to Music, Elements - A & C Black), variety of sound play back for enjoyment/revisit e.g. shake tap makers/switches/ classroom instruments, Soundbeam experience Cross-Curricular Links and activities (including ICT):  Language – experiencing descriptive words  ICT – using tape recorder to collect sounds, Soundbeam, switches  Movement – to music using props, free expression </p>