Feedback Contents We are always delighted to hear how you’ve used the programmes. Page You can write to us at: BBC School Radio Teacher’s Notes Introduction 3 3rd Floor Bridge House MediaCityUK Salford Programme 1 Signals! 6 M50 2BH Or e-mail us at Programme 2 Is that a fact? 7 [email protected] Programme 3 Boudicca! 8 Programme 4 Oh, the strata of society 9 Programme 5 Spin that coin 10 Programme 6 Roman gods and goddesses 12 Programme 7 Into the arena 13 Programme 8 Make a mosaic 15 Programme 9 Rehearsal and performance A 17 Programme 10 Rehearsal and performance B 18 Lyrics and Music Sheets 19-34 2 Introduction Podcasts Children join in with and learn a set of eight songs exploring the You can also download the history and people of Ancient Rome. From the powerful might of programmes from the iTunes store. the Roman army marching across Europe and Britain, to quieter Simply open the iTunes Store and type aspects of creative activity and everyday life, the series offers a ‘timeandtune’ into the search field. rich mix of musical skills in performing with voices and simple You may find this method more classroom instruments, body-percussion and listening. convenient if you are intending to Time and Tune Age 7–9 store the resources on an iPod. With the help of the messenger-god, Mercury – via a chant to summon him – we travel in time and space to hear the sounds of Once you have downloaded all the Songs, music, production and ancient Roman environments: the markets, the forum, the theatre, resources you may keep them in Teacher’s Notes: Barry Gibson the baths, the chariot-races, the gladiator-fights and a villa in the perpetuity and share them with your class as you wish. countryside. Along the way we explore a wealth of stories, some Presenters: Sophie Aldred and true, some imagined: Romulus and Remus, Boudica, Pompeii – as The downloads are in mp3 file format. They can be played from Nigel Pilkington well as some of Rome’s Emperors, beliefs, gods, goddesses and a computer (most computers should play the files automatically mythical creatures. without the need for additional software). They may also be Editor: Andrew Barnes transferred to an mp3 player (such as an iPod). In either case it is There are also suggestions for combining the songs with dance, anticipated that you will wish to connect your device to a sound Teacher’s Notes designed by: drama, artwork, sets and costumes in exciting performances for system before using the resources. Nick Redeyoff other classes and parents. Once you have downloaded the content you are free to share it with your class or group as you would any other resource from How to acquire the downloads School Radio and to keep it for as long as you wish. The content may be transferred to an mp3 player. Please note: these programmes are not available to order on pre-recorded CDs. Organising the class If listening as a whole class, ensure that the sound equipment is positioned so that it can be heard clearly by everyone, and without excessive ‘echo’. Depending on numbers and location, it can be helpful to position the class in a semi-circle arrangement (eg in several rows). For a variety of vocal warm-ups before the programme go to: http://www.bbc.co.uk/sing/learning/warmingup.shtml The 10 programmes in this series are available to download for a limited period of 60 days from the BBC’s podcast directory at: Word patterns and chants based on short sections of some of the song-lyrics are useful preparation, as are tongue-twisters, focusing www.bbc.co.uk/podcasts/series/timeandtune separately on vowels and consonants, face-exercises (eg exaggerated Please note: the downloads of this series next start to smiling, wide-mouth, chewing toffee), breathing deeply, and become available on 23 September 2015 singing scales (and Roman ‘modes’) to ‘doo’, ‘la’ and humming. 3 The ‘Mercury chant’ is a useful rhythm-starter to get everyone These Notes contain a number of ideas for creating a final performing together and you might like to repeat some of the performance to other classes and the school as a whole – eg in Latin words and phrases in the programmes – see the individual assemblies – as well as to parents. This will provide opportunities programme pages of these Notes – for fun and variety. for extra drama, dance and movement, costumes, mask-making, artwork, sets, props and an exhibition of ‘Romans!’ work from You can vary sitting and standing during the programme – eg across the curriculum. See ‘Follow-up ideas’ for useful starting- sitting to learn the different sections, then standing to perform points. Your final performance might work best ‘in the round’ – the whole songs – depending on your situation. Good standing- see especially programmes 7 and 8 – so experiment with different posture for singing involves straight backs, standing tall, with loose class-layouts in ‘rehearsal’ beforehand to see what will work best knees and feet slightly apart. for your children. Music skills and concepts – overview Appraising skills, Listening and applying Composing skills, creating Programme Performing skills, controlling sounds responding and knowledge and and developing ideas reviewing understanding 1. Signals! • Joining in a rhythmic chant • Composing simple fanfares • Contrasting strong, • Finding out about early • Low to high – singing wide intervals as ‘messages in code’ confident singing with horns and trumpets and leaps • Creating sound-pictures gentle, quiet singing • Exploring a few Latin • Keeping a steady beat based on Roman history words and phrases in a • Singing in ‘phrases’ from picture-books fun way • Performing in two parts 2. Is that a fact? • Controlling louder and quieter • Inventing time-travelling • Fitting in ‘tricky’ words • Exploring song as a • Singing with a cool, ‘bluesy’ feel patterns ‘storytelling’ medium • Clapping/tapping ‘downbeats’ and clicking • Experiment with ancient for historical and ‘upbeats’ ‘modes’ (rows of notes, mythological events • Mouth-percussion (‘beatbox’) or scales) • Up and down melodies 3. Boudicca! • Keeping a steady beat and keeping in time • Using a ‘graphic score’ • Understanding musical • Identifying sounds of • Changing tempo • Turning sounds into musical form and structure basic materials (stone, • Body-percussion and mouth-percussion patterns (including speed wood, metal etc) • Varying loud and quiet changes) and responding • Identifying sounds of to fit classroom instruments 4. Oh, the strata • Singing ‘precise’ words, tune and rhythm • Creating music for dance • Associating sounds and • Identifying of society ‘with decorum’ and movement (a Roman motifs with specific environmental sounds • Pitch – step-by-step movement and fashion-parade) locations (voices, feet, door, melodic leaps • Using classroom cart, animals, water- • Rests instruments to evoke systems, etc) • Contrasting ‘legato’ with ‘staccato’ ancient Roman ones 4 Appraising skills, Listening and applying Composing skills, creating Programme Performing skills, controlling sounds responding and knowledge and and developing ideas reviewing understanding 5. Spin that coin • Performing actions rhythmically • Using a pentatonic scale to • Copying ‘Emperor’ • Identifying market (eg spinning and flicking in time) compose six-note melodies names and rhythms sounds • Singing with smooth voice and clear words • Creating a ‘sound picture’ of • Finding out about • Identifying toy and • Performing with dynamic contrast (getting a Roman market ancient Roman game sounds louder) • Composing an accelerating instruments Roman dance 6. Roman gods • Varying vocal performance to suit mood • Composing sound-pictures • Finding out about • Associating particular and goddesses and character for each god or goddess (or 13 Roman gods and sounds and musical • Fitting in variations to ‘word-scanning’ a selection) goddesses and linking motifs with characters them with modern-day and behaviours customs and language 7. Into the arena • Repeating rhythm-patterns • Using ‘modes to invent • Recognising and • Identifying sounds • Flexible tempo – getting faster and slower word-shapes and patterns adjusting performance to and actions in several • Contrasting anticipation and excitement, ‘comedy’ and ‘tragedy’ contrasting ‘arenas’ with quiet, thoughtful performance • Planning a public • Learning about ancient • Controlling dynamics (loud and quiet) performance of Roman customs and • Recognising chord-patterns learnt items considering moral dimensions (eg cruelty) 8. Make a mosaic • 4-note melodies going up and down • Composing 4-note melodies • Analysing concepts of • Identifying building • Legato and staccato • Creating music for melody, harmony and sounds • Changing dynamics performing with dance, texture • Identifying craft action • Understanding musical structure readings and pictures • Planning details of sounds public performance • Finding out about early Roman instruments (with actions) 9. Rehearsal and • Building confidence • Groups preparing songs • Deciding – what can • Listening to and being performance A • Combining voices with instruments, and compositions for be improved? aware of each other as drama, dance, masks, costumes and other performance performers performing-skills 10. Rehearsal and • Building confidence • Performing songs, • Appraising – what • Reviewing recordings, performance B • Combining voices with instruments, compositions, sound- went well? video, written work, drama, dance, masks, costumes and other pictures, drama, dance and exhibition, etc performing-skills movement to the school, parents