Whole-School Ocarina-Playing Handbook

Whole-School

Ocarina-Playing

David & Christa Liggins

Welcome to Whole -School

Ocarina-Playing with English Ocarinas

Structuring a Music Curriculum

Facilitating Rapid Skill Acquisition Giving Children an Instrumental Voice

Suitable for ages 5 to 14 in any Music Curriculum

Whole -School Ocarina-Playing

English Ocarinas

– Music for Every Child and Every Teacher™ – Musical Beginners and English Ocarinas

– How to give your Pupils an Instrumental Voice – Reasons for using Ocarinas with the Whole School – Examples of Continuous School Programmes

– Ocarina Skill Acquisition and Progression – Skills Aquired through Ocarina-playing (Physical and Musical)

Ocarina Music Curriculum

Contents

– Music Purpose of Study – Age 5 to 14 – National Curriculum in England

– Key Stage 1 Music – Age 5 to 7 – National Curriculum in England – Key Stage 2 Music – Age 7 to 11 – National Curriculum in England – Key Stage 3 Music – Age 11 to 14 – National Curriculum in England – Intent, Implementation, Impact | Immersion – Whole-Class Ensemble Teaching, First Access | Instrument choice – Ocarina Knowledge Organiser – National Plan For Music Education – Model Music Curriculum

Teaching with Ocarinas – Ocarina BEGINNER – Ocarina COMPOSER – Ocarina EXPLORER – Lesson Planning – Assessing Music: Criteria and Methods – Time, Attitudes and Expectations – Teachers – Ocarina-Playing Stages and Levels | Progression pathways

Whole -School Ocarina-Playing

First published 2022 ISBN 978 1 871210 61 3 All contents copyright © 2022 David & Christa Liggins All rights reserved

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing from Ocarina Workshop at the address below or by email to admin@ocarina co uk Ocarina Workshop, PO BOX 56, Kettering, NN15 5LX, UK www.ocarina.co.uk

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instrumentsarebigger, heavierand

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Ocarinas are lightweight – other instruments are bigger, heavier and more awkward to hold Finger-holes are positioned within reach of even the tiniest hands and are small enough to cover well

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Just the two strongest fingers on each hand are needed to play a full octave of notes Neither left nor right hand is dominant as the holes are side-by-side No special embouchure is required – a steady breath rewards the player with beautiful clear notes

If the player blows too hard or too enthusiastically, the instrument cuts out and remains silent Pre-readers and those with reading difficulties can understand and follow carina tablature easily

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This carina ‘code’ is attached to the musical stave to make standard music notation accessible to all Tunes played immediately from a large repertoire ensure rapid progress, and keep motivation high Musical skills acquired through carina-playing are transferable to other musical instruments

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Teacher-friendly

Ocarinas have no moving parts: they arrive and remain fully set up, tuned and ready-to-play

The 4-hole Oc® has no thumb-holes so the teacher can see exactly how each child is doing The unique round shape of the English Ocarina makes it the world’s purest-sounding instrument It is acoustically impossible to produce a second octave on an carina: this minimises squeaking When played in large groups, the sound of carinas blends well and remains at a safe decibel level The carina’s technical simplicity facilitates immediate music-making that is rewarding for everyone Music-reading can be taught through doing, even by teachers who don’t read music themselves All the class can play including those with English as a second language or Special Educational Needs All teachers can teach: eacher books, audio recordings and pupil books keep everyone on track Music remains the dominant language of the classroom, as everyone plays tunes together

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, 6 2 2 6 N > < A < 3 ; 9 D 8 7 9 V P < < A ; 6 8 < ; = < > + 6 A 4 : 6 ; ; < : > = 4 ; = B 9 W 2 D 9 ; < 7 ? D > 9 ; * 7 X 6 4 B < 3 7 D 7 8 0 7 6 7 9 < 7 9 < D 7 2 4 > D C 9 O 3 P < J A 2 4 > D C 9 M 9 D B A 2 < ; J 7 < 9 * F 3 2 J 3 ; < 8 > 6 J A A < > ? 6 > B 3 7 C < 9

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O J 9 D C D 9 ? J 7 C ; D 6 7 3 2 Z 2 J 2 2 3 U 4 0 8 3 B < 9 [

O J 9 D C D 9 3 2 2 3 > 6 J 7 : J 9

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+ 6 J 7 ; . 0 / ; D B < 1 2 3 4 > = 4 ; = B D C 3 2 2 4 0 3 C C J > 3 ; < 2 4 * 7 J 7 C D 3 ; < 2 4 > D C 9 N < 2 2 O 3 P < J A 4 6 J > 6 N 7 2 4 > D C 9 + 6 B A 6 9 < . 7 6 ; < ; J 7 < 9

* 3 C = 7 6 ; < = 3 9 D ; 9 6 N 7 7 3 B < Q 4 > D C 9 C 3 7 U < 7 6 7 9 < 7 9 D C 3 2 R D B < 9 D 8 7 3 ; J > < 9 F 3 > 4 R 6 7 8 J D 7 8 9 < A 3 > 3 ; < 9 7 6 ; < 9

' 2 A = 3 U < ; 3 7 : D ; 9 6 > D 8 D 7 9 ) > < < P C J 2 ; J > < 3 7 : N 6 > : 9 5 6 J 7 : 9 C 3 7 U < = D 8 = 3 7 : 2 6 N 1 D ; C = D 9 9 = 6 N 7 6 7 ; = < 9 ; 3 F <

L < C 6 8 7 D 9 < A 3 > ; 9 6 ? ; = < H C I Y 7 : < > 9 ; 3 7 : = 6 N ; 6 A 2 3 4 L < C 6 8 7 D 9 < C J C P 6 6 0 U D > : C 3 2 2 9 5 4 B U 6 2 9 > < A > < 9 < 7 ; 9 6 J 7 :

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V @ E H > @ 5 4 : = A < H S \ H ; > @ 5 4 : = A < H a : 9 = b @ > : ? : 4 J H @ 4 1 0 / = @ E H _ 3 = H 4 : E H > @ 4 = D H > 8 : J H > ' " N : < N 9 A H > @ > : E A > @ J : 9 X 3 < E + D < 3 E : = @ J 4 3 = H > S > H E @ = 3 4 H >

\ H

& : 9 : 4 J H = D H I J 3 4 D @ 5 D 4 3 = H > L 9 : ; 8 D < : > H > E A > @ J : 9 9 ; 2 9 A < > E 3 3 = D 9 ; 0 H Q 8 < H > > @ O H 9 ; L 9 : ; > = : J J : = 3 4 3 = H > L H < X 3 < E = 3 : 4 : A ? @ H 4 J H

P H : ? I J & 3 Q R : 4 ? 8 9 : ; X < 3 E = D H E Z E 8 < 3 O @ > H = A 4 H > : 4 ? D : < E 3 4 @ H > L 9 : ; E A > @ J : 9 9 ; U @ = D N : J \ @ 4 5 > ^ > H ? ; 4 : E @ J > L H < X 3 < E = 3 : 4 : A ? @ H 4 J H 2 + 3 4 / 5 1 6 5

[ H : 4 @ 4 5 3 X A 4 @ > 3 4 S D : < E 3 4 ; V H E 8 3 > J : 4 J D : 4 5 H ` A : O H < > J : 4 N H @ 4 8 : @ < > $ 3 = = H ? ] A : O H < S > H E @ ] A : O H < a : O H > J : < < ; > 3 A 4 ? @ 4 = D H : @ <

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2 3 A 4 ? > J : 4 N H D @ 5 D : 4 ? 9 3 U _ 3 = H > : < H D @ 5 D M 9 3 U 3 4 > = : O H 2 9 A < > : 4 ? 8 : A > H > @ 5 4 > P H 8 H : = > @ 5 4 > [ @ 4 @ E S ? 3 = = H ? E @ 4 @ E

2 = : O H E A > @ J 4 3 = : = @ 3 4 . H : = A < H > 3 X = D H I J K [ H = D 3 ? > 3 X 8 9 : ; @ 4 5 _ 3 = H > S < H > = > S = : N 9 : = A < H + < 3 = J D H = S > H E @ N < H O H

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D 3 E H S @ X : 8 8 < 3 8 < @ : = H S = 3 8 < : J = @ > H = D H < H : 4 ? > D 3 U 3 X X = D H @ < > \ @ 9 9 > = 3 X : E @ 9 ; : 4 ? X < @ H 4 ? > g f " # $ # % & ' ( ) * + (' ) 5 5 + 0 K J : 4 N H ? @ > 8 9 : ; H ? 3 4 U D @ = H N 3 : < ? > X 3 < U D 3 9 H J 9 : > > 9 H > > 3 4 > S U @ = D > 3 A 4 ? : 4 ? > J < H H 4 >S : > @ 4 = D H N 3 3 \ > g

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= H : J D H < > g 22 123 O c a r i n a : S k i l l s a n d K n o w l e d g e K S 1 , K S 2 a n d K S 3

W G / 2 E < B Y E 5 < B Y E 5 < = > 4 / C 0 1 E < & J 1 3 Q / C = G 4 3 C E < c < E Q = C 3 4 E < ( E E C J 3 N E 4 / 4 ; $ N 3 d e Y [ 3 C J G 3 Q ? 3 < E ; < 5 Q ? J 3 4 = E < P 3 1 3 1 G J E < C 1 / < C 3 ? 2 / 5

Z 1 / ; = C = 3 4 / 2 < 3 4 > < / 1 E / [ 3 0 C 1 E / 2 ? E 3 ? 2 E 8 ? 2 / G E < = 4 J = < C 3 1 5 W 3 4 > < G / 4 [ E M 1 = C C E 4 P 3 1 ? 3 ? 0 2 / 1 E 4 C E 1 C / = 4 Q E 4 C X 0 < = G C E 2 2 < 0 < / [ 3 0 C C J E ? / < C

K G / 1 = 4 / = 4 N E 4 C = 3 4 c J = < C 3 1 5 & 1 3 C G J E C < B H 0 / N E 1 < B Q = 4 = Q < U E G 3 > 4 = < E < 3 4 > P 3 1 Q ) ) ( ) : 5 1 = G < ? / = 4 C ? = G C 0 1 E < W 2 0 1 1 = 4 > R 3 = 4 < 4 3 C E < 8 ? J 1 / < E <

+ 1 E 4 G J M 3 1 ; < / 4 ; Q E / 4 = 4 > < W 3 0 4 ; < G / 4 [ E J = > J / 4 ; 2 3 M Z 0 4 E < G / 4 G / 1 1 5 Q E < < / > E < Z 3 4 > 0 = 4 > < E ? / 1 / C E < C J E 4 3 C E < b 3 C = G E > 0 = C / 1 8 0 Y 0 2 E 2 E G J 3 1 ; <

\ 4 ; E 1 < C / 4 ; ] $ 3 _ . ? ` 6 \ 4 ; E 1 < C / 4 ; ] $ 3 4 % C ^ _ . ? @ ` 6 : 3 M / 4 ; J = > J ? = C G J a < G / 2 E < U 3 0 4 ; < / 4 ; J 3 M C J E 5 M 3 1 Y * 1 E / C + = 1 E 3 P : 3 4 ; 3 4 . ? A 6

X 0 < = G G / 4 Q / 1 Y J = < C 3 1 = G / 2 E N E 4 C < + = 4 > E 1 = 4 > < P 3 1 f f K G / 1 = 4 / 4 3 C E < U E G 3 > 4 = < E f f 4 3 C E < 3 4 C J E < C / N E b 3 C / C = 3 4 < 1 E ? 1 E < E 4 C < 3 0 4 ; < g 4 3 M / 1 / 4 > E 3 P ; = P P E 1 E 4 C 1 J 5 C J Q < H & E E 7 , B 3 : E / 1 4 C 3 ? 2 / 5 / < G / 2 E 3 P $ Q / R 3 1 [ 5 1 E / ; = 4 > K G O = S T h 2 = < C E 4 G / 1 E P 0 2 2 5 C 3 C J E [ / G Y = 4 > < h G 3 Q E = 4 / C C J E 1 = > J C C = Q E h Q / Y E / > 3 3 ; < 3 0 4 ; N 3 G / 2 2 5 / 4 ; = 4 < C 1 0 Q E 4 C / 2 2 5 h G 3 N E 1 C J E J 3 2 E < G 3 Q 2? E C E 2 5 C 3 2? / 5 / C C J E 1 = > J C ? = C G J h G 3 4 C 1 3 2 P = 4 > E 1 < / 4 ; [ 1 E / C J P 3 1 / 4 E N E 4 < 3 0 4 ; h C 3 4 > 0 E 4 3 C E < h 2 E / 1 4 C 3 P 3 2 2 3 M K G / 1 = 4 / P = 4 > E 1 G J / 1 C < B 3 4 E 4 3 C E ? E 1 ? = G C 0 1 EB M J E 4 2? / 5 = 4 > C 0 4 E < B / 4 ; P 3 2 2 3 M 2 5 1 = G < M J E 4 < = 4 > = 4 > h ? E 1 P 3 1 Q = 4 ? 0 [ 2 = G / < 3 P C E 4 / < ? 3 < < = [ 2 E h [ E > = 4 / C C J E < ? E E ; 3 P C J E < 2 3 M E < C = 4 C J E G 2 / < < h M 3 1 Y 0 ? C 3 / ? E 1 P 3 1 Q / 4 G E < ? E E ; / < 3 4 C J E / 0 ; = 3 C 1 / G Y < h = 4 C 1 3 ; 0 G E ; 5 4 / Q = G < B 2? / 5 = 4 > c < = 4 > = 4 > H 0 = E C 2 5 3 1 2 3 0 ; 2 5 B C 3 / ; ; N / 1 = E C 5 C 3 E / G J ? = E G E h < C / 1 C / 4 ; P = 4 = < J C 3 > E C J E 1 i

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This song uses just two sounds: A and E

4 bar intro

START

These two words upside-down N also reads back NOO W

Somersaulting

Play this line of music four times through following the arrows: 1, 2, 3, 4 Then choose art to play 4 times, or play any parts in any order For help rea

Rainy Day Blues

ckwards, pages 28 and 2

4barintro

th

and sing your lyric

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the second line and a Make up your own b tern,

end

It’s Summertime

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and www.YouTube.com/OcarinaWorkshop

National Festival of Music for Youth Guinness World Record

In addition to these teaching videos, both www.ocarina.co.uk and www.youtube.com/ocarinaworkshop show examples of good practice, with 6- to 11-year-old children playing ocarinas in whole-class music lessons.

The reduced-size pages above illustrate some of the notations explored in the 'Ocarina Composer' titles. As well as playing from tablature and stave notation, students learn when to repeat phrases and how to follow music around the page, reading left to right, right to left (as in Arabic script), and even upside down This creative approach encourages children to experiment as they put together sonic jigsaws and mosaics, and sketch graphic scores. At their normal size, these pages are suitable for young children to follow. Musical backings support the whole class, and guided composition activities inspire pupils at both primary and secondary levels Teacher books for both ‘Code - Cracker’ and ‘Music-Maker’ have reproducible ocarina-manuscript with stave and ocarina tablature. 25

The letter ‘v’ di di di dah

A transmittedmessage from the 1940s

Ocarina EXPLORER

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Welcome

Travel through time, from Stone Age to Space Age with music and instruments for each time and place.

40,000 BC –5,000 BC Stone Age 40,000 BC –1,500 AD Stone Age onwards 4,500 BC –1,365 BC Sumerian, Hurrian 3,500 BC –30 BC Ancient Egyptians 1,600 BC –146 BC Shang Dynasty 776 BC –476 AD Greeks, Romans 43 AD –1135 AD Saxon, Viking, Norman 1,800 BC –900 AD Maya 500 AD –1400 AD Medieval

Cave dwellers made flint tools and spearheads so they could hunt wild animals for food.

They painted colourful pictures on cave walls and played music to echo in the darkness.

Sumerians invented writing and Hurrians were first to write music, inspiring this piece.

Rhythmic drumming and shells-blown-as-whistles gave musical accompaniment to pyramid-building.

From 6,000 BC onwards, egg-shaped ocarinas were among the most important of Chinese instruments.

Hadrian’s Wall was built in England at the same time as songs like this were sung in sunny Crete.

AD 43, 597 and 1066 are all significant years in the formation of the British Isles.

The Maya successfully inhabited the rainforests of Central America for nearly 3,000 years.

Medieval songs sound strange to our ears, as if from another world. This one celebrates a donkey!

These songs may be performed as a musical narrative of 42,050 years of history and music-making.

1400 –1600 AD

Renaissance 1485 –1603 AD Tudor

Celebrations in ancient days were colourful, noisy, and full of fun, filling the streets with people.

Susato was a minstrel who composed many tunes. He pioneered the commercial printing of music.

Sing and play in 3-part harmony ‘Long Live Music’ which in Latin is ‘Viva La Musica!’

Play Handel’s Hornpipe steadily (CD tracks 14/34) or more quickly (CD tracks 43/44) for a challenge.

These themes from Vivaldi’s masterpiece fit the Ocarina perfectly, putting the Oc into Baroque!

New lyrics make this sentimental Victorian song as relevant as ever. The tune is most popular in Japan.

The distinctive rhythm and mood of the Tango made it a dance and music craze, still alive today.

Ragtime revolutionised Victorian marches, infusing them with Afro-American vitality for a new century.

Playing with a swing and improvising are elements of jazz that have influenced music over 100 years.

From ‘Mama Mia’ to ‘Chicago’ and ‘The Lion King’, everyone loves a musical. Perform this with style.

Pack your bag, grab your Oc® and get ready for a musical adventure! Explore seven continents, five oceans and the Pacific “Ring of Fire”...

The reduced-size content pages above are from ‘Music World-Explorer ’ . Take a holiday with your classes! Sing to the beat of African drums, play along with Hawaiian guitars, snake -charmer pipes, and more...

Each A5 Pupil Book has 32 pages and 20+ songs Audio CDs / downloads include performance and backing tracks A4 Teacher Books contain up to 80 pages of teaching tips for class teachers and musicians: your personal CPD

Lesson Planning

Planning begins with the pupils. How old are they? What skills do they have? How long is your lesson time? How frequent will those lessons be? Will singing, playing and music-making be end-results in themselves? Will lessons also focus on numeracy, history, geography, or projects in which music can be a key element?

In your lessons, you might like to plan a ‘beginning ’ , ‘middle’ and ‘end’ something like this:

Beginning

Warm up by playing familiar tunes, patterns of notes, and scales Listen to a new song and read the words together; talk about the lyrics, clap their rhythms, and then sing the song. Introduce new topics by looking at timelines and illustrations, stories and instruments. Recap historic eras or geographic regional features referred to in the lyrics.

Middle

Focus on the new song, become familiar with it, and get ready to play; chant the lyrics to the rhythm, identify, isolate and practise any tricky bits (rhythms, finger-movements, tongue-twisters); consider breathing, phrasing and when to tongue or slur notes; count introductions carefully to start accurately; keep together to the end when playing both with or without backings; when confident, combine voices and instruments to create a performance

End

Perform the new piece together; play previously learned pieces to show how far you have progressed musically; add trills, harmonies, dynamics, or try to play from memory. Recap musical and cross-curricular learning points.

Assessing Music: Criteria and Methods

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Time, Attitudes and Expectations

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Ocarina-Playing Stages and Levels

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Progression pathways

Record your pupils’ progress...

Ocarina Workshop have prepared FREE progress charts for each of the music books listed below. A full set of these is supplied with class packs of ocarinas and music books You may also download them today from the ‘Teacher Resources’ section of www ocarina co uk and also from www ocarina co uk/instrumental

The following are available in print as 4-page booklets:

Beginner Progression: Music Zero -to -Hero | 1-2-3 Ocarina | Play Your Ocarina Book 1 ‘Music Zero-to-Hero’ Introduction ISBN 978 1 871210 62 0 ‘1-2-3-Ocarina’ Introduction ISBN 978 1 871210 63 7 Play Your Oc® ‘Book 1’ Introduction ISBN 978 1 871210 64 4

Composer Progression: Music Code - Cracker | Music Music-Maker ‘Music Code-Cracker’ Introduction ISBN 978 1 871210 65 1 ‘Music Music-Maker’ Introduction ISBN 978 1 871210 66 8

Explorer Progression: Music World-Explorer | Music Time -Traveller ‘Music World-Explorer’ Introduction ISBN 978 1 871210 67 4 ‘Music Time-Traveller’ Introduction ISBN 978 1 871210 68 2

Celebrate progress by playing to others – in school, at home, and in the community. Enjoy music for its own sake, both in and out of lessons. Bring joy to those who listen as well as to those who play. Have Fun!

English Ocarinas

The English 4-hole Ocarina was introduced to schools in 1983 by music teacher David Liggins. The first ocarina music books were written soon after, as a direct result of his music teaching in Primary, Secondary and Adult Education. Ocarina Workshop® exists to facilitate school music for class teachers and their pupils. More than a million children have played the ocarina as their first musical instrument. This handbook has been written to help and guide teachers in preparing whole -school ocarina programmes for ages 5 to 14.