L E SS O N
World unite
1
Musical focus: Step dance Subject link: PE
World unite body beats
1 / 1-3
Keep a steady beat to a complex piece of music
Count
1
2
1-2
• Display and listen to World unite performance audio, noticing
3
4
that: – after the introduction, three sung choruses alternate with two instrumental verses; – there is an underlying steady beat throughout; – the steady beat supports syncopated (off-beat) rhythms and melodies.
• Display World unite body beats and listen to the teaching
audio: – first time: join in patting knees to the steady beat of the claves; – second time: practise then perform this pattern to the beat – tap knees, clap, tap knees, clap.
World unite in syncopation
1 / 1, 3-4
Sing the song and accompany it with a body beat pattern, highlighting the syncopation of the melody
• Display World unite in syncopation. Listen to the sung chorus in the World unite chorus teaching audio. As you listen, perform the body beat pattern from activity 1. Notice how some words and syllables come in between or off the beat. This is called syncopation.
Sung chorus
Come Come Come Come Come Come Come Come
on, on, on, on, on, on, on, on,
come come come come come come come come
on, on, on, on, on, on, on, on,
• Divide into two groups to learn to sing the chorus with the
together, be as one. together, world as one. together, get it right. together, world unite.
World unite chorus teaching audio: – group 1 copies the singer in the gaps, while – group 2 performs the body beat pattern throughout. Swap groups and repeat the activity. When this is secure, all sing and perform the body pattern throughout.
• Listen to World unite body beats teaching audio and count
how many groups of four beats there are in the introduction after the initial four-beat count-in before the start of the chorus. (There are eight groups of four beats.)
• Play the World unite performance audio. All perform the body
beat pattern throughout and join in singing the chorus in unison each time it occurs.
Compass beat patterns
1/5
Find ways to arrange body beat patterns in unison and together N
3
• Explain that you are going to invent new body beat patterns to
perform in the instrumental verses of World unite. Divide the class into pairs; each pair invents a new four-beat body pattern, eg 1 stamp
N
4
2 clap
3 tap head
4 clap
Invite each pair to demonstrate their pattern with the World unite instrumental verse teaching audio.
W
E
W
E
S
• Display Compass beat patterns. Allocate each pair a compass direction – north, east, south, west – and group pairs together so that each group has all four points of the compass. Each compass group explores ways to arrange their body beat patterns for performance in the instrumental verse, eg – in sequence: pairs perform their patterns once each, repeatedly going round the compass: N E S W, N E S W… – in combination: N and S alternate with E and W; – cumulatively: N NE NES NESW, starting one after another, but then continuously repeating their patterns.
S
• Invite groups to perform their arrangement to the class with the World unite instrumental verse teaching audio.
LESSON LEARNING
EXTENDED LEARNING
• Exploring beat and syncopation through a song and body percussion
Combine the group Compass beat patterns to make a whole class performance, deciding how you will structure all of the groups’ patterns.
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L E SS O N
World unite
2
Musical focus: Step dance Subject link: PE
World cup passing game actions
1/5
Learn the World cup passing game actions without cups 1
2
3
4
5
6
7
5
• Explain that you are going to learn a cup passing game. 8
Display World cup passing game actions and watch the movie which demonstrates the actions for the game, without cups to begin with. Do the children recognise the music? (It is the World unite instrumental verse.)
• All kneel on the floor in a circle close together, and practise performing the actions without the music.
• When confident, perform the actions with the World unite knee
clap
knee
clap
knee
clap
instrumental verse teaching audio.
neighbour
• Play again, changing direction to tap the knees of the neighbour on your other side.
Teaching tip: it may help those who find the co-ordination difficult at first to say these words out loud, then in their heads, as they learn the pattern: knee clap knee clap knee clap neighbour.
World cup passing game
1/5
Perform the World cup passing game
6
• Display World cup passing game and watch the movie
in which the action pattern learned in activity 1 is transferred onto cups.
1
2
3
4
5
6
7
pick
tap
floor
tap
floor
tap
pass
8
• Distribute a plastic beaker (or bean bag) to each child and
practise the movements together without the music, kneeling close together in a circle as before. (Try to look around the circle to make sure everyone is picking up, tapping and passing at the same time.)
• When confident, perform the game with the World unite instrumental verse teaching audio.
Teaching tip: when learning the game, it may help to practise in smaller circles of five or six children sharing one cup. All chant these words as you get used to the pattern: pick tap floor tap floor tap pass Once the pattern is established, say the words in your heads. If you don’t have enough cups for every child, form a smaller circle with cups within the larger one, which continues with the actions.
World cup tour
1/5
Create new cup passing beat patterns and rhythms in groups 2
pick
tap
1
2
3
4
floor floor tap
and
3
4
5
6
floor floor tap
5
6
7
• Divide into small groups to devise new action patterns for the 8
pass
7
World cup passing game. Display World cup tour and discuss possibilities with the class, eg – change direction: start anticlockwise and perform for four cycles of the pattern; then perform four cycles clockwise; – use syncopation: tap between the beats rather than on them; – perform a rhythm on the cup base: leave the cup on the floor and tap a rhythm with fingertips on the base then pick it up and pass it on the beat.
• When the groups have chosen and are confident with their new 8
patterns, practise them all at the same time with the World unite instrumental verse teaching audio.
• Share each group’s ideas by taking it in turns to perform to each other.
• Create a whole class performance by choosing a structure, eg pick
(wait) tap
floor
(wait) tap
floor
(wait) tap
each group joins in one by one in a chosen order.
pass
LESSON LEARNING
EXTENDED LEARNING
• Developing co-ordination and rhythm skills
Each group can find a piece of music of their own choice to accompany the cup passing actions they have devised. Consider the musical style and tempo, then practise and perform to the class.
• Performing a rhythmic sequence to a piece of music
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Music Express Age 10-11 © 014 HarperCollinsPublishers Ltd
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