BOOK
EARLY YEARS FOUNDATION
England/Wales EYFS N. Ireland Year 1 Scotland Pre-school, and P1
EYFS ISBN 978-1-4081-8707-4
BOOK 1 AGE
5–6
England/Wales Year 1 N. Ireland Year 2 Scotland P1
ISBN 978-1-4729-0017-3
BOOK 2 AGE
ISBN 978-1-4729-0018-0
BOOK 3 AGE
7–8
AGE
10–11 second edition
ALL NEW CONTENT
Book • 6 units comprising 36 lessons with over 100 teaching activities and photocopiable lyric sheets
DVD-ROM
TS: PACK CONOTMEN+ 3 CDs
• Whiteboard displays for all lessons with audio, graphics, movies and slide shows • 6 medium term lesson plans and 36 fully prepared weekly lesson plans • Glossary and background information
CDs x 3
• All the audio recordings needed to accompany the activities, including backing tracks, teaching tracks and performance tracks
England/Wales Year 3 N. Ireland Year 4 Scotland P3
plans n o s s e L • s ie v o dio • M t-outs Activities • Au in r P • s y la p is d eboard Full-colour whit
BOOK + DVD-R
AGE 10–11
6–7
England/Wales Year 2 N. Ireland Year 3 Scotland P2
Music Express Age 10–11 pack includes:
COMPLETE MUSIC SCHEME FOR PRIMARY CLASS TEACHERS
6
MUSIC EXPRESS
Supports the Music Curriculum for England, Wales, Northern Ireland and the Scottish Curriculum for Excellence
MUSIC EXPRESS Second Edition provides a completely new scheme of work for primary class teachers. Created to support the 2014 National Curriculum, Music Express is a ready-to-use resource of teaching activities which are simple, straightforward and fun to use in any primary classroom. Combining a complete scheme of work with dip-in flexibility, this edition has been created to support a topic-based, cross-curricular approach to music teaching and provides all the resources for musical learning in the curriculum.
usic No m ing read red i requ
ISBN 978-1-4729-0019-7
BOOK 4 AGE
8–9
England/Wales Year 4 N. Ireland Year 5 Scotland P4
ISBN 978-1-4729-0020-3
BOOK 5 AGE
ISBN 978-1-4729-0021-0
BOOK 6 AGE
10–11
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.uk FREEDOM TO TEACH Find us at www.collins.co.uk and follow our blog – articles and information by teachers for teachers. @CollinsPrimary ISBN 978-1-4729-0022-7
England/Wales Year 6 N. Ireland Year 7 Scotland P6
Second Edition
9–10
England/Wales Year 5 N. Ireland Year 6 Scotland P5
NEW!
9 781472 900227
ISBN 978-1-4729-0022-7
Written and compiled by Maureen Hanke, Helen MacGregor, Stephen Chadwick, Matthew Holmes and Ian Lawrence 6746_Music_Express_Age10to11_PBandCDs_Cover.indd 1
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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 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
1 / 1, 3-4
• 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
Music Express Age 10-11 © 014 HarperCollinsPublishers Ltd
1
7
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L E SS O N
World unite
3
Musical focus: Step dance Subject link: PE
Latitude moves
1 / 1-2, 5-9
Perform three melodies as patterns of higher and lower movements North pole 90
o
60
o
A
30
o
G
B'
1, 8-12
• Display World unite and revise the structure of the piece and singing the chorus.
• Display Latitudes and watch the three movies: Latitude moves
X, Y and Z. Do the children recognise the melodies? (They are the melodies from the World unite instrumental verses.) What is the dancer showing in his body movements? (The pitch shape of each melody: see Latitude moves display.)
• All join in learning the movement patterns with the movies.
30
o
E
Then divide into four groups to practise one pattern each to then perform in the order: X X Y Y Z Z X X group 1 group 2 group 3 group 4
60
o
D
Allow the groups time to rehearse their pattern using their Latitude moves display, movie and teaching audio.
South pole 90
o
B
Equator
0
o
• When all are confident, perform the movement patterns in order
with the Latitude sequence then World unite instrumental verse teaching audios.
Latitude melodies
1 / 5-9
Learn to sing and play the three X, Y and Z melodies of the World unite instrumental verses
B
D
E
G
A
B'
10-13
• Display Latitude melodies and learn to sing each of the three melodies, X, Y and Z of the World unite instrumental verse by listening to the teaching audios and copy singing the note names with the repeat. Point out to the children that the notes are sung and played for two beats each.
• Give the same four groups from activity 1 two tuned instruments
and a printout of Latitude melodies. Each group works out how to play their melody. Groups 1 and 4 work out how to play melody X; group 2 melody Y, and group 3 melody Z. Swap players in each group so everyone gets a chance to play.
• Working in the same groups, two children play their melody
on the tuned percussion instruments while the rest of the group perform the corresponding Latitude moves movement pattern.
• When confident, the groups perform in sequence, repeating
their melodies twice: X X Y Y Z Z X X: two children play their group’s melody on tuned percussion while the other children either sing the note names or perform the Latitude moves for it. Use the Latitude sequence then World unite instrumental verse teaching audios for support, if needed.
Teaching tip: to keep the slow two-beat pulse steady, encourage the players to tap the ‘silent’ beats (2 and 4) in the air.
Latitude voices
1 / 5,10
Improvise scat sounds for melodies X, Y and Z from World unite
instrumental verse. Display Latitude voices and listen to Latitude scat teaching audio. Explain that scat singing is a style of jazz singing in which the vocalist uses their voice to imitate instruments, singing made-up syllables like ba ba doo wah instead of words.
1st time
Hmm
da
da
da
da
sha
la
sha
la
• Working in the same four groups from activities 1 and 2, the
children work out scat sounds for their melody and perform them in the X X Y Y Z Z X X sequence to World unite instrumental verse teaching audio.
2nd time
Hmm
Teaching tip: encourage the children to use their own ideas for vocal scat sounds or choose from those shown on the display.
LESSON LEARNING
EXTENDED LEARNING
• Developing the idea of pitch shape and relating it to movement
Encourage the children to work out the other groups Latitude moves and scat melodies, and see if they can remember and perform the complete sequence.
• Understanding pitch through movement and notation
Music Express Age 10-11 © 014 HarperCollinsPublishers Ltd
• As a class, make a vocal arrangement of the World unite
Melody X
14
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