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Page 1

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

7–8 second edition

ALL NEW CONTENT

Book • 12 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 7-8

6–7

England/Wales Year 2 N. Ireland Year 3 Scotland P2

Music Express Age 7–8 pack includes:

COMPLETE MUSIC SCHEME FOR PRIMARY CLASS TEACHERS

3

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

www.musicexpress.co SUBSCRIBE TO MUSIC EXPRESS ONLINE!

.uk FREEDOM TO TEACH Find us at www.collins.co.uk and follow our blog – articles and information by teachers for teachers. @CollinsPrimary ISBN 978-1-4729-0019-7

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 900197

ISBN 978-1-4729-0022-7

Written and compiled by Maureen Hanke, Helen MacGregor, Stephen Chadwick, Matthew Holmes and Ian Lawrence 6738_Music_Express_Age7to8_PBandCDs_Cover.indd 1

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L E SS O N

Environment

1

Musical focus: Composition Subject link: Geography

The sound collector

1-2

Add sounds to the poem The sound collector

• Read the poem, The sound collector, or watch the movie.

A stranger called this morning Dressed all in black and grey Put every sound into a bag And carried them away

• Display The sound collector pictures. Allocate each of the

The The The The

Notice all the different words used to describe the sounds. sixteen sounds from the poem to a pair of children who select instruments to describe their sound (eg ‘whistling of the kettle’ – recorder mouthpiece/toy whistle; ‘turning of the lock’ – scraper).

• Read the poem, pausing after the relevant lines to allow each pair to perform their sound. Discuss the instrumental effects. Could the sounds be more descriptive, eg louder or quieter; repeated; longer or shorter?

whistling of the kettle turning of the lock purring of the kitten ticking of the clock...

• Perform the sounds without the words, reading out only the first

and last verse. Use the pictures to remind you of the order, if needed. Make an audio recording of the performance to listen to and discuss.

Teaching tip: to help the children choose appropriate instruments have a selection ready for them to choose from, then invite one pair at a time. Repeat the activity later with different selections to give them experience of a wider range of instruments.

My place

1/ 1-5

Learn to sing My place in two voice parts

Chorus My place. My place. My place.

3-5

• Ask the children to identify the main features of their local

area, eg surrounded by fields, tall blocks of flats, local shops, church...

• Listen to the song My place, all joining in with the chorus

The place where I live. The place I call home. The place where I belong. Doo di doo doo di doo doo di doo…

as it becomes familiar. Discuss the main features of the local environment described in each verse.

• Divide the class in two to learn to sing the chorus, then the

verses in two parts with the corresponding display pages and teaching audios.

• Practise singing the song all the way through in two parts, then perform it with the backing audio.

Teaching tip: this song about the local environment is ideal for inclusion in a geographic study and cross-curricular work exploring the local area. The questions at the end of each verse can prompt discussion about what other features can be found.

My place ostinato

1/ 6

Learn an ostinato accompaniment to My place using tuned percussion

6

• Invite a small group to learn an ostinato accompaniment to the

chorus of My place, using the My place ostinato display, tuned percussion (notes D G A), movie and teaching audio. parts with the backing audio, adding the accompaniment in the chorus each time. Confident players could finish the piece by playing a roll with two beaters on the note G on the final ‘My place’.

• Repeat the activity to enable more children to perform the ostinato accompaniment.

x8 My

place.

The place where I live.

Teaching tip: encourage the players to use two beaters and alternate playing left and right, even on repeated notes. To make the percussion part simpler, pairs of children may perform it together: one player playing the upper notes (G and A); the other the lower note (D).

LESSON LEARNING

EXTENDED LEARNING

• Selecting descriptive sounds to accompany a poem • Creating a musical re-telling of a poem • Singing in two-part harmony • Accompanying a song with a melodic ostinato

Descant recorder players can play the G and A ostinato during the chorus of the song My place. If you have other beginner instrumentalists who know the notes G, A or D they may form an ensemble to play the accompaniment, eg open string violins can play D throughout; ukulele players can play alternate G and A strings.

Music Express Age 7-8 © 2014 HarperCollinsPublishers Ltd

• Once the ostinato is secure, perform the whole song in two

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L E SS O N

Environment

2

Musical focus: Composition Subject link: Geography

Under the bridge

1/ 7-9

Sing Under the bridge with expression to reflect the lyrics

v1

Under the bridge, ferns and mosses...

v2

Near by the bridge, cars and buses...

v3

Down at the bridge, shimmering water...

v4

Over the bridge, loud, vibrating...

v5

Under the bridge, ferns and mosses...

7-8

• Display and listen to the song, Under the bridge. Ask how the

voice and instrument sounds reflect the lyrics of each verse, eg – gentle sounds ‘under’ and ‘down at the bridge’ contrast with rhythmic, louder sounds in ‘near by’ and ‘over the bridge’; – louder voice in the ‘near by’ and ‘over the bridge’ verses; instruments play rhythmically to describe the transport sounds.

• Learn the song by copying each line of the first verse with Under the bridge teaching audio, then practising the complete song with the performance audio.

• Explore ways of using your voices expressively to sing the song,

eg: verses 1 and 5 – smooth, medium volume; verse 3 – quiet and breathy; verses 2 and 4 – strong with accented consonants.

• Practise singing the song expressively all the way through with

the performance audio, then perform it with the backing audio.

Teaching tip: encourage the children to explore different tones and volumes with their voices which match the lyrics. Ensure that the melody and lyrics can still be heard when they sing quietly, and that they do not shout when singing loudly.

Bridge composition

1/ 8

Create descriptive music for each verse of Under the bridge

7

• Listen to the backing audio of Under the bridge, and notice

how the note C is used as a drone throughout, either playing sustained, longer notes in the gentle verses, or quicker repeating notes in verses 2 and 4.

• Using the Under the bridge display as a pictorial score,

allocate one verse image each to four groups: ‘under’; ‘near by’; ‘down at’ and ‘over the bridge’. Appoint one or two drone players to each group. The remainder of the group will play untuned percussion.

• Ask each group in turn to select instruments which they think

they can use effectively to play descriptive sounds matching the words of their allocated verse image.

• Follow the score, practising one verse at a time. Each instrument group adds their chosen sounds to the backing audio.

Teaching tip: encourage the drone players to explore ways to play their note to capture the mood of their verse, eg play a steady beat; quickly alternate two beaters on a chime bar; play longer note lengths.

New bridges

7-9

A

B

A

• Look at the New bridges display and discuss the way the

musical ideas from the lesson have been combined in a ternary structure for a performance: – A: sing Under the bridge with drone accompaniment and added bridge compositions on instruments in each verse; – B: a conductor leads an improvised instrumental performance of the bridge compositions from activity 2 by pointing to the pictorial score in an order of their own choice for as long as they wish; – A: repeat the song performance as before.

• Divide the class into three groups – singers, drone players, and

instrumentalists – to perform New bridges. Appoint a conductor to direct the B section using Under the bridge pictorial score.

Teaching tip: lead the drone players performing a steady beat as an introduction and accompaniment to the A section to keep everyone in time.

LESSON LEARNING

EXTENDED LEARNING

• Exploring timbre to create a descriptive piece of music • Learning about ternary form • Singing a song with expression

Extend the composition by creating new verses describing local environments the children have explored. They can then improvise further instrumental descriptions for their version of the song.

Music Express Age 7-8 © 2014 HarperCollinsPublishers Ltd

Perform Under the bridge with compositions in a ternary structure

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L E SS O N

Environment

3

Musical focus: Composition Subject link: Geography

Our place

1 / 10-11

Compose a new verse for the B section of Our place

B

A

10-11

• Listen to Our place, a chanted variation on the song, My place. As you listen, all tap knees gently in time with the beat. Discuss the A B A ternary structure – the chorus is the A section; the verse is the B section; A is repeated.

A

• Display Our place ABA. Explain that you are going to compose a verse about your local area to chant in the B section. Ask the children to identify key geographical features, buildings and amenities of the local area and make a list.

• As a class, take ideas from your features list to create four lines Our place chorus

Our place verse

of lyrics. Make a note of the new verse on the B section of the display. Decide on the rhythm for each phrase. Listen again to the example in the performance audio, if it helps.

Our place chorus

• Practise chanting your new ABA version of Our place with the backing audio.

Teaching tip: your B section may be longer than four lines if you choose to perform without the backing audio.

Our place soundscape Compose a soundscape to depict your local environment

• Recap the features you listed in the previous activity. Discuss the sounds associated with your local area, eg river, train station, church bell, traffic, factories, people, birds or animals. Think about: – sounds that are near and sounds that are further away; – whether they are long or short; high or low; loud or quiet; – how they might be represented creatively in music.

• Divide into small groups, giving each group the task of creating one soundbite – using voices, body percussion or instruments – which describes one of the features from your list.

• When all groups have created their soundbite, decide how

to combine these to create a class soundscape for your local environment, and practise performing them.

Teaching tip: if possible, take the children on a sound walk in the local environment, and make a sound recording. This can be an effective stimulus for the sounds they use in their composition.

Our place rondo

12

Perform Our place rondo with voices and instruments

B

A

C

ideas from the lesson have been combined in a rondo structure for them to perform:

A

– – – – –

A Our place chorus; B Class composed verse; A Our place chorus; C Our place soundscape; A Our place chorus.

• Practise a complete performance of Our place rondo. Perform the piece unaccompanied or with the backing audio.

Our place Our place Our place Our place Our place chorus verse chorus soundchorus scape

• If possible, perform Our place rondo to a friendly audience. Teaching tip: if you choose to perform with the backing audio, you will need to direct your Soundscape performance to fit in the allocated space. Listen for the cowbell four beats marking the end of the section in preparation for the A section chant.

LESSON LEARNING

EXTENDED LEARNING

• Developing the lyrics of a song • Choosing timbre to make an accompaniment • Combining chants and sound pictures in a class performance in rondo structure

Combine The sound collector, Under the Bridge, My Place and Our Place songs and activities to present an assembly or concert performance about the local environment.

Music Express Age 7-8 © 2014 HarperCollinsPublishers Ltd

A

• Display Our place rondo, and discuss the way the musical

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