in partnership with
QEPAâ€™s FANTASTIC BOOK OF VALUES
Created as part of the TIME project Made possible by a generous grant from
INTRODUCTION Tertia Sefton-Green HMDT Music conceived of the TIME project for two reasons. One was to find a way of ‘Testing the Impact and Measuring the Effect’ (TIME) of our school projects, which have for 20 years embraced commissioning new work with and for young people, supported by cross-curricular resources. The other was to explore working with a school to develop their arts offering through a combination of enhancing teachers’ skills and broadening their approach to embedding the arts across the curriculum. We discovered Queen Eleanor Primary Academy through our relationship with Creative Education Trust and were delighted by their interest in exploring something new to deepen their creative offer. The TIME project began in the summer of 2016 with Year 5 and 6 participating in our Trench Brothers project which commemorates the First World War through the stories of ethnic minority soldiers. Students received an artefacts handling session from The National Army Museum, a visit from a costumed interpreter enacting an Indian soldier, a day to make their forces of Trench Brothers puppets from the Indian Army or British West Indies Regiment and worked with a composer to set a Letter Home from a given soldier they had researched, (in this case Walter Tull, the first black footballer to play for Northampton Town F.C.), to music. Supporting this is the Trench Brothers Education Zone which offers extensive online resources to support the project including 90 lesson plans and activities enabling the subject matter to be embedded across all curricular learning. The project culminated in a staged performance of a new work by composers Julian Joseph and Richard Taylor, performed by visiting professional singers, musicians and puppeteers with the students themselves. SOME OF US HAVE NEVER HAD SUCH AN EXPERIENCE AND WERE SURPRISED THAT WE WERE ABLE TO CREATE SOMETHING LIKE THAT. STUDENT A GREAT OPPORTUNITY FOR ALL THE CHILDREN TO WORK WITH PROFESSIONALS – SCHOOL CANNOT REPLICATE SUCH AN EXPERIENCE. YEAR 5 TEACHER Having experienced a fully immersive ready-made project which aims to show how the arts can enhance all areas of learning, in Autumn 2016, I met with all QEPA staff to discuss what they wanted from the project. We discussed the specific areas they most wanted to focus on, any training opportunities which would be beneficial and ideas for an end product, which would bring together everything they had gained during the year. We started with some skills development sessions in which each class worked with Musician and Composer John Webb, Director Freya Wynn-Jones and Artist Ruth Paton on activities which linked into their current curriculum learning. In Music these included composition, both vocal and instrumental, listening and historical contextual learning and developing performance techniques through learning existing songs following the topics being learnt such as The Vikings, Stone Age, Continents, and WW2. In Art they included Year 2 making storybook boxes as part of their exploration of Fairy Tales, Year 4 drawing friezes and making mosaics as part of studying the Romans, Year 5 using water colours to paint the insect life cycles they were learning and Reception exploring self-portraits in their study of “Magic Me”. Drama included introducing a wide range of general games
and exercises exploring role play, improvisation, creating dialogue, character and tableaux as well as specific activities following each curricular subject. Year 1 used The Gruffalo to explore spoken text and create monster characters. Year 2 explored text interpretation using a scene about the Anglo Saxons and Vikings from one of our school operas. Year 4 examined artefacts as an introduction to storytelling for the Romans and re-enacted Roman mythology and Year 6 used the Blitz to explore ways of devising new work and staging theatre. Staff also worked with the artists for professional development training, and following all sessions, were given extensive written lesson plans of the shared methodologies and techniques used, for ongoing and future use. The final phase of TIME was for the school to develop its own project supported by guest artist visits and for this, they chose to focus on their school values and visions and find ways of expressing these through the arts with a view to creating a permanent record and display. We chose to explore a range of genres through music and the visual arts, and create art works to be displayed across the school together with songs representing each value and vision. Each class/Year group was allocated a value or vision and chose ways to represent this through art forms including collage, painting, sculpture, designing a pop-up book, animated cartoon, stop-motion, photography and puppetry and worked with a specialist in each field. Having chosen a musical genre including pop, jazz, gospel, rap and soft rock they devised lyrics based on their theme and worked with composers to set their words to music and create a song. The final phase was to learn their songs and work with our Music Director Jenny Gould to rehearse and record them in Lodge Recording Studios, an experience they all enjoyed. The results of this phase are to be found in QEPAâ€™s Fantastic Book of Values, snapshots of which can be seen from photos, feedback and the accompanying DVD of the songs and films. It has been a great pleasure working with QEPA on the TIME project and a valuable opportunity for us to develop work with teachers and reflect on all the elements of the project. Weâ€™re extremely grateful to funders Paul Hamlyn Foundation for making all this possible and to all the QEPA staff and children for their commitment and hard work. Tertia Sefton-Green Creative Director, HMDT Music
INTRODUCTION Daniel Smith For me, this project has been all about what it adds to our school and there is no doubt that the additions have been significant – both in terms of professional capital and collective achievement. At the outset, it was really important to ensure that the work that we undertook complemented and indeed enhanced the school’s journey towards excellence whilst also providing something substantial and lasting. I am pleased that this has been the case. The use of our school vision and values as the subject matter certainly helped with this endeavour. The challenge, of course, was to strike the balance between skill development (for pupils and teachers alike), high-quality outcomes and a real and relevant impact on teaching and learning within the school. As ever, collaboration was a key theme – as our youngest children will tell you in their song! Artists working alongside teachers provided good professional opportunities at the same time as adding depth to the breadth of curriculum that we already seek to provide. Engagement levels from the pupils were high throughout, but rose as the project progressed. The initial workshops helped to focus the teachers on the importance of skill development within the more creative subjects as well as to get to know their classes better as budding artists, musicians and actors. They also helped to shape the direction of the project and the flexibility between phases was another key factor in ensuring that the ownership remained with the school. As the classes began to work on their own individual projects, it was clear to see that this ownership was transferring to individuals throughout the school and I believe that we have ended up with something of which we can truly be proud. The most exciting part of the project for me – as a highly invested observer – has been to see the project evolve. At the start, I think it is fair to say that there was an element of reticence – or even reluctance – as we had never approached a project of this magnitude before. Yet by the time the children visited Lodge Studio, class by class, to record their songs, there was a real buzz of excitement around the school. I believe that both the teachers and the pupils could see that they had produced something excellent. Throughout the project, engagement levels grew and I hope that the ripple effect of this work will continue to impact upon the school for years to come. Naturally, a venture such as this does not happen by chance and I would like to thank all of the talented artists who have worked with us over the past twelve months, especially Jenny Gould for her endless creativity and enthusiasm in rehearsing and recording our songs. I would also like to thank HMDT Music, and in particular Tertia Sefton-Green for the time, effort, resources, imagination and patience that they have put in throughout the project, in order to make it such a success.
Daniel Smith Head Teacher, Queen Eleanor Primary Academy
COLLABORATI RECEPTION collage and unison
Our art work was inspired by the children’s idea of ‘helping hands’ in all of the things we do together – tidying up, helping with coats and zips, showing each other how to write letters and numbers and holding hands when our friends need support to overcome a challenge. In order to promote collaboration in a wider sense, parents were invited to come and work with their children, alongside Mark the artist too. The children drew around their hands on different fabrics and decorated these before putting their work together to create large textile pieces to hang on the walls around school.
I LIKE TO MAKE HELPING HANDS. SZYMON I LIKE WORKING WITH FRIENDS. EMILY WE HELP EACH OTHER. ISAACC Our music work intended to highlight how collaboration supports the children’s journey through their first year of school. Starting as a big adventure, making friends, learning, playing and exploring, supporting each other with difficulties, the happiness collaboration brings, tidying up and earning dojo points for our school value of collaboration.
The children gave ideas which were put together into a song. The children then worked with John the musician to create the tune for it. They used a xylophone to find several musical notes that worked together and John helped to fit this to the song lyrics using a keyboard and piano.
Recording the song in the studio was a fantastic experience!
COLLABORATION IS ABOUT MAKING FRIENDS AND WE MADE A SONG TOGETHER. DAISY
Collaboration is working with friends Zofia
I LIKE WORKING WITH FRIENDS TO MAKE A SONG. RUBY
I went to the studio to sing Riley-Jay I liked going to the studio to sing the collaboration song Ellis
Collaboration is working together Tiffany-Paige Collaboration is fun Denisa
I LIKE TO SING THE COLLABORATION SONG. KYLE
Teacher Jo Bevan Artist Mark Friend Composer John Webb
IT WAS A FANTASTIC EXPERIENCE FOR BOTH MYSELF AND THE CHILDREN TO EXPERIENCE WORKING WITH EXPERTS IN ART AND MUSIC. PARTICULARLY IN MUSIC, I GAINED KNOWLEDGE AND SKILLS THAT I FEEL I HAVE BEEN ABLE TO USE IN REGULAR MUSIC SESSIONS WITH THE CHILDREN – EXPLORING SOUND AND MAKING SONGS USING THE CHILDREN’S IDEAS. THE OVERALL EXPERIENCE PROVIDED OPPORTUNITIES FOR US ALL TO GAIN A DEEPER INSIGHT INTO THE ARTS AND THE VISIT TO THE RECORDING STUDIO IS A MEMORY THAT WE WILL NEVER FORGET. MISS BEVAN
PRIDE YEAR 1 drawing and pop
In Art we drew a proud picture of ourselves. Before we started drawing, we thought about different things that make us proud and we stood in lots of different proud ways. First, we drew a small picture of ourselves in a proud stance before redrawing it much bigger onto tracing paper. We used the tracing paper to copy our drawing onto a big piece of card. We added lots of details to our faces and bodies. We coloured our drawings in using colouring pencils. Then we used scissors to cut out our drawings of ourselves. They were all put together on a really big background which we painted blue. Mark helped us draw our dragon. The dragon was the animal we chose because we thought it was a very proud animal. We made green scales to put on the dragon.
I LOVED USING LOTS OF PAINT. KRYSTIAN OUR PRIDE PICTURE LOOKS AMAZING! THOMAS I LIKE SEEING MY CLASS’S WORK ON THE WALL WHEN I COME INTO SCHOOL. MAJA
In Music we came up with lots of ideas about things that make us proud. All of our ideas were put together to make a fantastic song all about pride. John came in to teach us about composing a piece of music. We learnt lots of different ways to create a song and we all had a turn to play on an instrument that helped to create the music that would go with our song. John went away and finished our song. We rehearsed our song with Jenny and we had lots of fun. We then went on a very exciting trip to the recording studio. We met Jenny again and she taught us a lot about how to record and behave in a recording studio. We sang into a professional microphone while Jenny played the piano. We sang the whole song and when we finished we were able to listen to a little bit of our song that we had recorded. It sounded amazing! We went back to school and waited for our song to be finished and sent to us. When we finally heard it we couldn’t stop smiling. We felt so proud of ourselves!
THE RECORDING STUDIO WAS VERY INTERESTING. NATHANIEL I LIKED SINGING INTO THE MICROPHONE. CIENA I FELT LIKE A PROFESSIONAL SINGER. PIXIE-LOU
Teacher Latifah Saad Artist Mark Friend Composer John Webb
I FEEL VERY PROUD THAT MY CLASS MADE THEIR VERY OWN SONG. OSKAR IT WAS LOTS OF FUN. VICTOR I WILL REMEMBER IT FOREVER! SKY
A VERY MEMORABLE EXPERIENCE THAT THE CHILDREN THOROUGHLY ENJOYED. IT WAS FANTASTIC TO SEE HOW PROUD THE CHILDREN WERE OF THEIR ARTWORK AND SONG: AN EXPERIENCE THAT HAS HELPED TO DEVELOP MY SUBJECT KNOWLEDGE IN ART AS WELL AS IMPROVING MY CONFIDENCE IN THE TEACHING OF MUSIC. MISS SAAD
ENDEAVOU YEAR 2 stop-motion and melody
Year 2 were given Endeavour as our value and our class mascot is Engelburt the Elephant. We decided that we would use our character to demonstrate how endeavour fits in with our daily lives at Queen Eleanor Primary Academy. ENGLEBURT HELPS US TO TRY AND NEVER GIVE UP. ZOYA I LIKED WORKING WITH THE FILMING AND TAKING PICTURES. KYRO I ENJOYED MAKING THE PROPS. FAYE I ENJOYED TAKING THE PHOTOS AND MAKING THE ANIMATION. MCKENZIE I ENJOYED MAKING THE STORY BOARD. OLIVER
We worked in English to write a story about Engleburt’s Endeavour and together we chose a problem and turned it into an animation storyboard with our animator Stacey. We worked in pairs and took each frame of the story and created individual pictures of what each frame would look like. After we had created our storyboard we then decided what props we needed. We had already designed and made characters from wooden spoons, which we really enjoyed. Then collaboratively we used cardboard boxes, material and a range of craft materials to create props. Once our props were finished we worked with Stacey one at a time to take pictures using our props of the events in our storyboard. Each picture was put together to create our animation of Engleburt’s adventure. WORKING WITH STACEY WAS GREAT, SHE HAD LOVELY IDEAS HOW TO SUPPORT THE CHILDREN INTO TURNING OUR STORY INTO AN ANIMATION. SHE EXPLAINED HOW ANIMATIONS WORKED AND SHOWED THE CHILDREN DIFFERENT KINDS OF ANIMATION. MISS JONES
UR We explored the meaning of the word endeavour and came up with phrases that helped us to prove how using the value of endeavour can help us in our learning. We used the phrases and together with Jenny composed our song ‘How far can you go’ which we thoroughly enjoyed recording at the recording studio. I LIKED SINGING THE SONG WITH JENNY. ALISHA THE RECORDING STUDIO WAS INTERESTING AND I LIKED LISTENING TO OUR SONG. TIA
Teacher Sarah Jones Film Maker Stacey Williams Composer Jenny Gould
SEEING OUR WORDS TURNED INTO A SONG WITH JENNY WAS AMAZING, THE WAY THE CHILDREN DECIDED HOW THE TUNE SHOULD DEVELOP IN RELATION TO THE WORDS WAS INTERESTING TO SEE. THE TRIP TO THE RECORDING STUDIO WAS A REAL EXPERIENCE FOR EVERYONE. IT WAS AMAZING HOW THE MUSIC WAS LINKED TOGETHER AND THE FINISHED RESULT IS TERRIFIC. MISS JONES
I FELT PROUD AND EXCITED! CLASS WE’VE REALLY ENJOYED OUR WORK ON ENDEAVOUR AND WE HOPE YOU LIKE THE RESULTS TOO. CLASS I HAVE LEARNED YOU SHOULD NEVER GIVE UP. FAYE
RESILIENC YEAR 3 sculpture and gospel
Mark came in and worked with us to create a 3D sculpture of a rhino. First, we had to collect mountains of recyclable and durable objects and then we sanded them down to make them easier to paint. Before we were able to paint them, we had to squash and bend them into different shapes to make them look more interesting. Once this was completed, we painted them using purple and blue gloss paint (our school colours), then worked with Mark to attach the objects to the 3D sculpture, using wire and nails.
While Mark was working with groups of children, the rest of us were making smaller 3D rhinos made from wood. It was really tricky because we had to put all of the pieces together and work in our team to complete it. I LIKED THAT I WAS ABLE TO WORK WITH AN ARTIST. JESSICA I LOVED MAKING THE 3D SCULPTURE OF THE RHINO. FAYSAL CRUSHING THE MATERIALS WAS VERY TIRING! HAYLEY
We came up with lots of ideas about the word ‘resilience’ – what it meant, what it looked like, how we might be resilient in our daily lives. Using these ideas, we created our own rhyming couplets, then listened to popular songs about resilience to help us to write our own song. Sam, our composer then worked with us, using some of our ideas, to create a song to music. Once our song was written, Jenny came to work with us and helped us to learn our song off by heart. She played the piano and supported us in knowing how to use our voices effectively to make our song sound the very best that it could. At the beginning, we found it a bit tricky to remember the start of each new part, but Jenny taught us different actions to support us. WHEN WE WROTE THE SONG, IT WAS REALLY FUN BECAUSE IT MADE THE CLASS LAUGH! POLLY WE WERE ABLE TO ADD OUR OWN IDEAS INTO THE SONG SO IT WAS OUR SONG. ABIGAIL IT WAS AMAZING THE WAY THAT THE MUSICIAN TOOK OUR IDEAS AND TURNED IT INTO A SONG. MENISH
We then went to the recording studio in town to record our song. It was really exciting but also a bit scary because we were worried that we might forget the words. We had to keep stopping to record each section of the song until Jenny and the other musicians were happy with it. Once it was complete, we were able to listen to it back and hear ourselves on the recording.
Teacher Sara Kane Artist Mark Friend Composer Sam Chaplin
I LOVED SINGING ALONG TO THE PIANO WITH JENNY. ALANNAH WORKING WITH JENNY MADE US FEEL CONFIDENT ABOUT GOING TO THE RECORDING STUDIO BECAUSE WE KNEW THE LYRICS REALLY WELL. OSMAN THE RECORDING STUDIO WAS A BIT TIRING BECAUSE WE HAD TO KEEP STOPPING AND RE-DOING IT BUT IT WAS WORTH IT NOW THAT WE HAVE HEARD THE SONG! POLLY
THE WHOLE PROJECT HAS GIVEN MORE TO THE CHILDREN THAN I POSSIBLY COULD HAVE DELIVERED. HAVING THE EXPERTISE OF MUSICIANS AND ARTISTS HAS INSPIRED THE CHILDREN IN THESE AREAS AND HAS ALSO EQUIPPED ME WITH GREATER SKILLS IN THE ARTS. I AM NOW MORE CONFIDENT DELIVERING SUCH LESSONS AND FEEL ABLE TO APPLY MY NEW SKILLS. MISS KANE
COURTESY YEAR 4 puppets, dance and rap
We made two superheroes (both with the theme courtesy). We made the models with PVA glue, green and purple paint, masking tape, wooden sticks and newspaper. A man called Mark, an excellent artist, helped us during the making of the superheroes. It was a long yet enjoyable process! MAKING THE SUPER HEROES WAS FUN BECAUSE OF THE MATERIALS WE USED. RODRIGO Also, Year 4 had made puppets whilst the superheroes were being created. To make the puppets we used cardboard strips, a variety of
coloured pencil, and templates of clothing. We would eventually use these in our music video. Because we made puppets, we obviously needed backdrops. We sketched out a setting (to do with school), then we painted it. Three were included in the video. I LIKED MAKING THE BACKDROPS FOR THE PUPPETS BECAUSE I LIKE ART. MICHALINA USING PAPIER-MACHÃ‰ WAS MESSY BUT IT WAS FUN. MOHAMMAD
For a long period of time we practised and created a rap. Each student from Year 4 had at least one of their lines used in the whole rap. We had four soloists (2 from each class) perform a harmony in the background of the wrap. Joyce and Joshua from 4LC and Phoebe and Riley from 4GA. Then we went to a recording studio to record our rap. Jenny and Richard did a great job helping us with the vocals. What an experience! IT WAS REALLY INTERESTING TO SEE HOW A RECORDING STUDIO WORKED. KHADIJA
Teachers Giles Abbot Liam Cox Sue Tarr Artist Mark Friend Choreographer Paradigmz Film Maker Stacey Williams Musicians Jenny Gould Richard Carter
USING THE RECORDING STUDIO JUST LIKE PROFESSIONALS WAS GREAT! LOGAN When we recorded the rap a few weeks later, we made up a dance routine with Paradigmz and Stacey, a film-maker recorded our routines. At first it was hard but we got used to it. 6 or 7 pupils from the Year 4 classes were chosen as soloists and got to dance their own part in the music video.
LEARNING TO DANCE WITH PARADIGMZ FOR THE MUSIC VIDEO MADE US FEEL LIKE PROPER RAPPERS! JAMIE OVERALL, WE HAD THE OPPORTUNITY TO TAKE PART IN A VARIETY OF FANTASTIC LEARNING EXPERIENCES, ALL LINKED WITH THE SCHOOLâ€™S VALUES. MILLIE AND JOYCE THE PROJECT HAS GIVEN THE PUPILS OPPORTUNITIES THAT THEY WILL NEVER FORGET! MR COX
AND EQUIP CLASS 5AC photography and jazz
Firstly we chose our photography subjects because they inspired us and equip us to succeed in the future. When we are older we hope to be footballers, teachers, parents, soldiers and leaders just like them. The Marvellous Madeleine then came to school to help us plan our composition. We looked at her work and thought about the light, position and emotion that we wanted to be in our own work. Our favourite part came next when our inspirational subjects came in and we felt really excited to take the pictures. We learnt how to use the equipment, chose the locations for our photographs and directed our inspirational subjects. Seeing our work printed for the first time was amazing, we were so impressed with what we had created. Thank you to everyone who took part in our project for being so inspirational and we hope you like our work. Some of us have even been inspired to take up photography as a career in the future.
MADELEINE SHOWED US HOW TO FOCUS AND POSITION HER HUGE CAMERA. ALISON
Just like our photography project, for the music we started off by thinking about words and phrases about being inspired and equip. Next Super Sam came in to put our ideas to music and help us to make our song jazzy. Once the song was finished we practised every day so it would be perfect! Jenny also came into school and helped us to use our voices properly and show our passion for our song. The day we had all been waiting for finally came and we went down to the recording studio. We had to sing our song so many times (and had it stuck in our heads for days afterwards) but it was worth it to get it just right. When we heard our song for the first time we had goose bumps. We look forward to singing it with the whole school and hope that they enjoy it as much as us!
I LOVED IT BECAUSE I COULD BOSS MISS CLEARY AROUND! TAYLOR
I CAN’T BELIEVE WE WROTE A PROPER SONG! ESMA
WE SHOULD HAVE TAKEN A PHOTOGRAPH OF MADELEINE BECAUSE SHE HAS REALLY INSPIRED ME. SHANNON
ALL OF THE HARD SINGING AT THE RECORDING STUDIO PAID OFF! PAIGE
I FELT SO PROUD OF MYSELF WHEN I SAW MY PHOTOS. BRADLEY WHEN WE SAW THE IMAGES I WAS AMAZED! I NEVER KNEW I COULD DO THAT! ANTONIO
THE SONG REALLY SHOWS OUR SCHOOL’S VISION. ELLA AS A TEACHER I WAS ABLE TO LEARN SO MUCH FROM THE PHOTOGRAPHER AND MUSICIANS THAT CAME INTO SCHOOL. I AM SO PROUD OF WHAT THE CHILDREN WERE ABLE TO PRODUCE AND THIS PROJECT HAS SHOWN HOW MUCH TALENT WE HAVE AT QUEEN ELEANOR! IT WAS GREAT THAT TEACHERS, FAMILY MEMBERS AND PEOPLE IN THE LOCAL COMMUNITY WERE ALSO ABLE TO GET INVOLVED IN THE PROJECT AS PHOTOGRAPHY SUBJECTS. CHILDREN WERE SHY TO DIRECT THE ADULTS AT FIRST BUT THEY SOON CAME OUT OF THEIR SHELLS AND DIRECTED US LIKE PROFESSIONAL PHOTOGRAPHERS. THROUGHOUT THE MUSIC PART OF THE PROJECT THE CHILDREN DEVELOPED MUSICAL SKILLS SUCH AS CONTROLLING THEIR VOICES BUT WERE ALSO ABLE TO DEVELOP THE WAY THEY WORKED AS A TEAM AND LISTENED TO EACH OTHER. MISS CLEARY
Teacher Alice Cleary Photographer Madeleine Waller Composer Sam Chaplin
AND EXCEL CLASS 5TO pop up book and chorus We started the project by writing a story that would have a moral in it. Children had various ideas about what type of a story to write, but decided to create a murder mystery in which the main character is a school boy who studies hard and reaches his dreams. Everyone worked extremely well contributing ideas for the book and refining them. IT WAS FUN LISTENING TO EVERYONE’S IDEAS, CHOOSE THE ONE WE LIKED AND TWEAK IT EVEN FURTHER. MAKS I ALSO LIKED LISTENING TO OTHER PEOPLE’S IDEAS BECAUSE THEY WERE ALL SO DIFFERENT AND UNEXPECTED. CHANICE When the story was finished, it was great fun for the pupils to read it to adults and observe their reactions. They felt very proud of the quality of the book.
BECAUSE WE WROTE THE BOOK AS A CLASS, WE COULD SEE THE PROCESS OF IMPROVING A STORY. THIS MADE ME A BETTER STORY WRITER BECAUSE I CAN REMEMBER THAT LESSON AND I KNOW NOW HOW TO IMPROVE MY STORIES. ELLIE I ENJOYED EVERYTHING: WORKING TOGETHER, COMBINING IDEAS. MEGIJA The next step in the process was to make the actual book and design illustrations for it. I LIKED THAT WE LEARNT HOW TO MAKE OBJECTS POP OUT IN SCENES. HANNA EACH OF US HAD A JOB WHICH WAS IMPORTANT AND WE WERE LIKE PIECES OF A PUZZLE THAT HAD TO BE PUT TOGETHER IN THE END. AMBAR
It was amazing to see how this activity made them work as an effective team: each team was responsible for creating an illustration for a particular part in the book; within these teams, each child had to work on their part and so children had to really synchronise their styles of drawing and shading, proportions and communicate effectively to achieve the desired results. WE’VE LEARNT NEW SKILLS LIKE CROSSHATCHING. ISABELE THE ACTIVITY WAS INCREDIBLY GOOD TO DEVELOP CHILDREN’S READING COMPREHENSION SKILLS ENHANCING THEIR ABILITY TO UNDERSTAND A TEXT BY WORKING WITH THE MEANINGS OF KEY, MEANINGFUL WORDS IN THE TEXT. I WILL USE SIMILAR TASKS IN THE FUTURE TO HELP CHILDREN IMPROVE THEIR READING SKILLS AND TO ENGAGE THEM WITH A TEXT. MISS OZKAN
Teacher Tanya Ozkan Artist Ruth Paton Composer Jenny Gould
The final stage was to write the lyrics for the song to go with the story. During these sessions, children once again worked as a class and created a mind map of their associations with the words “enrich” and “excel”. Some of the images were particularly powerful. They enjoyed recognising their ideas in the lyrics of the song. Creating the melody for the lyrics was another unforgettable experience for the class. Children had amazing, creative ideas. I ENJOYED TWEAKING THE LYRICS THAT WE WROTE OURSELVES WHEN CREATING THE MELODY. CHANICE, ISABELLE WE HAD GREAT FUN DURING THE PROCESS. JULIA I REALLY LIKE IT THAT EVERYONE TOOK PART AND NO ONE WAS LEFT OUT. EMMA
A lot of pupils who tend to be shy took very active part in the process and revealed their hidden talents. They loved the opportunity to be inside the studio and see all of the equipment and see the process of recording the song.
THE TINY MICROPHONES IN THE STUDIO WERE VERY COOL BECAUSE DESPITE THEIR SIZE THEY COULD PICK UP THE SLIGHTEST SOUND. IT WAS FUNNY BECAUSE WE HAD TO STAY STILL BECAUSE THESE MICROPHONES WOULD RECORD ANY MOVEMENT. CONNIE AND CHANICE IT WAS AWESOME THAT THE EQUIPMENT THAT WAS USED TO RECORD OUR SONG WAS USED BY FAMOUS GROUPS TO RECORD THEIR MUSIC. JOSHUA
IT WAS REALLY EXCITING TO BE IN A REAL RECORDING STUDIO. DENIS
WE HAD THE TIME OF OUR LIVES RECORDING THE SONG. ISABELE
AN AMAZING EXPERIENCE TO SEE HOW A SONG GETS RECORDED. AMBAR
EVERYONE WORKED TOGETHER AS A TEAM TO CREATE THE SONG. WHOLE CLASS
IT TOOK A LOT OF EFFORT TO RECORD OUR SONG BECAUSE WE HAD TO STAND UP FOR A LONG TIME AND HAVE SEVERAL ATTEMPTS UNTIL WE WERE HAPPY WITH THE WAY WE SOUNDED, BUT THE EXPERIENCE WAS GREAT. MEGIJA
INTEGRITY YEAR 6 cartoon animation and soft rock
Year 6 has been busy working on this amazing experience (‘Integrity’ project) and has taken loads of wonderful memories from it! We have been working on it for a quite a while; it all started with our Year 6 and us – the students – brainstorming ideas about the project. We started our project by making a standard storyboard of ideas, we had a vote, as a class, what storyline we should choose and fortunately Irenne’s, Amelia’s, Megan’s and my story got chosen! After that, Megan and Mrs McMahon went to the local area to take pictures for our backgrounds: we wanted to include elements of our local area into the project. Mark (the artist) came in and worked with different groups; we painted the backgrounds, cut out bits of the photos and we began to design and cut out characters. Later that week, another professional came in to help us put our story together. Her name was Stacey and she helped us with our stop-frame animation and then completed the process of editing it. We were fascinated when she demonstrated how it all went together – how can something so incredible be such a simple concept? WE ARE DEFINITELY LEARNING NEW SKILLS THAT WILL BE ETCHED INTO OUR MEMORIES FOREVER. IRENNE
Teacher Sarah McMahon Artist Mark Friend Film Maker Stacey Williams Composer Paul Griffiths
While we were doing that, we were also working on a song for us to add to our stop-frame animation so it can accompany the story. We once again brainstormed ideas and came up with the lyrics – then came the melody. We needed help with this, so a man named Paul helped us to put it all together. Our head teacher decided to put our song (with Paul singing) on in assembly. We all got really embarrassed but we all ended up singing along at the end of assembly. I WAS PROUD TO HEAR SOMETHING WE HAD ACHIEVED TOGETHER AS A CLASS. ANWAR Getting towards the finishing hurdle now: a person called Jenny came in and helped us to learn all the words: make us in time and correct pitch, worked on our performance of the song and told us about the recording process. Finally (but the best experience till last), we went to a recording studio and we recorded our song! It was an amazing opportunity and we all enjoyed it! – BY RIHANNA IT MADE ME FEEL LIKE A PROFESSIONAL ARTIST. JACOB THE CHILDREN HAVE HAD AN IMMENSE OPPORTUNITY AND ONE WHICH I THINK WILL BE A LASTING MEMORY. MRS MCMAHON
QUEEN ELEANOR PRIMARY ACADEMY Staff Daniel Smith Head Teacher Giles Abbott Miriam Adams Leanne Austin Lorna Bailey Jo Bevan Alice Cleary Lieze Compston Liam Cox Julie DanburyWalters Joanne Evans Suzanne Fitchett Rosario Fuentenebro Claire Green Judith Horrocks Gemma Jackson Chris Jennings Sarah Jones Sara Kane Chris Keenan Sarah McMahon Karen Musk Mariana Nechita Sandy Newman Denise Norman Nicola Oâ€™Neill Tanya Ozkan Latifah Saad Dawn Sansom Jenny Scully Allison Smith Sue Tarr Lydia Walsh Amanda Wilson
Students RJB Denisa Abrani Madiha Ali Kyle Bosworth Tiffany-Paige Bradshaw Ellis Bryant Michael Cash Maria Darocha Ruby Dean Isaacc Duthie Hans Emovon Riley-Jay Evans Zofia Golik Bria Haran Jayden Harrower Daisy Hepworth Emily Hopper Julia Kenderes Khansaa Khamis Natan Krajewski Szymon Paszkowski Charlie Patra Bailey-Rae Poole Erjon Rama Fabio Vasa
Lilly-Mae Bell Josie Cash Krystian Chmiel Valeria Circeie Victor Dumitru Dorian Duraj Ayub Farah Vladislava Filipova Millie Golding-Elder Pixie-Lou Green Thomas Hardy Ciena Kightley Elliot Knight Sky Lowen Dominik Lys Finley Maddison Maja Mazur Adam Molenda Alisa Noka Oskar Plusa Shifa Raza Ivie Robson Thushean Selvakumaran Adrian Sewiol Dawid Sobczynski Mustaf Uleh Leon Venamore Harvey Wallinger Laetitia Wilson Nathaniel Windram
Mohamed Adan Elizaveta Blinkova Faye Bonham Lily-Marie Bradshaw Kyro Casey Hayden Clarke Zoya Dey Bobby Humphrey Liam King Keira Kislak Patrik Koller Oliver Lee Aleksa Lleshi Jessica Malojec Justin Meriacre Kayden Moisii Leyton Murden Olivia Nevell Alisha Parcell Nikola Partyka Jessica Patra Terry Robson Ruby-Mae Tee Chelsey Turner Zane Turner McKenzie Welsh Gabriela Wielczopolska Tia Wilson Maksymilian Wysocki
Theresa Asiedu Kacper Baczynski Darius Bec Alyssa Brannigan Naomi Circeie Jessica Corbett Luka Dambrauskaite Zofia Darocha Ianis Dragan Rotariu Charley Gray Abigail Grubb Hayley Harrower Thomas Hopper Nikita Jerofejevs Joe Kilborn Polly Markey Nadia Michalska Alannah Murden Hubert Pietrzak Sameeha Rahman Elton Rama Menishkumran Selvakumaran Kaidi-Lei Sheehan Liam Turvey Faysal Uleh Osman Uleh Mason Webb Jai-Jai Weir Scarlotte WilsonPickering Ivy Windram
Tori Andrew Darius Anghel Liam Betteridge Viktorija Blinkova Maja Bodzak Valentin Bojin Regan Bradshaw Riyley Casey Marvellous Chukwu Phoebe Clifford Eloise Golding-Elder Hanna Gorka Lili-Mae Harrower Oliwia Kuffel Jayden Lifford Kleandra Lleshi Nastja Melesko Skyla Moisii Janek Motyka Heather Njala Sajidur Rahman Sara Rogozinska Artjoms Sergejevs Julia Turvey Andra Utoiu
Khadijo Adan Mysha Ahmad Jabed Ali Benni Bojin Millie Draine Michalina Drzewiecka Rodrigo Fortes Joshua Hopper Jamie Humphrey Tyreese James Emilija Janusauskaite Amber Lineham Carina Mircea Diana Nistor Joyce Oleka Bailey Parcell Selena Poenar Hasti Pordastgardan Evie Skinner Max Snow Gracie Souza Logan Taylor Mohammad Ullah Fotios Vroutsis
Thandie Binks Ella Brannigan Paige Evans Joana Frade Alison Green Jack Green Antonio Haran Taylor Hardy Khamis Khamis Kathleen Knight Domas Krunglevicius Jonathan Lugube Shayla McMonigle Lutho Mkonto Grzegorz Sadushi Loretta Scerbaka Jake Smart Hubert Sobczynski Ella Souza Shannon Squire Satbere Tocilla Esma Venamore Lily Venamore Hattie Wills Bradley Wright Eirine Zitinska
Desmond Appiah Isabelle Bonham Domas Buzinskas Maksymilian Darocha Alex Dey Dragos Ferent Emma Green Hayley Griffiths Vincent Khong Hanna Koller Megija Kreslina Denisa Lixandru Lorena Lixandru Ellie Lowen Julia Michalak Isabele Milenciute David Moldovan Sundus Mooge Joshua NwaobasiNwachukwu Denis Pavlov Ergis Rama Ryan Sainsbury Chanice Taylor Mateusz Wielczopolski Connie Wills Ambar WilsonPickering Amelia Wysocka
Ayishah Ahmad Amelia Bodzak Aaron Bosworth Tee-Jay Carr Vincent Cong Rihanna Davies Kieran Elliott Anwar Farah Max Farah Kamil Fudali Callum GladwellAdams Megan Goosey William Khong Madison Kingston Kasandra Kokina Adelina Mancas Regiana Marian Aiken Martin Diâ€™ago McMonigle Jokubas Milencius Connie Nevell Kyle Oâ€™Sullivan Delia Patrascu Tiffany Port Adina Seremet Harley Sharp Georgia Tomczyk Irenne Vartan Ian Walding Jack Wickes
QEPAâ€™s FANTASTIC BOOK OF VALUES HMDT Music Second Floor 22 Aldermans Hill London N13 4PN T 020 8882 8825 firstname.lastname@example.org www.hmdt.org.uk
Adam Eisenberg General Director Tertia Sefton-Green Creative Director Rebecca Redfern Music Manager Mateja Kaluza Music Manager Angharad Thomas Music Coordinator Cameron Bray Projects Assistant Intern DesignRaphael Ltd Graphic Design Madeline Waller Photography Schwartz Ltd Printing
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HMDT Music conceived of the TIME project for two reasons. One was to find a way of ‘Testing the Impact and Measuring the Effect’ (TIME) of o...
Published on Dec 6, 2018
HMDT Music conceived of the TIME project for two reasons. One was to find a way of ‘Testing the Impact and Measuring the Effect’ (TIME) of o...