Primary Toolkit - Supporting PowerPoint Slides

Primary Toolkit

Supporting PowerPoint Slides

Teacher notes: What is this presentation?

• This presentation should be used alongside the PDF Primary Toolkit available on CultureCroydon.org/Education

• Once you have chosen a lesson from the pack, you can scroll to the supporting slides to find the stimuli and other information or resources suitable for your white board. You will need internet access for some online links.

• Review the slides before the lesson – you can adapt if needed. On some slides there will be a teacher note highlighted in yellow where you will need to add information.

• You can use the blank slides at the end of this presentation to add your own information for your lesson – for example if you are linking an activity to a

Primary Lesson One: Music

Create your own “This is Croydon” song

WARM UP: CALL AND RESPOND

• What is a rhythm? • I will clap out a rhythm – can you repeat it back?

Let’s see how long we can build our rhythm!

Can anyone in the class start a rhythm for us to repeat back?

MUSIC OF CROYDON

THE WEATHER SONG – A JAMAICAN

NURSERY SONG

https://youtu.be/CDtqX-wyoNg

KAKA CROW – A SOUTH ASIAN SONG

https://youtu.be/P568r4ly38E

CLOSE YOUR EYES AND LISTEN AGAIN

• What instruments can you hear?

• What words or vocal sounds can you hear?

• Where do you think the music came from and why?

• What story might the song be telling?

• How did the music make you feel?

REVIEW: can you write a review of the music? Reviews help people decide if they would like to listen to or watch the performance themselves.

CREATE: YOUR OWN ”THIS IS CROYDON” SONG

• What does ‘This is Croydon’ mean to you?

o School community, your local area, your culture, friends, or family?

• Alone or in pairs, create mind maps of your ideas.

• Use your notes to write the lines of a song about what Croydon means to you.

o Will it rhyme?

o Will it have a repeated chorus?

• You could use a familiar tune for the song, such as ‘Row, Row, Row, Your Boat’ or create a repeating rhythm by clapping or beating on the table.

• You could use a repeating phrase to start each line, such as ‘Croydon is…’

Primary Lesson Two: Art

Design a mural for your local community

WARM UP: CLASS DISCUSSION

• What is a mural? • Why do we have them? • Have you seen the new mural in Croydon?

o What did you think?

o How did it make you feel?

Let’s watch the mural being made by the artist ATMA…

Time Lapse video (3.20)

https://vimeo.com/836100384

BE INSPIRED! CROYDON SYMPHONY MURAL

Can you identify any people or items in the mural? (Answers on the next slide!)

BE INSPIRED: CROYDON SYMPHONY MURAL

MUSIC LEGENDS (L-R)

1. Samuel Coleridge-Taylor- Classical

MUSICAL ITEMS AND PATTERNS (L-R)

1. Piano keys

2. Avril Coleridge-Taylor- Classical

3. Ralph McTell- Folk/Blues

4. Kirsty MacColl- Indie

5. Desmond Dekker- Reggae

6. Captain Sensible- Punk

7. Shri Sriram- Classical Indian

2. Music staff

3. Indian tablabass

4. Big Apple record and label

5. Croydon Mela logo 2019

6. Mixing Deck

7. This is Croydon

8. Stormzy- Grime/Rap

9. Nadia Rose- Grime/Rap

LESSON TWO: ART

WHAT WOULD YOU PUT IN YOUR MURAL ABOUT CROYDON?

PICK:

1. One important person

2. Two important places

3. Three colours or shapes

LESSON TWO: ART

LET’S MAKE OUR OWN MURAL!

TEACHER NOTE: ADD INSTRUCTIONS HERE FOR YOUR MURAL MAKING.

THERE ARE OPTIONS IN THE SUPPORTING PDF PACK FOR DIFFERENT CRAFTS TO USE. THE CLASS CAN WORK INDIVIDUALLY, IN PAIRS, OR IN TEAMS. DISPLAY THE MURAL OR MURALS WHEN YOU ARE FINISHED.

Primary Lesson Three: English

Write a poem about what Croydon

means to you

How do you know when you hear a poem? Do they always rhyme?

https://www.bbc.co.uk/bitesize/topics/z4mmn39/articles/z8sf8mn#zjy97v40

https://www.youtube.com/watch?v=gu0csgG-ckI

‘Us and We’ Performed by Croydon Poet

Laureate, Shaniqua Benjamin, with images and film produced by ‘Bear Jam’.

‘Us and We’, Shaniqua Benjamin: a short extract

…differently abled and Romani, elder, unhoused and refugee –neighbours on one map that brings together oceans, fields and desert plains, alongside ballys and bonnets, the busker and imam, we glimpse a corner of the world almost every day. This is Croydon, the one I see, we need, for you and me, for us and we.

A longer extract and the full poem is in the supporting pack for this lesson.

LESSON THREE: ENGLISH

WHAT DO YOU THINK ABOUT THE POEM?

• What do you think the poem is about?

• Do you recognise anything in the poem? Sounds, people?

• Is it free verse, or does it rhyme? (seeing the poem written down may help)

• How does it make you feel about Croydon?

LESSON THREE: ENGLISH

LET’S WRITE OUR OWN POEM!

TEACHER NOTE: Add instructions here for your poetry writing activity. There are options in the supporting PDF pack. You can adapt your lesson to hit your current literacy goals.

Primary Lesson Four: Design

LESSON FOUR: DESIGN

WARM UP: WHAT’S IN A BRAND?

Let’s look at a few brands:

What does each logo make you think of?

Which logos do you like? Which ones don’t you like? Why?

BE INSPIRED! CROYDON BRAND & DESIGN

• What shapes and colours can you see?

• Are the words easy to read, why?

• How does the logo make you feel about Croydon?

BE INSPIRED! CROYDON BRAND & DESIGN

This is another local logo.

CMA says…

• You may see the outline of Croydon,

• You may see the shape of music soundwaves,

• Or you may see the high-rise buildings in the borough.

The viewer can decide!

What do you see?

BE INSPIRED! CROYDON BRAND & DESIGN

TEACHER NOTE: add your school logo here if you have one!

This is another local logo.…

Do you recognise it?!

• Why do you think we have those colours, shapes or words?

• Does it remind you of anything?

• Does it tell a story?

• Would you change anything?

WRITE DOWN YOUR FIRST THOUGHTS….

1. What are the three words your friends would use to describe you?

2. What one word sums up your personality most of the time?

3. If you were a colour (or colours) what would you be?

4. If you were a shape (or a thing) what would you be? (it doesn’t need to be uniform shape, it could be a squiggle, animal, emoji, or item)

LESSON FOUR: DESIGN

LET’S DESIGN OUR OWN LOGO!

• Use your answers to inspire the design of your own personal logo.

• It should be one striking image or set of words that represents you.

• It could include your name, nickname, or initials too.

• Share: Once designed, swap logos with a partner. Can they identify what inspired your logo, and can you identify what inspired theirs?

What words, personality, colours, and shapes do you think inspired them?

Primary

Lesson Five: History Record an Oral History for the Future

WARM UP: HOW DO WE KNOW WHAT HAPPENED IN THE PAST?

• If you wanted to learn about music in the past…. what would you look for to find information and where would you go?

• Did anyone say “Oral Histories”?

This is a special method of gathering the voices and memories of people and communities about past and present events for historians. They are often kept at libraries, museums or archives.

BE INSPIRED! LOCAL ORAL HISTORY RECORDINGS

TEACHER NOTE: Connect up a mobile device to your screen and go to the ‘Croydon Music Heritage Trail’ App. It is free from all app stores.

Inspiration 1:

Click on the ‘Central Trail’ > location 14 > ‘Croydon Stories: Rock Bottom’s Carl Nielson’ (4.45mins). Hear from Carl who opened a musical instrument shop called ‘Rock Bottom’ in Croydon in the 1970s, inspired by his love of guitars. You can shorten this audio by stopping at 2.55mins, after the line ‘this is my first shop’.

Inspiration 2:

Test and select in advance an oral history for inspiration and play to the class.

Click on the ‘Northern Trail’ > location 18 > ‘Croydon Stories: Mad Professor’s Take’ (3.16min). Local musician, Mad Professor, talks about how his interest in music started in the 60s, and he even built his own radio aged 9 or 10. Mad Professor went on to produce music for others, and still has new music out now.

Inspiration 3:

Click on the ‘Explore Further’ trail > location 24 > ‘Croydon Stories: Helen Watkins’. Hear Helen’s experience of the Croydon music festival in the 80s –although it started back in the 20s! Helen helped bring more diversity to the festival, including Indian Classical Music and Steel Bands. To shorten, end at 3.05 after ‘colourful event’.

WHAT DID YOU HEAR?

• Were there any words you didn’t recognise?

• What can we learn from the recording?

• What is it like hearing real people talk about the past?

• How is it different to reading about what happened?

LESSON FIVE: HISTORY

LET’S RECORD OUR OWN ORAL HISTORY INTERVIEWS.

Using the script worksheet (from the pack), interview each other in pairs.

We will then share what we have learnt about music in Croydon today with each other.

BLANK SLIDES FOR TEACHER USE

Use the following slides to add to or adapt these lesson plans to suit your group