Carousel of Activities

1. Carousel of Activities Lesson 6

2. Music Carousel: Lesson 6 Plan

3. RESOURCES/TEACHERS’ NOTES: • A digital camera • Music for listening – e.g Saint-Saens’ Aquarium. This icon: indicates when music needs to be played. • Plain or rough paper for children to note observations whilst listening. • Ocarinas/recorders • A tutor book, if using, with a song chosen for performance. • Resource sheet 8

4. Learning intentions: Listen to and appraise a piece of music. Understand staff and other notation Perform as part of an ensemble, maintaining awareness of own part. Keep to a steady beat. Success criteria: I can say what I think about a piece of music. I can keep to a steady beat. I recognise notes on a staff and possibly other notation. I can perform as part of a group, and I know how my part fits in with the rest of the group.

5. Key Vocabulary: • Appraise – to say what you think about something. • Compose– to make up your own piece of music. • Conductor – the leader of the orchestra. The conductor shows the players when to play and the speed and loudness to play at. • Dynamics – the loudness or softness of the music • Ensemble – a group of instrumentalists who play together • Listen – to carefully hear and pay attention to something • Melody – A tune. • Notation – the symbols we use to represent music • Perform – to play a piece of music • Pitch – how high or low a note is • Rhythm – a musical pattern • Scale – A series of notes played one after the other. • Staff – A set of five lines and four spaces on which notes are written to show their pitch. A clef at the beginning of the staff tells which notes are on which lines. • Steady beat or Pulse – the regular rhythmic pattern • Tempo – the speed of the music

6. Listening • Talk to your partner: • What questions can we ask ourselves when we are listening to a piece of music? Write your questions on a whiteboard. • Share your questions with the whole class now! • As you listen to this piece of music, think about your questions. Write the answers you think of on a piece of paper, or in your music books.

7. Now, wait patiently to receive your instrument. • Whilst you are waiting, or if you have your instrument already and are waiting for others, remember how to: • Hold your instrument • How do you blow into your instrument? Practice blowing against your fingers. You need to produce warm air by blowing softly! • When you have your instrument, put your fingers over the holes – but don’t blow! Practice placing your fingers over the correct holes to make different notes: where do your fingers need to be to play the note B?

8. Let’s review: • How do we hold our instrument? • What do we have to remember when playing our instrument? • Let’s play these notes together: • B • A • G

9. Today we are going to work together as an ensemble. Look at this large ensemble: It is called the Royal Philharmonic Orchestra.

10. Talk to your partner: What do you think we need to do in order to play as an ensemble? Let’s think of some rules. • Listen to each other. You mustn’t play faster or slower than the rest of the group! • Watch your leader – or conductor! They will show you how fast to play. Let’s try to remember our rules as we practice, then perform!

11. What have we learnt today? • Write your name and the date on your success criteria sheet. • What skills have you focussed on today? • Talk to your partner: What did you do well? What do you need more practice on? • Look at the success criteria on your sheet. Put a tick next to the ones you think you have met today. • If there is something you worked at today but you think you need to revisit to understand better, don’t tick it! Draw an arrow instead to show that it’s something you need to come back to.