Music express 6-7 by Collins

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

6–7 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 6-7

6–7

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

Music Express Age 6–7 pack includes:

COMPLETE MUSIC SCHEME FOR PRIMARY CLASS TEACHERS

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 978-1-4729-0018-0

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 900180

ISBN 978-1-4729-0022-7

Written and compiled by Maureen Hanke, Helen MacGregor, Stephen Chadwick, Matthew Holmes and Ian Lawrence Music_Express_Age6to7_PBandCDs_Cover.indd 1

23/05/2017 16:19

L E SS O N

Ourselves

Musical focus: Exploring sounds Subject link: English

Feeling vocal

Explore vocal sounds we use to express feelings

• Discuss the vocal sounds we make to show our feelings. Using the Feeling vocal display and starting with the things we like, match vocal sounds to the pictures, eg

– ‘mmmmm’ or ‘yummmmm’ when we smell or taste our favourite food or drink; – ‘ahhh’ when we snuggle into a lovely comfy chair; – giggling when we see something funny.

• What sounds might we make when we’re scared? angry? excited? sad?

I like…

1/1

Add vocal and instrumental sounds to a poem performance

• Listen to or read the poem, I like… What is it about? Discuss

I like jam in doughnuts, I like butter dripping off my toast, I don’t like scary monsters And I don’t like spooks and ghosts.

• Discuss and add appropriate vocal sounds at the ends of the lines which invite them, eg – ‘I like jam in doughnuts: mmmmmmm’

what the writer likes and dislikes.

Focus on the pitch of the sound: does it get higher or lower or stay the same?

• Do any lines suggest sounds that you can make with tuned or untuned percussion? Explore ideas and make a note or draw the sound in the space provided on the I like… display.

I like spinning till I’m giddy, I like rocking nice and slow, I like snuggling on the sofa, And shivering in the snow.

• Rehearse a performance. Divide the class into two groups:

performers and audience. Play the audio or read the poem line by line yourself, allowing time for the performers to respond with the chosen sounds.

• After applauding the performers, invite the audience to comment on what they liked and what they might change. Swap groups.

Sunny days make me happy, Rainy days make me sad, Grandma makes me comfy but… My brother drives me mad!

• When the class is happy with their preparations, perform the poem to another class or at assembly.

If you’re feeling blue

1/2-3

Add vocal sounds and body percussion to a song

• Listen to the song, If you’re feeling blue. What does ‘feeling

If you’re feeling blue, (wah wah wah wah), Don’t know what to do, (wah wah wah wah), Make a sound like this, (clap clap clap clap), Make a sound like this, (clap clap clap clap).

• Join in with the vocal wail and the hand claps at the ends of the lines.

LESSON LEARNING

EXTENDED LEARNING

• Creating and responding to vocal sounds and body percussion

Create a new poem about things you like and dislike, adding sounds to the ends of the lines. Prepare a performance.

blue’ mean? What does the singer do to show the feeling? (Vocal wail.) What does the song suggest you can do to cheer yourself up?

8 Music_Express_Age6to7_PBandCDs_Book_PartA.indd 8

26/05/2017 12:06

L E SS O N

Ourselves

Musical focus: Exploring sounds Subject link: English

If you’re feeling blue again

1/2-3

Add vocal sounds and body percussion to a song

• Revise the vocal and clapped responses to the song, If you’re feeling blue. Learn the whole verse, making an expressive contrast between the first and second halves of the verse.

• How else might you express ‘feeling blue’ vocally? eg ‘sob’, ‘groan’. Try out some alternative vocal sounds to ‘wah’.

• What other body percussion sounds can you make to cheer yourselves up? eg pop your cheeks, tap your chest, swipe palms together, tap a dance on the floor. • Perform your new verses with the backing audio. Teaching tip: the backing audio provides an accompaniment for four verses.

Duet for two cats

1/4

Take turns to express meaning without words

• Ask the class how they can tell if a pet dog or cat is feeling happy, anxious or cross? They don’t use words but they do show their feelings.

• Listen to Duet for two cats. What do the children hear?

(People singing like cats.) How many cats are there? (Two.) Do the children think the cats like each other?

• Explain that in the story, the cats know each other but are not

really friendly – one is saying she is more beautiful than the other. Talk about how the cats sound different from each other.

• Using two sock puppets, show the class, as you listen again, how the two cats are either singing one at a time or both together.

• In pairs, ask the children to make up their own cat conversation, taking turns to ‘speak’. Invite one of the pairs to perform their conversation to the class. What did the others think they said?

Draw the cats’ conversation

1/5

Draw a new cats’ conversation and show how the voices move higher and lower in pitch and are long and short in length

• Listen to Cats’ conversation. All use your hands as ‘cats’ and

mime the conversation. Make sure the cats look at each other when they speak. Encourage the children to follow the up and down shape of the cat sounds in the air, reminding them that this is called ‘changing pitch’ in music – sounds getting higher and lower. Can the children notice also that some sounds the cats make are very long and others are very short?

conversation is drawn. Can the class draw the rest of the conversation? Listen several times as a class and draw the shape of each cat phrase.

• In pairs as before, each with blank paper and crayons, the

children draw their conversations from the previous activity and perform them together.

LESSON LEARNING

EXTENDED LEARNING

• Developing the use of vocal sounds to express feelings

Pairs of children draw their own ‘cat’ conversations and swap them with another pair to perform.

• Look at the Cats’ conversation display. The first part of the

• Exploring expression in a conversation without words • Notating pitch shape and duration using simple line graphics

9 Music_Express_Age6to7_PBandCDs_Book_PartA.indd 9

26/05/2017 12:06

L E SS O N

Ourselves

Musical focus: Exploring sounds Subject link: English

John Kanaka and the ghosties

1/6-7

Match sounds to mood

• Remind the class of the two cats communicating without words,

ghosties say… y

children say… y…

oooooo o ooooooo oo

hooray hooray

featured in the previous lesson. Saying just one word in different ways can communicate many moods. Ask the class to say ‘hello’ to match greeting: – your best friend, whom you really want to see; – a new pet, who is frightened; – a visitor, whom you don’t really want to see.

• Look at the John Kanaka and the ghosties display and listen to the song. Talk about the groups of people in the verses and the sounds they make. How might they be feeling? What mood are they in? Listen again, joining in with the sounds to help convey the right mood.

teachers say…

ahhhhh… mmmmm…

pirates say…

ho ho, me hearties es

John Kanaka response

1/6-7

Add body percussion and instruments to a call and response song

too

• Watch the John Kanaka response movie in which ‘John Kanaka

naka too ai ay’ is sung and performed on body percussion. In a call and response song like this, the response stays the same. Join in with: – the words of the response: John Kanaka naka too ai ay; – the body percussion actions (practise slowly first); – both together. • Listen to John Kanaka and the ghosties and join in with the response words and actions, and with the vocal sounds made by the ghosties, pirates, children and teachers. Practise with the backing audio: sing the response words in your heads, but perform the actions and sounds. • Allocate sets of untuned percussion instruments to four small groups – ghosties, pirates, children and teachers – to play the rhythm of ‘John Kanaka naka too ai ay’. Select instruments to suit each group, eg triangles and bells for ghosts, claves and wood blocks for pirates, etc. Perform the song with the actions, sounds and instruments.

John Kanaka call and response

1/6-7

Perform a call and response song, expressing mood with voices Call: Response: Call: Response: Call: Response:

7–8

• Learn the call lines of John Kanaka and the ghosties,

explaining that the call is the line which changes each time. Practise with the performance audio. • When confident, divide the class into three groups to perform the whole song: – group 1: sings the call lines; – group 2: sings the responses and performs the body percussion; – group 3: in four smaller groups, performs the rhythm of the response on the chosen sets of instruments; – all: make the vocal sounds for the ghosties, pirates, children and teachers. • Swap groups. When confident, groups 1 and 2 can swap for each verse.

Can you hear what ghosties say ~ John Kanaka naka too ai ay, When it’s night and time to play? John Kanaka naka too ai ay. Oooooooo… Ooooooooooo… John Kanaka naka too ai ay.

LESSON LEARNING

EXTENDED LEARNING

• Understanding how mood can be expressed using the voice

Invent new verses for different moods and groups of people, eg taxi drivers having a stressful day; circus clowns having a funny day; cats having a wailing day.

• Understanding the structure of call and response songs

John

• Developing an expressive song performance with voices and instruments

10 Music_Express_Age6to7_PBandCDs_Book_PartA.indd 10

26/05/2017 12:06