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
9–10 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 9-10
6–7
England/Wales Year 2 N. Ireland Year 3 Scotland P2
Music Express Age 9–10 pack includes:
COMPLETE MUSIC SCHEME FOR PRIMARY CLASS TEACHERS
5
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
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.uk FREEDOM TO TEACH Find us at www.collins.co.uk and follow our blog – articles and information by teachers for teachers. @CollinsPrimary ISBN 978-1-4729-0021-0
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 900210
ISBN 978-1-4729-0022-7
Written and compiled by Maureen Hanke, Helen MacGregor, Stephen Chadwick, Matthew Holmes and Ian Lawrence 6745_Music_Express_Age9to10_PBandCDs_Cover.indd 1
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L E SS O N
Our community
1
Musical focus: Performance Subject link: History
Tour through time
1 / 1-2
Learn to sing the song Tour through time
• Display Tour through time and watch the movie. Explain that the community shown in the movie is a village called Saltaire near Bradford in West Yorkshire. Explain that the children are going to look at their own community as it is now and as it was in the past and explore this theme through music.
Chorus:
Our Our Our Our
community community community community
Verse 1: Verse 2:
~ ~ ~ ~
1-2
a place with history, just look around the vicinity. a place with history, come walk around the locality.
• Display Tour through time ~ lyrics and learn to sing the song with the performance audio.
• When everyone is confident, sing the song all the way through with the backing audio.
In the past (x8) Here and now (x8)
Step through time
1 / 3-4
Explore four-beat metre through a stepping pattern and conducting
3
• Display Step through time. All stand to learn the movement
pattern (shown opposite) with a steady beat. Take small steps as if marking the corners of a square on the floor. How many steps are in the pattern? (Four.)
• Divide into two groups to perform the stepping pattern with the
Here and now teaching audio. Group 1 sings while group 2 marks the metre with the stepping pattern, then swap over. What is the metre of the music? (The beats are grouped in fours. It has a metre of four.)
• Watch the movie to learn how to conduct a metre of four beats
like a professional conductor. Imagine you are holding a bouncy ball. All mirror the conductor, using right hands, and copy the light, bouncing movements to draw the shapes in the air. 4 2
3 1
• Why do the children think the first beat of each pattern of four is always a downwards movement? (Players need to know where they are in the music; the first beat is the strongest beat.)
Melodic ostinato
1/5
Learn to sing and play a melodic ostinato in the verses of Tour through time
2
3
4
1
2
3
• Display Verses melodic ostinato. Listen to the teaching audio
4
whilst following the pattern on the display. Play the audio again and all join in singing the note names, while conducting the four beats.
• Divide the class into two groups: group 1 sings the note names
while group 2 sings the ‘Here and now’ backing vocals. Invite a small group to add the melodic ostinato on tuned percussion.
A
• Repeat the activity to swap over parts and enable other children to play the tuned percussion.
D Here and now
Teaching tip: show the melodic ostinato staff notation to the tuned percussion players to follow the melodic repeating pattern. When playing the melodic ostinato with the backing vocals, choose individuals to conduct the two groups to help keep both groups together in time with the beat.
G Here and now B LESSON LEARNING
EXTENDED LEARNING
• Learning to sing a song
Find other pieces of music to conduct in a metre of four, eg songs the class already know or recordings.
Music Express Age 9-10 © 2014 HarperCollinsPublishers Ltd
1
4-5
• Understanding metre through singing and playing instruments • Conducting a metre of four
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L E SS O N
Our community
2
Musical focus: Performance Subject link: History
Tour through time again
1 / 1-2,5
Revise Tour through time with conducting and melodic ostinato
6
• Display Tour through time again and revise singing the song with the performance audio.
• When the song is secure, revise singing the melodic ostinato in
4
both verses with the teaching audio, with a small group playing tuned percussion.
• All practise marking the four beats with the stepping pattern
2
(lesson1, activity 2) and then conducting the four beats.
3
• Perform the song all the way through with the backing audio. All sing the chorus, but divide into two groups for the verses: – verse 1: group 1 sings the backing vocals (In the past); group 2 sings and plays the melodic ostinato; – verse 2: group 2 sings the backing vocals (Here and now); group 1 sings and plays the melodic ostinato.
1
Here and now
1 / 6-6
Write lyrics for the ‘Here and now’ verse
Here Here Here Here
and and and and
now now now now
~ ~ ~ ~
7
• Display Here and now. Explain that you are going to write
lyrics that describe places and features in your local community to perform in the ‘Here and now’ verse of Tour through time.
The chip shop on George Street. The library on Hornchurch Hill. Water tower made of steel. A coffee bar, a place to meet.
• With reference to a local map, decide on eight places or
features that most represent your locality, eg streets, buildings, shops, factories, parks, forests, streams, wildlife.
• Listen to the Here and now sample performance. Discuss how
the phrases are chanted rhythmically to fit the four beat gaps between repetitions of the phrase, ‘Here and now’. Why does ‘The chip shop on George street’ start just before the first beat? (So the main word, ‘chip’ falls on the strong beat.)
• Divide the class into eight groups, allocating one of the places
2
or features to each group. Each group invents a phrase to describe their given place or feature to perform in the verse.
3 4 George Street
on
Teaching tip: the lyrics may be location-orientated linking a feature with a street name, eg ‘The chip shop on George street’, or more descriptive of the shape, materials and functions, eg ‘Water tower made of steel’; ‘A coffee bar, a place to meet’.
Lyrics in present times
1 / 6-7
Share and perform lyrics within the ‘Here and now’ verse
1 Here Here Here Here Here Here Here Here
2 and and and and and and and and
3
now now now now now now now now
4
1 2 3 group 1 lyrics
7
• Decide on a sequence for the eight groups to chant their invented phrases.
4
• Invite each group to chant their phrase in the chosen order in the gaps after each ‘Here and now’ with the Here and now with counting teaching audio.
group 2 lyrics
• Repeat the activity, but this time ask everyone to join in singing ‘Here and now’ as well as performing their individual chanted phrase.
group 3 lyrics
• Explore the groups chanting their phrases in different orders.
group 4 lyrics
Decide an order that works the best and make a note of the phrases on the Here and now display.
group 5 lyrics group 6 lyrics group 7 lyrics group 8 lyrics
LESSON LEARNING
EXTENDED LEARNING
• Conducting metres of two and three
Research your local community by interviewing older family members or residents, making a note of their words to use when composing lyrics for ‘In the past’ next lesson.
• Writing lyrics
Music Express Age 9-10 © 2014 HarperCollinsPublishers Ltd
1 The chip shop
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L E SS O N
Our community
3
Musical focus: Performance Subject link: History
In the past
1 / 6-7
Write lyrics for the ‘In the past’ verse of Tour through time
7-8
• Revise the lyrics you wrote for the ‘Here and now’ verse of Tour through time (lesson 2). Revise chanting them rhythmically to fit four beats with the Here and now display and teaching audio.
• Explain that you are now going to write lyrics for the ‘In the
past’ verse, to describe places and features in your local community that existed in the past (that are still around or have disappeared).
• Discuss what the children know about their community in the
past (eg has a cinema been converted into a supermarket? Is there a war memorial? Did there used to be a mine or factory?)
• With reference to a local map and further support from local history resources, decide on eight places or features that represented your locality in the past.
• Divide the class into eight groups, allocating one of the places or features to each group. Each group invents a phrase describing their allocated place or feature from the past.
Lyrics in times gone by
1/8
Share and perform lyrics within the ‘In the past’ verse
2 past past past past past past past past
3
4
1 2 3 group 1 lyrics
• Decide on a sequence for the eight groups to chant their invented phrases.
4
• Invite each group to chant their phrase in order in the gaps after each ‘In the past’ with the In the past with counting teaching audio.
• Repeat the activity, but this time ask everyone to join in singing
group 2 lyrics
‘In the past’ as well as performing their individual chanted phrase.
group 3 lyrics
• Explore the groups chanting their phrases in different orders.
group 4 lyrics
Decide an order that works the best and make a note of the phrases on the In the past display.
group 5 lyrics group 6 lyrics group 7 lyrics group 8 lyrics
Our community tour through time Perform your invented lyrics in Our community tour through time Chorus:
Our Our Our Our
community community community community
~ ~ ~ ~
Verse 1:
In the past ~ invented lyrics
Chorus:
Our community ~ a place with history...
Verse 2:
Here and now ~ invented lyrics (x8)
Chorus:
Our community ~ a place with history...
1/2
9
• Display Our community tour through time and plan a
a place with history, just look around the vicinity. a place with history, come walk around the locality.
performance which includes: – the song Tour through time sung with your invented lyrics about your community past and present for the two verses; – verses melodic ostinato performed by a small group on tuned percussion (lesson 1); – a conductor to beat the metre of four and direct each group in the verses (optional).
• Rehearse your performance using the backing audio. Explore
(x8)
additional performance ideas, eg in the chorus have a larger group singing the ‘Our community’ words while smaller groups or individuals sing the answering phrases.
• Perform the whole song with the backing audio. Teaching tip: it might be helpful to arrange the groups in performance order for the ‘In the past’ and ‘Here and now’ verses.
LESSON LEARNING
EXTENDED LEARNING
• Writing lyrics
Let individuals conduct the ‘In the past’ and ‘Here and now’ sections as the groups perform their lyrics.
Music Express Age 9-10 © 2014 HarperCollinsPublishers Ltd
1 In the In the In the In the In the In the In the In the
8
• Extending arrangements of a song
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