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
5–6 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 5–6
6–7
England/Wales Year 2 N. Ireland Year 3 Scotland P2
Music Express Age 5–6 pack includes:
COMPLETE MUSIC SCHEME FOR PRIMARY CLASS TEACHERS
1
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 978-1-4729-0017-3
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 900173
ISBN 978-1-4729-0022-7
Written and compiled by Maureen Hanke, Helen MacGregor, Stephen Chadwick, Matthew Holmes and Ian Lawrence 6737_Music_Express_Age5to6_PBandCDs_Cover.indd 1
23/05/2017 16:25
L e ss o n
Ourselves
1
Musical focus: Exploring sounds subject link: English
Chase the sound
1
aaaaaoooo
oo
aaa aa
o oo
ee
e
pp
p
•
Ask the children to imagine that your voice has escaped. Show them the path of your escaped voice in the air with your finger. Use the Chase the sound movie to demonstrate if needed. Ask them to join in as your voice: – moves higher and lower; – stays on the same note; – starts and stops.
•
Talk about the pitch of the voice and how we can make it get higher and lower.
•
Repeat the whole activity, starting on a different note.
pp ttttt ee ppp e
ee
p
Play a game for exploring the pitch of a vocal sound
ee e e e
eeee
teaching tip: this activity helps practise word sounds and helps
children to feel confident about using their voices expressively through changing the pitch of a sound.
1/1-2
explore vocal sounds and add them to a song
•
Display Start with singing. Talk about the vocal sounds you might create for the first row of pictures. Enjoy practising the ideas, eg – child singing: laaaaaah, waddy waddy wa – people talking: chitter chatter, chit chat – bee: bzz – cork: pop
•
Explore making the sounds in different ways, eg repeating ‘chatter’ or ‘chit chat’; making the sound shorter or longer, eg bz bz bz bzzzzzzzzzzzzzzzzzz. Explore the second row.
•
Listen to the song, Start with singing. Join in with the vocal sound at the end of each line: ‘la-a-a-a’, ‘chit chat chit’, etc.
•
Listen again. Which were the loudest vocal sounds? Which were the quietest?
•
When the class is confident, sing the song without the audio, adding your own ideas for sounds (tune: Bobby Shaftoe).
Playing at the park
1/3-4
Add high, low and sliding vocal sounds to a song
2-3
4-5
•
Talk about the playground activities on the Playing at the park display. Create different vocal sounds for each one, eg – slide: ‘wooo’ sliding from high to low in pitch; – swing: ‘weee’ sliding up and sliding down in pitch; – see-saw: say ‘high’ ‘low’ at a high and a low pitch.
•
Listen to the song, Playing at the park. After ‘Let’s play on the slide…/swing…/see-saw…’, all join in with your chosen vocal sounds.
•
As the words and melody become familiar, join in with them until you can sing the whole song with the backing audio.
teaching tip: show the movement of your voice by sliding your
finger down the slide picture or move it high to low on the see-saw.
Lesson Learning
extended Learning
• Creating and responding to vocal sounds
Create a sound collage of a park. Different groups use their voices to make the sounds of different pieces of equipment.
8
Music Express Age 5-6 © 2014 A&C Black (an imprint of Bloomsbury Publishing plc)
Start with singing
Ourselves
L e ss o n
2
Musical focus: Exploring sounds subject link: English
Say it…
1/5
Perform a poem that demonstrates different ways of using the voice
Say it in a high voice, Then say it very low, Say it very quickly, Then say it very slow. Say it in a posh voice, Say it sounding sad. Say it very quietly, Then say it sounding GLAD.
6
• Get the children using their voices in different ways with this
expressive poem, Say it… Listen to the performance audio and copy each line in the gap which follows it.
• Talk about: – – – –
changing the pitch of the voice (speaking high/low); the tempo of speech (speaking quickly/slowly); other contexts in which we speak quickly and slowly; the expression that is important in reading.
• Read the poem out loud without the audio. Pause for longer at
the end of each line to let the children really enjoy the extremes as they copy it. They might create new sounds as well as copying the words themselves, eg adding very high squeaks, very low growls, saying ‘jabber jabber’ very quickly, and so on.
glad to be me
1/6-7
Learn a happy song and add whole body actions
7
• Watch the Glad to be me movie demonstration to learn the actions for:
‘Hi diddle-i dee, I’m glad I’m me.’
• Talk about the meaning of the other lines and improvise actions for them. • Continue learning the song and improvising actions with the performance audio, checking the children understand the vocabulary of each verse.
• When this is secure, use the backing audio to rehearse the song at a faster tempo.
I’m glad
I’m
me.
glad to be me performance
1/6-7
7
Choreograph an action song performance
• Organise the class into five rows, sitting one behind the other, to
Hi diddle-i dee, I’m glad I’m me, I’m not a house, I’m not a tree, They can’t run around like me, Hi diddle-i-dee, I’m glad I’m me.
• The row at the back stands up. They sing and perform the
put on a performance of Glad to be me.
actions of the first verse and continue to perform these actions as the verses continue;
• The second row from the back stands to perform the second verse and actions, continuing them throughout;
• Continue adding rows and verses until everyone is standing, singing and performing the actions for their verse.
Lesson Learning
extended Learning
• Creating and responding to vocal sounds
Listen to some compositions that use extended vocal technique eg Cathy Berberian (1925–1985) created a piece called Stripsody that uses only the sounds found in comics eg splat, vrooom, brrrr.
• Exploring how to change sounds
9
Music Express Age 5-6 © 2014 A&C Black (an imprint of Bloomsbury Publishing plc)
Hi diddle-i dee
Ourselves
L e ss o n
Show me one click
1/8-9
Perform a body percussion song
(click click)
8-9
• Display Show me one click and check that everyone is happy
making a click, clap and stamp. Listen to the song, noticing how the number of each action increases with each verse.
Show me one click (click) one click, Show me one clap (clap) one clap, Show me one stamp (stamp) one stamp, Now let’s see if we can do some more. (clap clap clap) Hey! Show me two clicks
3
Musical focus: Exploring sounds subject link: English
The verses all end with three claps and a spoken ‘Hey’. Practise this ending on its own then with the audio.
• Practise the first verse, ensuring that the children are confident
with the click-clap-stamp sequence and that they know to place the actions in the gap after the action word.
• When the first verse is secure, learn the second verse (two
clicks, two claps, two stamps). Focus first on placing the body percussion then on the words. Continue learning the verses in this way – the last verse has six clicks, six claps and six stamps.
two clicks…
A surprise meeting
1/10
Add expressive vocal sounds and body percussion to a story
10-11
• Show the children the storyboard display for A surprise meeting and watch the movie. Talk about the sequence of events and the structure of the storyboard.
• Identify expression in the story performance: where is it loudest and quietest; where is it told slowly and quickly?
• As a class, decide who it is that Little Bear meets. Is it a dragon? A lion? A ghost? Draw your surprise character in the empty space on the storyboard display. What sounds will the class make for the surprise character?
• Re-tell the story yourselves, using the storyboard slide show to
help with the sequencing, and pausing where appropriate for the whole class to add sounds. Use dynamics (loud and quiet) and tempo (speed) to make the sounds expressive.
A surprise ending
10-11
explore the expressive effect of a different ending to a story
A surprise meeting, discuss how you could give the listener an unexpected twist. Suggest and perform different endings, eg Little Bear meets a sad dragon who is lonely.
• Decide together how this will affect the second half of the story, for instance, the children might make one sound for Little Bear’s feet and another for the dragon’s. Little Bear and the dragon might return slowly and happily, chattering on the way.
Lesson Learning
extended Learning
• Creating and placing vocal and body percussion sounds
Create your own story with vocal and body percussion accompaniment.
• Exploring descriptive sounds
10
Music Express Age 5-6 © 2014 A&C Black (an imprint of Bloomsbury Publishing plc)
• When the children are confident about performing