Music Express Extra - World Beats Sample by Collins

EXPLORING RHYTHMS FROM DIFFERENT CU CULTURES ULTU URES

D L R WO

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Compatible with PCs and Macs Supports the award-winning Music Express series

World Beats is a complete resource for classroom teachers exploring percussion styles from various cultures around the world. It has been specially developed for 7-11 year olds and offers new and exciting ways into creating musical performances as a whole class. World Beats can be used either as an essential part of your scheme of work or as a dip-in resource. It is suitable for generalist teachers or specialist music leaders. rs.

NO MUSIC READING REQUIRED Other titles include:

FREEDOM TO TEACH Find us at www.collins.co.uk and follow our blog – articles and information by teachers for teachers. @CollinsPrimary ISBN 978-0-7136-8890-0

9 780713 688900

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with ensemblebash

Supports the Music Curriculum of England, Wales and Northern Ireland, and the 5-14 National Guidelines of Scotland

CHRIS BRANNICK • STEPHEN HISCOCK • JOBY BURGESS • GENEVIEVE WILKINS

• Book includes activities that build towards performance pieces. • DVD-ROM provides easyto-follow demonstration performances and photocopiable printouts for use within the lessons.

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WORLD BEATS

PACK CONTENTS

WORLD BEATS

with ensemblebash

Music Express

S T A E B

D L R WO

ATS BEensemble bash with

INCLUDES • DVD-ROM • video clips • photocopiable printouts

Chris Brannick Stephen Hiscock Joby Burgess and Genevieve Wilkins G 19/03/2019 09:47

Introduction Music Express EXTRA: World Beats is an inspiring, imaginative and comprehensive percussion resource for generalist and specialist teachers. This multi-media pack has been specifically developed for 7-11 year olds and offers new and exciting ways to create musical performances as a whole class. The activities within this resource have all come from ensemblebash’s wide experience of touring internationally and working with musicians from different cultures all around the world. All of the rhythms are based on the authentic beats from a variety of music genres, but many have been simplified to make them suitable for this age group. Each chapter has been designed to explore a different style of percussion music and culminates in a performance that you, as the teacher, can decide to make public or simply perform within the class. Overall, World Beats is aimed to give a rounded and creative experience that will support other musical projects in the future. At the end of each chapter you will find two pages of photocopiables. These pages contain all of the rhythms and patterns from the previous chapter and are displayed here as an easy reference guide. These pages also contain some blank boxes so that the children can note down their invented rhythms or strokes. Copies of these pages are available to download from the DVD–ROM. Music creation is a highly subjective experience and while the book has been loosely written to increase in difficulty from the first to the last chapter, each class is unique and will find its own way through the book. You can dip in and out of the resource rather than following in a strict sequence if you prefer, as each chapter stands alone. Don’t be disheartened if your class finds a particular session or activity difficult, and be prepared to be flexible as you plot your course towards the final performance in each chapter. Finally, all of the members of ensemblebash – Chris, Genevieve, Joby and Stephen – hope that you enjoy your music making, and please visit us at our website: www.ensemblebash.com.

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Contents Sound Explorers

Miam - Ghana

Session 1: exploring sounds

Session 1: drumming strokes

Session 2: sound pieces

Session 2: call and response

Session 3: more exploring

Session 3: new strokes and rhythms

Session 4: sentences and sequences

Session 4: number ostinati

Session 5: extending the dance

Session 5: storyboard

Session 6: performance

Photocopiables

Taiko - Japan

Samba - Brazil

Session 1: salsa set 1

Session 1: hippos and drummers

Session 2: salsa set 2

Session 2: toast and chips

Session 3: dance

Session 3: more rhythms

Session 4: inventing ostinati

Session 4: call and response

Session 5: developing ideas

Session 5: chants and calls

Session 6: performance

Photocopiables

Salsa - Cuba

Talas - India

Session 1: pulse and ostinati

Session 1: time cycles

Session 2: signal and break

Session 2: creating talas

Session 3: more ostinati

Session 3: foundation rhythm

Session 4: class events

Session 4: subtraction effect

Session 5: group events

Session 5: tihai

Session 6: performance

Photocopiables

Music Express EXTRA: World Beats ÂŠ 2010 HarperCollinsPublishers Ltd

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Sound Explorers This project looks at exploring the sounds that are found all around us. The children will discover different sounds that can be created from everyday objects and a variety of percussion instruments. They will also learn about traditional English dancing and will combine these elements to create a performance piece.

What you will need SOUND EXPLORERS CLIPS 1–10 • A variety of drums; • A variety of wooden percussion; • A variety of shakers; • Tambourines;

Background information We tend to think of music as being created using ‘real’ instruments and therefore take the sounds around us for granted. This project encourages the children to think about whether there is a difference between musical and non-musical sounds, and to listen to everyday sounds with more open ears. They will also explore the link between music and dancing, and develop co-ordination skills by joining these elements together in a class performance.

Session 1: exploring sounds

• Ribbons or handkerchieves for dancing; • Everyday objects.

CLIP 1

1. Play clip 1 to give the children an idea of the variety of sounds that can be discovered using everyday objects. As a class, discuss the variety of sounds and objects in this clip.

2. Ask the children to explore different sounds that can be created using objects found around the room.

Teaching tip

Divide the class into groups of 4 or 5 sound explorers and see what sounds the children can create from:

Make sure you choose a room in which there are lots of different objects.

• a chair; • a table; • the floor. Turn your attention to the smaller objects in the room and see if you can create any more sounds: • tap a pen on a cupboard; • shake a box of paperclips; • rustle a bag inside a bin. Discuss all of the different sounds that the children have created. Ask some of the children to perform their sounds to the rest of the class.

3. Explore the different sounds that the children can create using just their bodies, eg: • tap their cheeks; • stamp their feet; • click their tongue.

Teaching tip It is easy for children to become a little silly when creating sounds with their bodies. It is worth letting them get silly for a short while so as not to limit their creativity. After a short while, re-establish a suitable working environment for more sensible sounds to be explored.

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SOUND EXPLORERS

Now explore the sounds they can create just using their voices, eg: • whispering, hissing, humming; • varying the sounds by making them short or long, loud or quiet.

Teaching tip Ask each group to think of ways to signal for changing between their chosen sounds, eg the children could elect a leader who claps four times to signal moving on to the next sound.

4. The children remain in their small groups. Ask each group to choose five sounds that they have discovered using a variety of objects, and materials. These sounds are called found sounds because they have all been found from around the room. Using the chart on page 12, each group puts their five sounds into an order - a sequence. They could order them from loudest to quietest, eg:

tap floor with ball

tap plastic cup on wall

scrunch up paper

shake paperclips

tap pencil on desk

Teaching tip The children may have ideas of objects from home that they could use to make sounds. You could extend this activity by asking the children to bring objects in from home to explore more sounds.

5. Each group performs their sequence of five sounds to the rest of the class. Ask the class to describe the sounds that they hear. Are they long or short, funny or scary, lively or tranquil etc. These found sounds sequences will form part of the final performance at the end of this chapter. Each group keeps a copy of their found sounds sequences (page 12, also available to download from DVD–ROM) as it will be needed later.

Session 2: sound pieces Teaching tip Here are some examples of different sounds ensemblebash demonstrate using a tambourine:

CLIPS 2–4

1. Remind the children of some of the found sounds they explored last session. Watch clip 2 to see how many different sounds ensemblebash can create using different types of tambourines.

• tap the skin with one finger; • tap the frame with your palm; • drag your fingers over the skin in a circular pattern; • shake the tambourine.

2. Continue exploring more sounds, this time using instruments: Sit in a large circle and place all of the instruments in the middle. Choose one instrument and demonstrate a sound that it can create. Pass the instrument around and ask each child to create a different sound using this instrument. When the children can no longer think of new sounds for this instrument, choose a second instrument to explore.

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