Year 3-4 (Year A) Performing Arts Learning Challenges

Y3/4 (Year A) The Language of Music I’ve Got Rhythm This learning challenge builds on work undertaken in Years 1 and 2. It consolidates the language of beat, pulse and rhythm. It reinforces what rhythmic patterns are, and gives children the opportunity to recognise them in recorded and live music. It introduces a standard method of writing down rhythmic pattern and teaches early notation theory.

Opening Listen to a variety of famous pieces of music from a range of genres. Recap ‘pulse’: can children find the beat?

Investigations 1. What is a rhythmic pattern?

2. Creating a class chant! How can we make sure all of our rhythms fit together?

English LC1  Link rhythm with syllables. Clap children’s names to reinforce the rhythmic patterns.

Mathematics LC5  Children to try ‘rhythm maths’! Try the four rules of number through traditional western symbols for various note lengths!

Art 3. How can we remember rhythm patterns more easily?

Introducing the kodaly method.

LC2  The children could create musical characters from the four basic lengths of notes. Pictures of the character reflects their nature; i.e., quaver drawn as a sprinter, etc.

4. How can rhythmic patterns be shown through standard symbols?

Digital Literacy

5. Does it add up? Musical maths!

6. Can you create a simple rhythm sequence based around a theme?

Reflection Children are to hold a class performance of their compositions, repeating four bar rhythmic patterns. Record and evaluate the performances, allowing children time for their own appraisal.

LC4 and Reflection task  Opportunities for photographing and recording performances. Put digital recordings of class chant / reflection task on blog / VLE.

Y3/4 (Year A) Making and Enjoying Music Music From Around the World An opportunity to appreciate a wide range of music from around the world, and begin to understand the history and development of music from a range of cultural backgrounds. It gives children the chance to use their voices and play musical instruments, improving and composing music of a variety of styles.

Opening If possible, invite a traditional musician in to play music live to the children.

Investigations 1. How do Australian Aborigines use music to tell stories?

2. Can you compose and perform a soundtrack to an Aborigine folk tale?

3. What is a samba, and where does this style of music come from?

4. Can you copy and echo simple samba rhythms using your voice ?

5. Can you compose and perform a samba using traditional rhythms?

6. Singing traditional African songs Reflection The children could choose their favourite style of music from the three cultures studied and research the instruments traditionally used within this culture. Produce a project, in any format.

English LC1  Look at creation stories from around the world, to tie in with work on ‘The Rainbow Serpent’.

Geography LC1 and LC2  Locate Australia on the map. Discuss changes in population over time and similarities / differences with our country.

LC3, LC4 and LC5  Locate Brazil on the map. Compare and contrast life in Brazil with life in the United Kingdom.

Art LC1 and LC2  Complete art work / create a display based around traditional Australian music and culture.

LC3, LC4 and LC5  Complete art work / create a display based around samba.

LC6  Complete art work / create a display based around African instruments and music.

Digital Literacy Reflection task  Children could use internet sources to research their favourite music from another culture. They could prepare a presentation about the music, including sound clips.