Year 6 Performing Arts Learning Challenges

Y6 The Language of Music Cyclic Patterns: Rhythm and Pulse This learning challenge draws together all the children have learned about rhythm and pulse. It develops pupils’ ability to perform simple rhythmic patterns confidently and introduces more complex rhythmic devices, traditionally used in many drumming traditions. Children learn how to use timbre and duration to add variety to their rhythmic ideas.

Opening Listen to traditional African or Indian music, (if possible listen to ‘live’ music) which uses cyclic patterns.

Investigations 1. Can you spot a cyclic rhythm?

2. How can different sounds be used rhythmically?

English Throughout unit  Links to syllables, rhythm of language and poetry. Could link well with a literacy unit on the language and rhythm of Shakespearean verse.

Digital Literacy LC3 & LC6 Possible use of music program such as Audacity to record performance.

Science 3. Improvising and performing rhythms that fit together.

4. What is the ‘Kaherva’, and can you perform a rhythmic pattern over the top of it?

5. Can you compose a piece of music using a cyclic pattern?

6. How will we write down the rhythm to allow it to be played accurately by other people?

Reflection Can the children research and find a piece of popular music with a cyclic rhythmic pattern?

LC2  Discuss how sounds can be made higher or lower: what makes the same drum play at a higher or lower pitch? Discuss tension, vibration, tembre etc.

Geography LC4  Learning about drumming traditions of other countries invites a study of culture and beliefs in the given country.

Y6 Making and Enjoying Music The Year 6 Blues An opportunity to learn in detail about a particular genre of music, The Blues. The children will look at the musical structure and composition of blues music, and compose a simple 12 bar blues. They will make extensive use of ICT in editing and improving their work digitally. They will also consider how development of The Blues effected subsequent musical genres.

Opening Listen contemporary music, then back through 90’s, 80’s etc., doing a reverse journey through music. Explain how rock and roll changed everything! What was the inspiration for rock and roll?

Investigations 1. Where did the Blues come from?

2.Let’s play the ‘twelve bar blues‘ 3. What are the key musical features of traditional blues music?

4. Which instruments were traditionally associated with the twelve bar blues?

5. Let’s compose ‘The Year 6 Blues’ 6. Can you record and edit your composition using ICT to enhance the original work.

Reflection Hold an informal ‘performance’ for parents, where each group premier their ‘Year 6 Blues’, and present information about the history of the genre, and their own composition.

History Opening task  Opportunity for timeline / chronology study looking at the genres of music over the past century.

LC1  Investigate the slave trade and the links with blues music

Mathematics Throughout  Repetition of patterns in music.

Digital Literacy LC6 Possible use of music program such as audacity to record, edit and adapt performance.