AN INTRODUCTION TO MUSIC IN THE PRIMARY SCHOOL David Wheway.

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Presentation transcript:

AN INTRODUCTION TO MUSIC IN THE PRIMARY SCHOOL David Wheway

CURRENT SITUATION Curriculum 2014 KS2 CPD Programme / Sing Up PPA time Hubs CPD (Continuing Professional Development)

WARM UP SESSION Importance of the circle/horseshoe Social, passing activities Developing listening, exploration, beat & rhythm, co-ordination, pitch awareness The freedom and atmosphere to make ‘mistakes’ (laughter, working to improve rather than giving up) Discuss where else you have observed this in other curriculum areas…….

FUNGA ALAFIA Funga alafia, Ah-shay Ah-shay. Funga alafia, Ah-shay Ah-shay.

Funga alafia, Ah-shay Ah-shay. Funga alafia, Ah-shay Ah-shay. Funga - Dance/Alafia - greeting/Ahshay - amen (Touching your head, and extending the arms outward, touching the lips and extending the arms, touching the heart and extending the arms, and rubbing each hand/arm in turn on the opposite forearm. And the gestures have a meaning: “With my thoughts I greet you. With my words I greet you. With my heart I greet you. There’s nothing up my sleeve.”

RHYTHM GRIDS Feel the pulse: Walking, skipping, running (with beat/with music) Clapping, tapping games (Copycat, switch) Hand Jiving (slower tempo for younger children) Rhymes/Songs with actions – e.g. Three Tapping Teddies Flash cards with dots

BEAT AND RHYTHM

BUBBLES

Musical Elements: Dynamics Pitch Duration Tempo Timbre Texture STRUCTURE

SOUNDS, SYMBOLS & GRAPHIC SCORES

NOTATION

PICTURE PATTERNS

CONTRAST Pebble dashBrick pattern

TRAILS AND JOURNEYS

THE PROCESS Find sounds for objects, events, characters, moods, etc. in a real or imagined event/journey. For early years begin with familiar experiences – older children can move into the imagined and unfamiliar.

THE PROCESS The following list may be progressive – but earlier bullets should not be abandoned Explore vocal representations – incorporate body, ‘found’, percussion and instrumental sounds Explore events within the overall event (as in developing a story) Find easy to complex rhythms (short phrases) to enhance each stage of the trail Move rhythms onto tuned percussion/melodic instruments Sing the phrases where appropriate A good example of a composition where the composer has created a melody but used timbre to retain the sound effect of the character is ‘Flight of the Bumble Bee’ by Rimsky Korsakov

Make an audio-recording of the trail and play back as soon as possible to the children. Make the recording available to other audiences.

FIND SOUNDS TO DESCRIBE PICTURE