Rowan Gate Primary

School Creative

Curriculum

Class Peaches-E

Term Spring 2015 - 2016

Group 1- P7/P8 – KL, JK Group 2- NC A/ B – KS, SB, DR, CP Group 3- NC B/ C – TW, KP, KP, SL, SD

Pupils will use a range of materials creatively to design and make products. They will use drawing and

painting to develop and share their ideas, experiences and imagination. Pupils will develop a

wide range of art and design techniques in using

colour, pattern, texture, line, shape, form and space. Pupils will learn about the work of a range of

artists, craft makers and designers, describing the differences and similarities between different

practices and disciplines, and making links to their own work.

Pupils will be taught to develop their techniques, including their control and their use of materials.

Pupils will record their observations and use them to review ideas. Pupils will improve their mastery

of art and design techniques, including drawing,

painting with a range of materials. Pupils will produce creative work, exploring their

ideas and recording their experiences

Pupils will develop art techniques, including use of materials, with creativity, experimentation and an

increasing awareness of different kinds of art. Pupils will improve their mastery of art and design

techniques, including drawing, painting and

sculpture with a range of materials. Pupils will produce creative work, exploring

Pupils will begin to develop, model and communicate

their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and

communication technology. They will explore a wide range of materials and components, including

construction materials, textiles and ingredients, according to their characteristics. Pupils will evaluate their ideas and products against design

criteria. They will build structures, exploring how they can be made stronger, stiffer and more stable.

Pupils will generate, develop, model and

communicate their ideas through discussion, and pattern pieces. Pupils will select from and use a

wider range of tools and equipment to perform practical tasks [for example, cutting, shaping,

joining and finishing], accurately Pupils will use a wider range of materials and components, including construction materials,

textiles and ingredients, according to their functional properties and aesthetic qualities.

Pupils will investigate a range of existing products. They will evaluate their ideas and

products against their own design criteria and consider the views of others to improve their work. They will explore how key events and individuals in design and technology have helped

shape the world.

Pupils will generate, develop, model and

communicate their ideas through discussion, annotated sketches and pattern pieces.

Pupils will select from and use a wider range of tools and equipment to perform practical tasks.

Pupils will use search technologies for locating information relevant to suggested themes. Pupils will design purposeful, functional, appealing

products for themselves and other users based on design criteria.

Pupils will evaluate their ideas and products against design criteria.

Pupils will begin to develop an awareness of the past, using common words and phrases relating to the passing of time. They will know where the people and events they study fit within a

chronological framework and identify similarities and differences between ways of life in different

periods. They will start using a wide vocabulary of

everyday historical terms. They will begin to understand some of the ways in which we find out

Pupils will continue to develop a chronologically secure knowledge and understanding of British and world history, comparing a non-European society (Mayan Civilization) that provides

contrasts with British history. They will note connections, contrasts and trends over time and

develop the appropriate use of historical terms.

They will construct informed responses that involve thoughtful selection and organisation of

Pupils will develop a chronologically secure knowledge and understanding of British and world history, comparing a non-European society (Mayan Civilization) that provides contrasts with British

history. They will regularly address and sometimes devise historically valid questions about change,

cause, similarity and difference, and significance.

They will understand how our knowledge of the past is constructed from a range of sources.

about the past and identify different ways in which

it is represented. Pupils will study events beyond living memory that

are significant globally – Mayan Civilization.

relevant historical information.

Pupils will begin to develop knowledge about the

world, the United Kingdom and their locality. They

will understand basic subject-specific vocabulary relating to human and physical geography and begin

to use geographical skills, including first-hand observation, to enhance their locational awareness.

They will begin to name and locate the world’s seven continents; use world maps, atlases and globes to

identify vegetation belts around the world, as well

as the countries, continents and oceans studied at this key stage. Pupils will explore types of

settlement and land use in rainforests.

Pupils will extend their knowledge and

understanding beyond the local area, including the

United Kingdom and Europe. Pupils will locate the world’s countries, using maps

to focus on South America, concentrating on their major countries.

Pupils will begin to understand geographical similarities and differences through the study of

human and physical geography of a region of

Europe. Pupils will describe key aspects of human

geography, including: types of settlement and land use, economic activity including trade links, and

the distribution of natural resources. Pupils will describe and understand key aspects

of:

Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains,

volcanoes and earthquakes.

Pupils will locate vegetation belts around the

world. They will identify the position and

significance of Equator. Pupils will use maps, atlases, globes and

digital/computer mapping to locate countries and describe features studied.

Pupils will locate the world’s countries concentrating on their environmental regions, key

physical characteristics

Pupils will understand types of settlement and land use, economic activity including trade links, and

the distribution of natural resources including food.

Pupils will understand geographical similarities and differences through the study of human

geography of a region of the UK and a region of

South America.

Pupils will use their voices expressively and

creatively by singing songs and speaking chants and rhymes. Pupils will play tuned and untuned instruments musically. They will listen with concentration and understanding to a range of high-

quality live and recorded music

They will experiment with, create, select and combine sounds using the inter-related dimensions

of music.

Pupils will play and perform in solo and ensemble

contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression Pupils will listen with attention to detail and recall

sounds with increasing aural memory. Pupils will

use and understand staff and other musical notations. They will appreciate and understand a

wide range of high-quality live and recorded music drawn from different traditions and from great

composers and musicians. Pupils will develop an understanding of the history of music.

Pupils will perform dances using a range of

movement patterns. Pupils will produce creative work, exploring their ideas and recording their experiences. Pupils will appreciate and understand a wide range

of high-quality recorded music.

Pupils will be taught to sing and play musically with increasing confidence and control. They will

develop an understanding of musical composition, organising and manipulating ideas within musical

structures and reproducing sounds from aural memory.

Key Skills Focus

Communication/

literacy focus

Application of number

focus

ICT focus Working with others

focus

Improving own

performance focus

Problem solving focus

Speaking & listening

during group discussion.

Recording activities.

Understanding of

different dates.

Exploring patterns Patterns in environment

Ordering/sequencing

Colours

Taking photographs.

Interactive activities-

espresso, Purple Mash Printing pictures.

Designing models

Collecting Data

Group & paired work

opportunities in DT,

Geography, History, music & Art

Making choices which

painting do I choose,

which model shall I make? Evaluating work &

making changes.

How to create a tribal

mask, which materials to

use, what pattern to use. Where is rainforest?

How to safe rainforest?

Week 1 Theme: Introducing the Rainforest

Group 1 Group 2 Group 3

Geography Children to choose symbols

to recreate the senses

from the rainforest.

Encourage discussion and

independent ideas - KL to copy under words

Children locate rainforests

Lesson 1 - What is a Rainforest?

Start to learn the key information about rainforests through a Senses Journey and a word definition game; create a class rainforest question and answer display board.

We are going to be learning about rainforests. Do you know anything about the rainforests? What are they like? Where in the world are they? What grows there? Has anyone been to visit a real rainforest or seen one on TV? Encourage chn to share information & express

what they already know. Go through the presentation and discuss any questions that arise.

Say we are going to visit a rainforest from the air, tell chn to imagine they are there and to

use their senses to help: what might you see, hear, smell, feel and taste? Watch video clip - http://www.youtube.com/watch?v=5JDocMmxLOo - Flying over the rainforest.

LO: Gain geographical knowledge and vocabulary linked to rainforests.

Lesson 2 - Where in the world and why are they there?

Weblinks www.lisareek.com - (facts about world rainforests);

http://www.factmonster.com/ipka/A0769052.html - information about biomes;

http://primaryhomeworkhelp.co.uk/rainforest.html – rainforest information;

Chn work in pairs to compile

relevant questions relating to

the rainforest, then use the

internet to find out the

answers. Write their questions

and answers on Post-It notes to add to class display.

by placing a symbol of a

rainforest onto the country.

http://www.chesterzoo.org/ - Chester Zoo website.

Recap on the last session and what the chn know so far about rainforests, using the

Rainforest presentation, first slide. This may encourage some to mention key rainforests and their location.

There are two types of rainforest: temperate and tropical. We are going to be focusing on

those that are tropical. Show slide 2. (Temperate rainforests lie in the temperate zones;

either of two regions of the Earth of intermediate latitude, the North Temperate Zone,

between the Arctic Circle and the Tropic of Cancer, or the South Temperate Zone,

between the Antarctic Circle and the Tropic of Capricorn). Tropical rainforests lie in the

tropics (The part of the Earth's surface between the Tropic of Cancer and the Tropic of

Capricorn; characterized by a hot climate).

Demonstrate tropic and equator locations on a large globe ensuring chn appreciate they are

imaginary lines. They should identify the continents and the countries too. Explain that

tropical rainforests grow mainly in equatorial regions because temperatures are always

warm, show how the equator runs at the globe’s widest spherical point and therefore

closest to the sun. Due to warmer temperatures there is also more evaporation from the land and water that leads to an increase in rainfall.

Then show slides 3 and 4 to locate world tropical rainforests on a world map. Give chn time

to use atlases to locate the rainforests. They should then transfer the main locations onto the world map resource.

Chn use atlases to locate the continents and countries from the presentation in more detail.

Transfer the location of the forests onto a world map, annotating the map with name of the

country.

LO: Locate main world tropical rainforest regions.

Children to use atlases to

locate countries and write the

names of the continent country

onto the map.

History

Art &

design

Design

Technology

1:1 adult support Create a physical map using salt dough to demonstrate your learning.

Resources - Salt dough recipe; Salt dough map resource; Large globe; Flour; Salt; Tap water; Base boards; Clay tools; Paint; Cocktail sticks; Paper flags.

Encourage independence.

Differentiate through

Explain that they are going to create a physical map of one of the continents where rainforests are located to show the landscape, cities, rivers and rainforests.

The 4 continents where there are major tropical rainforest regions are: South America,

Africa, Asia and Australasia. Their maps will be made from salt dough so will show

rainforests, mountains and valleys in relief (3D) and be labelled.

Show the pictures of how the map will be made, resource 3. (The maps can have more

information added as the topic progresses, e.g. animal and plant life, names of major rivers.

They will also be used as part of the documentary planning in lesson 3).

Create salt dough continent maps. Use atlases or a good image to help. (Allow drying time before painting and labelling.) Adult support as necessary

LO: Create a relief map showing world rainforests

questioning.

Music

English and Computing

Complete a report under headings to help them.

Use symbols to support.

Encourage KL to talk about

what she is researching

and to make sentences.

Search for information about world rainforests; capture your knowledge in a non-chronological report and then create a documentary in the style of ‘David Attenborough’.

http://www.youtube.com/watch?v=H9MV5CgPgIQ - David Attenborough film clip on tree

and plant life in the jungle; www.kidskonnect.com/subjectindex/15-educational/science/96-rainforest.html - rainforest information for chn; www.rainforest-alliance.org/kids -

rainforest information for chn;www.resources.woodlands-

junior.kent.sch.uk/homework/grainforest.html www.kids.mongabay.com/- rainforest information for chn.

Show the maps created by the children in the previous session. Remind them of the focus

on the continent where the rainforest was located. Explain that in this session they are going to design a report on their region.

Allocate the same continent to the groups depending on the map they made in the last

session, as they will be able to refer to this when they film their documentary. Put non-

fiction books about the rainforests on chn’s tables. Chn to look through the pages focussing on layout and presentation of the information.

Run through the features of a non-chronological report (session resources). Ask chn to

locate some of these features within the books they have in front of them. Feedback to

Children to use their research

to write up their non-

chronological report. Encourage

independence.

KP – scribe as necessary for him to copy.

Use writing frame.

class on their findings. Tell the chn they are to work in pai rs to research their rainforest

region, but they are to complete their report individually. Remind chn of the style of

reports in the non-fiction books, so include titles, sub-headings, labelled diagrams and

pictures. Ensure chn focus their research on the physical geography, location weather

and climate.

Chn to research in more detail the continent and specifically the rainforest region they

have previously researched and recreated in a salt dough map. Complete a written report on

their findings using writing frame for those who need support. (Use session resources as support where needed)

LO: Investigate main world tropical rainforest regions.

Write a non-chronological report on a rainforest.

Week 2 Theme: Layers of the Rainforest

Group 1 Group 2 Group 3

Geography Part 1: As other groups

Part 2: As other groups

Part 3: Label the diagram of

the layers of the rainforest.

Use non-fiction books to add a

fact about each layer to their

diagram.

Recap on the learning from the introduction block – what a rainforest is and the

location of the tropical rainforests. Some of the chn may comment on the layers during this feedback. Show the explanation clip and presentation (session resources). Discuss

the different layers – emergent layer (trees pushing out above the canopy), the canopy (tall trees), understory layer (everything growing between the forest floor and the

canopy) and the forest floor (ground cover plants and decaying vegetation). Ask the chn

to discuss why different plants grow in these layers. Link discussion to nutrients, sunlight, water, etc. Discuss how the plants relate to each other, vines growing on other

plants to reach the sunlight and how some can push through above the canopy (emergent) to get to the sunlight. Explain that the understory is the densest layer

where the plants grow thick, but they do not need too much light to survive. The forest floor is a bed of nutrients from decomposing plants and animals (this is called litter)

and after 6 weeks a thin layer called humus develops. Small ground cover also plants

grow here.

Activity 1. Chn to use a photo of the rainforest and a cross-sectional diagram to link to the 4 layers – (session resources).

Activity 2: Using photos of rainforests, sort them into the 4 layers – (session

Part 1: Children to work in pairs to label the

photo and diagram with the 4 layers of the rainforest.

Part 2: Sorting task – work as a group to identify the 4 different layers in the

rainforest from the photographs.

Part 3: Create own diagram of the layers of

the rainforest. Use non-fiction books to add

facts about each layer to their diagram.

resources).

Activity 3: Use knowledge to create diagram of layers of the rainforest – (session

resources).

http://www.bbc.co.uk/learningzone/clips/rainforest-structure-layering/3092.html -

Rainforest layer explanation; http://resources.woodlands-

junior.kent.sch.uk/homework/grainforest.html - Child-friendly facts;

http://www.livingrainforest.org - Factual info on the rainforests; http://www.youtube.com/watch?v=beTLIa5EVe4 - Tour of the layers.

LO: Children will

Explore the layers of the rainforests Identify features of each layer of the rainforest

Develop scientific understanding of plants living in certain parts of the rainforest

History

Art and

design

Adult supported

Differentiation through

questioning and support

Explain that the chn are going create a ‘patchwork’ wall display based on the different

layers of the rainforest. (Chn’s individual work being placed appropriately to form one

large display.) The layers will be created using different media: Emergent and canopy

layers from pastels and the understory and forest floor from collage. The display will

have labels and facts added and the chn can add to the display as the topic progresses.

Use the collage technique resource to demonstrate grouping tones of the same colour

paper together. Show techniques for tearing and positioning paper to create an object

before gluing in place. Pastels: Demonstrate the various techniques on black sugar paper

so that it stands out for the chn to see. Allow some time to explore techniques in

collage and pastels. Reconvene for the chn to share some of their techniques and

results of their exploration. Look carefully at the different layers of the forests from

the photos and the video clips that offer good close up images of plants. In talking

partners allow the chn some talking time to discuss what they can do to create the

effect for a particular part of the forest. Organise the chn in two halves so that all the

chn can try out both techniques, (or split this session into 2, one to focus on collage,

one to focus on pastels). Allocate exact layer you require the chn to do for both media,

so that each layer is created, you should end up with approximately 15 pictures of each

layer.

Part 1: Chn create pastels of the emergent and canopy layers of the rainforest. Use tones of greens and browns to create these layers. Pictures to be A4 to become a part

Encourage independence Differentiation

through questioning and support

of the patchwork display.

Part 2 Chn create A4 collages of the understory and the forest floor. Ensure the children focus on just the plants and make their collage detailed.

http://www.youtube.com/watch?v=H9MV5CgPgIQ - David Attenborough video clip, good

close up of plants; http://www.youtube.com/watch?v=iKEPvcxnEck - Tilly the Toucan

tours the layers of the forest; http://www.youtube.com/watch?v=C1Ib0-BlBKU - Eden

Project film on plant adaptation, good close-up of plants;

http://www.youtube.com/watch?v=qGsXFi5q1WA - Good explanation of each layer but

note variation of layer names – forest floor: shrub layer;

http://www.ecorazzi.com/2012/02/08/ten-amazing-rainforest-plants/ - 10 amazing

plants; http://www.rainforest-alliance.org/sites/default/files/site-

documents/education/documents/introduction_rainforests.pdf - Useful teacher

resource ‘What are rainforests?’; http://www.youtube.com/watch?v=x3BAtpTlidw - Showing blending techniques using pastels.

LO: To experiment with oil pastels and collage to create a large-scale display;

Experiment with various art techniques to create an effect

Design

Technology

Music/

English/

Computing

Create little books about

animals that live in the rainforest. Can challenge chn

to organise their pages into the rainforest layers. Use the

template as a writing frame. Use the animal fact sheet to

assist.

Ask the chn if they have ever really listened to the sounds around them. Turn the lights

and close the blinds.

Ask the chn to spend 2 minutes really listening to the sounds around them. What did they hear? Car in the distance, ticking clock, chn in other parts of the school, footsteps, phone ringing.

Now ask them to imagine what this might be like in a rainforest. They might suggest: water, birds, rustling leaves, animal sounds and rain. Remain in the darkened atmosphere

and play some of the sound clips of the rainforest (choose from web links). First time chn just listen. Play the sound clip again and ask the chn to write down on mini-whiteboards what they can hear. (Have symbols ready for JK to choose from –

encourage independent choosing)

Did chn hear different things? What does this tell us about who lives in the rainforest? Animals, birds, people and plants live there.

Look at the presentation on animals on the rainforest, focus on the different layers of

Use the bookmaking template to create own

folded books. Organise the book into chapters titled after the layers of the

rainforest. Include cover, blurb, contents page, facts, diagrams and pictures.

the rainforest in relation to who lives where. Ensure that chn understand that

different rainforests around the world will also have different animals, for example the elephants don’t live in the rainforests of South America as they live in the rainforests

of Africa, southeast Asia and India.

Explain to the chn that they are to research some of the animals of the rainforest to create little books. The books are to be set out in chapters that are equivalent to the

layers of the rainforest. So in the chapter on The Emergent Layer – the creatures of this layer will be drawn and facts written about them. Chn to use internet for their

research. The chn’s books can be added to little pockets around the display created in

the previous session for chn to visit in reading sessions.

http://www.youtube.com/watch?v=LTiRw7kx97E - Sounds of the rainforest; http://www.youtube.com/watch?v=-IAfg_Iy7n8 - Sounds of the rainforest. LO: Appreciate that different animals live in different parts of the rainforest and the

reasons for this

Research animals of the rainforest and understand that some are endangered

Create non-fiction books on the animals using the features of non-chronological writing

To use the Internet to search for information about rainforests animals.

Week 3 Theme: Life in the rainforest

Group 1 Group 2 Group 3

Geography Use the template resource and

symbols as a scaffold to

writing ‘a day in the life of me’

as a diary.

Encourage discussion and ask

questions to probe answers.

Do you think people live in the rainforest or is it just plants and animals? Yes, people do

live in the rainforest! Do they live just like us? Of course they eat, work (hunt/carry out survival chores), sleep and have families, but in a very different way to our lives.

Explain that the people of the rainforest have lived and survived, working with the

rainforest for thousands of years. Begin to show the people of the rainforest

presentation, allowing for discussion and clarification as the chn ask questions. Having

watched the videos, (without the chn, due to nudity), prepare yourself to go into the

role of a Kayapo tribal leader. (Wear headdress and red face paint if available).

Explain some of the information about the Kayapo tribe (Research this using the

Chn use the ‘Day in the life…’ resource to

write a comparison of their own daily life to

that of a child of the Kayapo tribe. Write

in the form of a diary entry in the first-

person. Use A4 folded in half - use headings – The Kayapo and Myself.

National Geographic website and using the session resources). Ask the chn to work in

pairs to ask you questions about life in a rainforest village. Structure their questions

under the headings of: Tribal home, food and clothing, tribal beliefs and customs,

tribal jobs, being a child of a tribal family.

Using these 4 headings will give the chn the right focus for their questions and make

sure that they will relate to the facts from the resources. Explain to the chn that

there are many different tribes worldwide. Help them to understand that the

information you have given them relates to the Kayapo tribe.

Recap on the information you shared about the life of a child: learning skills for survival

– fishing, hunting etc, rituals and ceremonies, some traditional education, traditions –

face make-up, living in family groups, husband having more than one wife. Create two

columns on the board under headings Kayapo and Me. Chn make suggestions for comparison of lives.

http://www.dailymotion.com/video/xk3ke3_amazon-indigenous-people_news -

Indigenous people of the Amazon; http://www.survivalinternational.org/films/awa-bbc - Protecting the Awa tribe; http://video.nationalgeographic.com/video/ng-live/kayapo-

schoeller-lecture-nglive?source=searchvideo - Kayapo tribe, excellent photos and

description; http://www.survivalinternational.org/tribes/uncontacted-brazil - Uncontacted tribes in Brazil. Be aware of nudity in the clips above but good for teacher to watch prior to hot-seating activity.

http://www.youtube.com/watch?v=-UNjMKHck1g - Chn’s field trip to visit the Maleku tribe.

LO: Develop an understanding of the similarities and differences of another culture

Write a comparative diary between the life of a child from another culture and

myself

History

Art and

design

Adult support

Differentiated through

questioning and support.

Tell the chn that we are going to learn about styles of tribal art with a particular focus

on the Kayapo Tribe of The Amazon Rainforest.

Ask chn to look carefully at the Kayapo Tribe photos. Discuss patterns and colours in

the face paint, the headdresses and the armbands. They use lots of bright colours dye

from fruit and berries. Face and body paint is often red as they believe that red is the

Chn experiment with various soft and hard

pencil techniques. Once they have explored the effects they can produce some pattern

making in a similar style to that of the

Kayapo tribe using only pencil on 10cm x 25cm strip of sketch paper.

most beautiful colour. Yellow feathers in headdresses represent the sun’s rays. Using

the printed version of slide 10 ask chn to describe the patterns of the armbands, (geometric shapes and repeated patterns).

Explain to the chn they are going to experiment with the designs in monochrome to see

what effects they can achieve. Demonstrate the effects of the softer and harder

pencils using different art techniques (session resources to support). Children

experiment with techniques using pencils to create an effect. Bring the chn back

together to discuss the effects they have created and the techniques they used.

Explain to the chn they are now going to create similar patterns with colour pencils.

How they think the effects might be different – more blocks of colour, brighter, easier

to define pattern, more interesting to look at. Explain that their designs can be

different from their monochrome versions, but they can recreate exactly the same

pattern but use colour. Remind them of the colour that were tradi tional and to use slide

10 for guides to the patterns – red, green, yellow, blue, purple, orange, black and white.

Whilst they are doing their art work have the PPT on repeat slide show to keep

reminding the chn of the effects and colours.

. Display all the work in either alternate monochrome/colour in a brick wall style, or

divide the display space in two and display monochrome on one half and colour versions

on the other.

http://www.face-painting-fun.com/cultural-face-painting.html - Facts about tribal face

painting; https://www.youtube.com/watch?v=URxC75G3nJI play rainforest/tribe music in the

background

LO: Explore tribal art in relation to the Kayapo tribe

Design their own Kayapo-style patterns

Investigate different effects that can be created with colour and monochrome

Chn use same size strip of paper to

recreate colour versions of the Kayapo art.

Option to edge colour in fine black felt pen

for both colour and monochrome as this can

make the pattern stand out further.

Design

Technology

Adult support

Differentiated through

questioning and support.

Ask the chn to describe their homes, how are they built, do they have neighbours, is

their house attached, was machinery used to build it? Draw a 2 column chart on the board – one column headed Our Homes, the other Rainforest Homes. Under Our Homes list the chn’s responses. Look through the Rainforest Homes presentation together,

omit slide 9. Briefly discuss the homes in the images. Give the groups a set of the slides to discuss the features of the rainforest homes in more detail. After 10 minutes ask

the chn to share some of the key points from their discussions. Ask how the homes were constructed – by hand or with homemade tools, what were they constructed from

Encourage independence

Differentiated through questioning and

support.

– natural resources, built by the people themselves, detached but often in groups, etc.

Add their findings to the column under Rainforest Homes. http://www.youtube.com/watch?v=kUYN5ZwCoV0 - Homes of the Congo rainforest.

LO: Develop an understanding of the similarities and differences between their own

homes and those of others

Music

Week 4 Theme: Life in the rainforest

Group 1 Group 2 Group 3

Geography

History

Art and

design

Part 1: Chn to create

headdresses using the method shown fully supported. Some

chn may need support with cutting accurately. Design

their headband in a style of tribal patterns they have seen so far.

Part 2: Chn design their own

masks using tribal designs,

using papier mache. Provide support needed.

Play the Mask Dance clip as you begin the lesson. Chn see the dance, hear the music and

see the costumes. Explain that this is a ceremonial ritual of The Dogon Tribe of Mali in

Africa. Revisit the presentation from Session 3 and refocus the chn on the

headdresses and explain that in this session we are going to design and make a

headdress and they are also going to make a tribal mask. Explain that tribes around the

world use masks during many of their ritual ceremonies for birth, death, marriage,

harvest, etc. Leaders of the tribe will often wear a mask to perform the ritual. The

masks vary depending on the tribe – why might this be? Different tribes have different

natural resources available to them, feathers (from different species of birds), leaves,

berries and spices for dye. Explain that masks were often used to represent the spirit

of their ancestors of the tribe or to control the good and evil forces within a

community. For the headdress: Use the template (session resource) to create a band

for the child’s head – these can also be made in advance from long strips of card to save

time. There are two options, either to make using card feathers from the template, or

use real feathers. Beads and ribbon can be used to decorate the headband part of the

headdress. For the mask: This can be made using, Option 1 - a moulded mask in either

cardboard or plastic, available from art supplies, as in this clip – watch once then

explain that chn mark their mask into a design, create the pattern with the beads, then

add the raffia around the edges or Option 2 - using papier mache – (see session

Part 1: Chn to create headdresses

using the method shown. Some chn may need support with cutting

accurately. Design their headband in a style of tribal patterns they

have seen so far.

Part 2: Chn design their own masks

using tribal designs. Option 1 using

a moulded mask, or option 2 using

papier mache. Some chn will need

support for both of these tasks.

resources for support).

https://www.youtube.com/watch?v=whAY9R-_7ac – Dogon Mask Dance;

http://www.popscreen.com/v/6kRKE/How-to-Make-an-African-Bean-Mask-Part-1 - Mask making with beans and pulses.

LO: Explore tribal art in relation to world tribes.

Design their own headdresses based on real ones

Design their own masks based on real ones

Understand the use of masks and headdresses in tribal rituals

Design

Technology

Music Provide symbols for chn to

show how the dance makes them feel.

Adult supported

Differentiation through

questioning & support.

Have the mix of tribal dances clip playing at the beginning of the session. Ask the chn

how the dance made them feel – lively, enthusiastic, uplifted, energised. Explain that it is a mix of tribal dance and modern dance made into a sequence by an experienced team

of dancers. Ask if they feel they could perform such dances – yes! Watch the pre-

wedding dance – Explain that dance is part of celebration rituals, just as masks and headdresses are as we learnt in the last session. Ask chn to comment on the dances –

very much team work and moving in sequence together, the steps and in time with the rhythm, the arms add to the movement, rhythm is a large part of the sequence.

Part 1: Take the chn to the hall. Introduce them to the different movements suggested in the tips resource. Run through part 1 of the dance outline resource.

Bring back to classroom to watch the Gumboot Dance. Run through the Gumboot Dance

and tell the chn that you would like them to include some of this into their sequence as well as some of the steps they learnt in Part 1.

Part 2: Develop part 1 and add to it some of the steps suggested in part 2. Then move to the complete dance performance suggestion on the resource.

Chn work in pairs and fours to develop their routines. Use ideas from the suggested

steps to create a sequence that is similar in style to some of the tribal dances they

have seen.

http://www.youtube.com/watch?v=i4x1-no1W0I - Mixture of tribal dances;

http://www.youtube.com/watch?v=RQtRKqnuqvc - Pre-wedding dance;

http://www.bbc.co.uk/education/clips/z67fb9q - Gumboot Dance;

http://www.youtube.com/watch?v=qEwnHf9Q23k – African traditional music (up to

Encourage independence

Differentiated through questioning

and support.

2mins 24 secs); http://www.bbc.co.uk/learningzone/clips/african-masks/8249.html -

Video clip informing of the sacredness of masks and how they are used in dance.

LO: Explore tribal dance from Africa

Plan their own dance sequences to African music

Perform their dances to an audience

Week 5 Theme: Musical Forest

Group 1 Group 2 Group 3

Geography

History

Art and

design

Design

Technology

Music/DT

Lesson 1

Work together in a group, with

an adult. It is important that the tin foil isn’t twisted too

tightly, so keep an eye on that part of the process.

Have the clip of rainforest music playing on the IWB as the chn come into the

classroom.

Ask them to sit down without making a sound, and continue to listen to the sounds of the rainforest. Use the listening cards (session resources) to communicate to the chn. Firstly, show them “Shhhh, you are in the rainforest! Listen carefully and do not make a

sound!” After a few minutes of listening, show them “What can you hear? Write some notes to help you remember later”. Encourage them to write notes about what they can

hear. You may want to do this by writing a few notes yourself on a larger board (e.g. birds calling, rain falling, monkey in distance). Do this without speaking to encourage the

chn to continue to listen whilst note-taking. Then show them “Concentrate on a sound you can hear. Silently imagine how you could make that sound using an instrument or an object.” After a little while, pause the clip and ask them to share what they have

written. How would you recreate that sound? If you couldn’t use an instrument, what else could you use? (blowing over the top of a bottle, banging two rulers together, etc.).

You may want to have some items to hand to demonstrate how sounds could be created using things from the classroom. Make whole class notes about these discussions to

come back to later. Play the clip explaining why it rains in the rainforest. The

Encourage independence

Differentiated through questioning and support.

Also remind these chn not to twist the tin foil too tightly. For the more

able, you may want to have available different sized lentils or dried peas.

Ask them How would you make a different sound of rain? What difference would it make if you filled the tube with something else?

explanations are clear but there is a lot of information. Play the clip twice. Firstly, play

it without interruption all the way through. Afterwards, play it again, pausing regularly to paraphrase the information for the chn to absorb more easily. At the end, ask the

chn Why does it rain more in the rainforest than anyway else? (show clip 1.00mins) The soil is very wet, the trees pump water quickly and the sun creates lots of clouds, leading to rain). Tell the chn that, to create the sound of the rainforest, they will need to think

of ways of making rain sounds. Ask them to brainstorm and remember their discussions and notes from earlier. Tell them that they don’t actually need instruments to make

rainforest music sounds. Show chn the resources and the instructions on how to make a rain-stick (session resources). Ask chn to follow the instructions on the sheet.

Play the clip of a choir creating a rainstorm with their hands. It is very inspiring

because they just use four main sounds – hand rubbing, finger clicking and thigh clapping.

They also jump (for the claps of thunder). They have no instruments. Practise making

these sounds with the chn. Ask them to all rub their hands together at the same time.

Then ask the chn to click their fingers (some may not be able to do this, so they can tap

two fingers together). Finally ask them to clap their thighs. After each sound, ask the chn

Describe that sound. Is it loud or quiet? What does it remind you of? https://www.youtube.com/watch?v=LTiRw7kx97E - An hour of rainforest music; https://www.youtube.com/watch?v=BC8re5HvOGI - A choir (Perpetuum Jazzile) create

a rainstorm with hands; https://www.youtube.com/watch?v=Y3OWgb0Bv-A – An explanation about the relationship between rain and the rainforest.

LO: Become familiar with rainfall facts of rainforests and Imagine life in a

rainforest

Explore the recreation of rain sounds using their hands (clapping, clicking, banging thighs)

Make rain-sticks using cardboard tubes and beads

Music/DT lesson 2

The less able may need help cutting the drinking straws at

an angle and the right length. They may also require help to cut the polystyrene strips of

the xylophone, so the grooves match on both strips.

What creatures do you already know of that live in the rainforest? What creatures do you think make quiet, subtle sounds? How about loud sounds? After they have shared

their knowledge, play them this clip of a howler monkey https://www.youtube.com/watch?v=REPoVfN-Ij4. Howler monkeys are the loudest animals on earth! Ask them How do you think you can recreate the sound of a howler monkey? Give them a minute to have a go as a whole class. Ask for volunteers to stand up and share their sound. You may want to encourage them to cup their hands around

their months to create a more resonating tone. Ask the rest of the class Which sound was the most authentic? Why? When you think everyone has perfected their howler

monkey sound, play them this clip of a Poison Dart frog. How could we recreate the call of a Poison Dart frog? What sounds would we need to recreate (short, sharp, high-pitched sounds)? What could we use in the classroom? Ask chn to suggest items from

the classroom and to try their idea out. Ask the class for their opinion Is the sound too low? Not sharp enough? What else could we use? It may be that something like running

Show the more able the Xylophone Extra sheet. Make sure the resources

for this sheet are available in the classroom. Explain to the more able that they can choose an instrument to

make from the sheet and they must work out how to make it from the

photograph.

a ruler over a lego base may make the right sound. Continue to play the clip again to

remind the chn of the sound they are trying to recreate. Explain that, in the next session, the whole class will compose and perform a Rainforest musical piece. Within

this piece, they will play their rain-sticks and use their hands to make rain sounds (from previous session). Explain that you also want some of the chn to perform Howler

Monkey sounds and others to make Poison Dart frog sounds. These sounds will

represent the creatures of the forest. Play the clip of an Amazonian musician explaining why music is so important to him. He begins by playing the panpipes and goes onto

explain that music is like saying thank you to nature for everything. Show the chn the Rainforest Instruments instructions (session resources) and the

resources available and explain that they are going to make Amazonian instruments. At the end of the session, call the chn together with their instruments. Sit in a

circle and ask them to demonstrate their instruments, one at a time, whilst the

rest of the class listens. Play them the Rainforest song, by David Williams, to

finish the session.

https://www.youtube.com/watch?v=BC8re5HvOGI - A choir create a rainstorm with

hands; https://www.youtube.com/watch?v=Y3OWgb0Bv-A – An explanation about the relationship between rain and the rainforest (2.47mins);

http://www.bbc.co.uk/learningzone/clips/which-animals-make-the-most-noise-in-a-

rainforest/12662.html - BBC short clip (3 mins) of the loudest animal noises in the

rainforest; https://www.youtube.com/watch?v=REPoVfN-Ij4 - Howler monkey

calls; https://www.youtube.com/watch?v=xhJMxRbawik – Footage of Poison Dart

frogs; http://vimeo.com/38311388 - Amazonian musician explaining why music is

important to him; https://www.youtube.com/watch?v=grsx4gAOxlk - Rainforest song, by David Williams.

LO : Become familiar with the calls of the forest and imagine life there

Make panpipes and xylophones out of found objects and recreate authentic Amazonian sounds

Explore how to create an instrument with varying pitch

Week 6 Theme: Rainforest Celebration

Group 1 Group 2 Group 3

Geography

History

Art &

design

Design

Technology

Adult support with preparing

food

Prepare a selection of food – with the children: pineapple slices, orange slices, other

exotic fruit sliced, rice mixed with avocado and tomato, slowly cooked aubergine with tomato and flavoured with cinnamon – eat with pitta breads.

Also make some juices with exotic fruits – guava, pineapple, mangos and oranges. Discuss how you are prepping them and what kinds of food they are.

Have they eaten any of these foods?

Children to try the food and comment on the flavour and whether they like them or not.

Differentiated through

questioning and support.

Music Adult support

Differentiated through

questioning and support.

Chn parade round the school with their headdresses and masks and be able to answer

questions from the chn about their designs linking them back to tribal rituals and celebrations.

The whole class will compose and perform a Rainforest musical piece. Within this piece,

they will play their rain-sticks and use their hands to make rain sounds (from previous session). Explain that you also want some of the chn to perform Howler Monkey sounds

and others to make Poison Dart frog sounds. These sounds will represent the creatures

of the forest.

Perform their tribal dances to an audience.

Differentiated through

questioning and support.