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Understanding Primary Music
Session 2:
Listening and responding to music
Teaching singing
Learning objectives:
1. Reflect on how listening and appraising activities can support the development of understanding of the elements of music
2. Consider different styles of music within listening and appraising activities
3. Evaluate different approaches for structuring pupils’ responses to music
4. Explore different uses of voice and begin to develop learning through vocal games and activities.
5. Evaluate a range of strategies for supporting vocal development.
Using listening and appraising to develop understanding of the elements of music
Pitch: high/low Duration: rhythm and pulse Dynamics: louder/quieter/silence Tempo: faster/slower Timbre: different types of sound Texture: different ways sounds are combined Structure: different ways sounds are organised
http://www.bbc.co.uk/schoolradio/subjects/music/clipslibrary
Listening and appraising: areas of focus
Key theme: How does the music tell a story?identifying instruments and why these sound qualities were chosen for the piece reflection on musical elements:
Pitch, Duration, Dynamics, Tempo, Timbre, Texture, Structure
and how these contribute to the atmosphere or moodidentification of repetitions, patterns and variationspersonal response to the music: like/dislike; how it makes you feelHow is the music used with words, movement, drama or film? What does it add?
Listening and responding to music: ways of responding Talking about sounds and music – need to support
the development of musical vocabulary Movement – body percussion; moving around the
floor to a steady beat; dance Art – responding to musical elements or creating
images in response to music Sounds around us – listen to sounds in the
environment on a sound walk and record these electronically, then make a display to represent the sounds visually
Choice of music
For each piece of music you listen to identify which musical elements that piece would be particularly exploring.
What are the criteria for choosing music for listening in school?
Choir One singer Slow Fast
Loud Soft Happy music Sad music
Instruments with strings
Percussion instruments
Wind instruments
Grid structure – fixed choices
Listening and appraising: structuring responses to recorded music
Evaluate the different approaches for supporting listening and appraising
Devise a format that will enable you to structure the listening process and facilitate recording of feelings and thoughts about a piece of music.
Evaluate another group’s recording sheet using 2 stars and a wish.
Aspects of developing the singing voice Controlling the voice Developing pitch accuracy Developing musical memory Clarity of diction Understanding the words leading to
singing expressively
Basics of good singing
The importance of good posture Warming-up both physically and vocally
prepares children for singing Breathing for singing Having fun
Vocal warm ups
Body Warm ups Breathing Face Mouth Voice Finally…. Singing!
Selecting songs Singing was a strength… where… the repertoire was matched
to pupils’ voices, their ages and interests (Ofsted, 2009: 9). When choosing s song consider:- Is the pitch range of the song suitable?- Is the level of difficulty of the song appropriate (complexity of
melody and difficulty of the words)- Do the children enjoy the song and find it meaningful? Within your groups discuss possible songs you could use within the
primary age phase. Choose one song from each group, identifying the Key Stage it
would be most appropriate for.
Teaching children to sing Importance of repetition of short parts of a song
until children are confident Using an echo approach How to start a song:
Counting in using pitch of first note – to help find this use tuned percussion
Advantages and difficulties of using backing tracks (see next slide)
e.g. ‘Sing up’ website: http://www.singup.org/songbank/song-bank/letter/W/page/2/ http://www.singup.org/songbank/song-bank/song-detail/view/424-dance-to-you
r-daddy/
Using backing tracks
Many schools visited had registered with Sing Up and had either downloaded material from the song bank, or were using songs from the termly magazines. These resources were, rightly, valued by schools – particularly by those that had not accessed the Sing Up training. As with other published resources, however, their effectiveness was entirely dependent on the quality of the teaching that accompanied them.
Ofsted 2012: Para 50
Teaching a song
Review what you know about teaching a song – group discussion.
How do you think children may respond when asked to sing?
How can you help develop the skills of children who are having difficulties singing?
In your small groups choose a song and use the principles you have learned to teach it to the rest of the class.
Introducing part-singing
Simple rounds
Songs with sung ostinato
Partner songs
What’s my role? Consider the role of the teacher in
fostering good quality singing. Good role-modelling Discriminating listening – for pitch and
rhythmic accuracy and clear diction Attention to character, mood and
expression Choice of pitch and rhythm-appropriate
(and enjoyable) songs
Creating a jingle
Create a short advertising slogan and compose a simple tune
Sheila’s wheels http://www.youtube.com/watch?v=f3jNd63cHA0 We buy any car http://www.youtube.com/watch?v=MXiJBp7HK5o Coca cola jingle http://www.youtube.com/watch?v=J5ULzR6-UZ8
Scaffolding composition of a song: Plainsong
A plainsong also uses the approach of limiting the notes that can be used:
D E F G A This type of scaffold does not facilitate more
than one tuned instrument playing at once Compose a plainsong melody to accompany
the following poemhttp://www.youtube.com/watch?v=o27yzE0K-g4
http://www.youtube.com/watch?v=kuVA_KHDyow
What can you see?
What can you see?
I can see the pattern of the waves on the sea
What can you hear?
I can hear the seagulls when they’re flying near
What can you smell?
I can smell the salt that’s hiding in a shell
What can you feel?
I can feel the stones moving under my heel
What can you taste?
I can taste my ice-cream, couldn’t bear to let it waste
Scaffolding vocal composition:Composing a Rap
Version 1 Create a rap for a well known children’s story that has
repeated elements which children could join in with.
Version 2 Create a rap which sends out a message about an
issue relevant to primary age children e.g. environmental issues. Develop a rhythmic or melodic pattern to use as an ostinato.
Independent Study Tasks
Familiarise yourself with a range of percussion instruments and think about different ways they could be played. See the Powerpoint ‘Instruments’.
Look at the findings of the Ofsted reports (2009 and 2012), identifying aspects of effective practice in teaching music.
Read the excerpts from books, available as PDFs on the learning network.