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BAMFORD PRIMARY SCHOOL

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BAMFORD PRIMARY SCHOOL

     ICT Lesson

    BAMFORD PRIMARY SCHOOL

    ICT Manipulating Sound Unit 3B SHORT / MEDIUM TERM PLANNING SHEET TEACHER: LH, AP,MK CLASS:6, 7, 8 DATE: WB. 08/01/07 PUPILS WHO HAVE PUPILS WHO Subject LESSON ACTIVITIES & DIFFERENTIATION Level EXCEEDED HAVE NOT (WHAT WILL THE CHILDREN DO?) & OBJECTIVES Pitch LEARNING ACHIEVED (What knowledge, skills and Time OBJECTIVES LEARNING understanding will the children learn during the lesson?) OBJECTIVES INTRODUCTION AND MAIN ACTIVITY Introduction: 3/4 ; Find out how many children already play instruments and which ones they play. To understand ; Explain to them that in this unit they will be exploring different musical ideas by using ICT and other methods. that ICT can be Briefly introduce them to the musical software Music Box 2 and explain that they will be using this software, to used to select and compose, collect and communicate their musical ideas. control sounds. ; Open daydream music program, select Timbre and go through the poster clicking on the first section and playing the instruments shown to identify Timbre. To know how to ; Show the children the ‘Musical Cards’. Explain that these cards show the pictures of various instruments whose sounds are represented on an electronic keyboard. Play the sound on Music box or keyboard and see if chn can use a simple identify them. Encourage them to listen carefully to the quality of sounds (timbre) and describe them using a musical software program and expressive vocabulary. (V,A) to record sounds Main ; Go back to the daydream Music and select chart Tempo, ask chn what they think Tempo means and then go through the chart selecting each different speed to show chn and give the correct name for each speed. (V) Key Vocabulary ; Show the chn Music Box 2> sound box. Click on each picture so chn can hear the sounds, click on the piano Music Box picture at the bottom and go up, ask what is happening to the sound? Establish the sound is going higher. Tempo ; Show the tempo section and how you can set that at different speed. Bpm ; Demonstrate what chn are to do. Click on the red circle which means record, the tempo will begin at the set Record speed (this cannot be changed until recording stopped) Explain the red circle means record, click on some Play Manipuling Sound Unit 3B random pictures, then press red square (stop) pause Lesson 1 0f 5 ; Then click on the green arrow to play back what has just been recorded. (V,A) Task ; Chn are to try and make a simple tune, they are to choose five notes, e.g. piano, piano, volin, duck, recorder. Chn can change tempo or have it high or low. (K) Plenary: Ask a few chn to play their recorded tune, explaining what notes they chose and what they did to improve their tune. (A,K)

    ACTIVITIES FOR MORE ABLE ACTIVITIES FOR LESS ABLE Create a repeated sound piece with 8 beats. Can Use just four notes and repeat. alter slightly in the middle and end to show end.

    Resources: (i.e. Support Staff) Music Cross curricular: Music NC PoS: 2a create musical patterns; Speaking and Listening ECM Discuss ideas as a pair and listen to Be Healthy Mentaly & emotionally 2b use software designed to explore, choose and organise sounds Box 2,, electronic keyboard, ‘Musical each other’s opinion. healthy, and musical ideas; 4a to listen with concentration and to Cards’, Daydream Music SW Plenary discuss, listen to other Make a positive contribution support internalise and recall sounds with increased aural memory TA: support CH using program and chn’s opinions and ideas. Give the community and environment, compose a piece. feedback on other chn’s work. Achieve economic wellbeing make the correct decisions/choices

     ICT Lesson

    BAMFORD PRIMARY SCHOOL

    ICT Manipulating Sound Unit 3B SHORT / MEDIUM TERM PLANNING SHEET TEACHER:LH, AP,MK CLASS:6, 7, 8 DATE: WB. 15 & 22/01/07 PUPILS WHO HAVE PUPILS WHO Subject LESSON ACTIVITIES & DIFFERENTIATION Level EXCEEDED HAVE NOT (WHAT WILL THE CHILDREN DO?) & OBJECTIVES Pitch LEARNING ACHIEVED (What knowledge, skills and Time OBJECTIVES LEARNING understanding will the children learn during the lesson?) OBJECTIVES INTRODUCTION AND MAIN ACTIVITY To use ICT to Introduction: 3/4 Ask the children if they know which families the instruments they have been playing belong to. record sounds. Help them to sort the instruments into string, woodwind, brass and keyboard using ‘Musical Card Families’. To understand Explain that in the next session they are going to look more closely at families of instruments. (V, K) that ICT can be Play CD John Williams and ask chn if they can pick out instruments being played at certain parts.

    used to select and At the start of the second lesson open daydream music go through what dynamics means and pitch.

    control sounds Main: As there are not enough keyboards there are 2 tasks, one to do on the keyboard, one on the computer so this will have to be done on a rotation. You will need to demonstrate each activity. Key Vocabulary Short Focused Task 1: (on the keyboard) Chord ; Give chn instrument and family worksheet, ask the children to find an example of an instrument Music Box from each family and to write its name and family on a card. (A,K) Tempo Bpm Short Focused Task 2: (on the Computer) Record Open Music box 2 and go onto chord box, explain what a chord is? Play Demonstrate to chn how to use the chord box. (will explain to you) pause Manipuling Sound Chn are to try and compose a tune using the chord box. (V, A,K) Lesson 2&3 0f 5 This will be over 2 lessons.

    Plenary:

    ; Play back some of the children’s recordings.

    ; Can the children identify the instruments recorded by each group. (V, A)

     ACTIVITIES FOR MORE ABLE ACTIVITIES FOR LESS ABLE Create a repeated sound piece with 8 beats. Can Use just four notes and repeat. Create simple alter slightly in the middle and end to show end. chords. Using more complex chords.

Resources: Music Box 2, ‘Music Box 2 Cross curricular Speaking and Listening ECM Discuss ideas as a pair and listen to each Be Healthy Mentaly & emotionally healthy, Music NC PoS: 2a create musical patterns; 2b use TT’, ‘Instrument and Family Cards’, other’s opinion. Make a positive contribution support the software designed to explore, choose and organise music CD, CD Player, classroom Plenary discuss, listen to other chn’s community and environment, sounds and musical ideas; 4a to listen with instruments opinions and ideas. Give feedback on Achieve economic wellbeing make the correct concentration and to internalise and recall sounds with TA: support CH using program and other chn’s work. decisions/choices increased aural memory compose a piece.

     ICT Lesson

    BAMFORD PRIMARY SCHOOL

    ICT Manipulating Sound Unit 3B SHORT / MEDIUM TERM PLANNING SHEET TEACHER:LH, AP,MK CLASS:6, 7, 8 DATE: WB. 29/01/07 PUPILS WHO HAVE PUPILS WHO Subject LESSON ACTIVITIES & DIFFERENTIATION Level EXCEEDED HAVE NOT (WHAT WILL THE CHILDREN DO?) & OBJECTIVES Pitch LEARNING ACHIEVED (What knowledge, skills and Time OBJECTIVES LEARNING understanding will the children learn during the lesson?) OBJECTIVES INTRODUCTION AND MAIN ACTIVITY To understand that 3/4 Introduction: ICT can be used to ; Show the chn some different types of drums and tambourine and symbol. organise and ; Ask what family these instruments are from. Play them to give chn an idea. Explain percussion reorganise sounds and that it means to hit the instrument. ; Ask chn to close their eyes. You are going to bang on the drum and then play the drum instrument To be able to use on Music box, chn are to put their hands up when they think the real instrument is being played. icons to arrange (V,A,K ) musical phrases ; Open daydream music and select the texture chart go through the different types of texture a tune can have. Key Vocabulary Main: Music Box 2 ; Open Music box 2, go onto beat box Tempo ; Demonstrate to the chn how to use (Will show you) (V,A) Bpm ; Chn are to try and make a rhythm using the percussion instruments. Chn are to use the copy Record rhythm feature to have repeats of notes in their tune. Chn are to create a simple repeat pattern Play over 2 bars. (A,K ) Pause Choose some chn who want to try and make a tune using the keyboard percussion instruments. Percussion Manipuling Sound Unit 3b Lesson 4 0f 5 Plenary:

    ; Play back some of the children’s recordings. Discuss chn’s thoughts, what was good or how it

    could be improved. (V,A )

    ACTIVITIES FOR MORE ABLE ACTIVITIES FOR LESS ABLE

    Compose a piece using two beats at the same Create a repeat pattern of one bar.

    time.

Resources: Music Box 2, ‘Music Box 2 Cross curricular Speaking and Listening ECM Discuss ideas as a pair and listen to each Be Healthy Mentaly & emotionally healthy, Music NC PoS: 2a create musical patterns; 2b use TT’, ‘Phrase Cards A’, ‘Musical other’s opinion. Make a positive contribution support the software designed to explore, choose and organise Sequences’, ‘Musical Cards’ from Plenary discuss, listen to other chn’s community and environment, sounds and musical ideas; 4a to listen with Lesson 1 opinions and ideas. Give feedback on Achieve economic wellbeing make the correct concentration and to internalise and recall sounds TA: support CH using program and other chn’s work. decisions/choices with increased aural memory compose a piece.

     ICT Lesson

    BAMFORD PRIMARY SCHOOL

    ICT Manipulating Sound Unit 3B

SHORT / MEDIUM TERM PLANNING SHEET TEACHER:LH, AP,MK CLASS:6, 7, 8 DATE: WB. 05/02/07 PUPILS WHO HAVE PUPILS WHO Subject LESSON ACTIVITIES & DIFFERENTIATION Level EXCEEDED HAVE NOT (WHAT WILL THE CHILDREN DO?) & OBJECTIVES Pitch LEARNING ACHIEVED (What knowledge, skills and Time OBJECTIVES LEARNING understanding will the children learn during the lesson?) OBJECTIVES Short Focused Task 1: To know how to 3/4 ; Ask the children to load Music Box 2 and at the opening screen click on Quick Start. Ask them to choose Tune use a range of Box. visual effects, ; Explain what each icon means in the software. such as reflection ; Demonstrate how to create a simple musical phrase using ‘Phrase Cards B. (V,A) or symmetry. Allow each pair to create each of the phrases on the cards exploring which instrument they prefer for the question phrases (on the left) and which instrument for the answer phrases (on the right). Key Vocabulary ; Tell the children to save the four phrases in their personal folder. (V,A,K) Music Box 2 ; Ask them to choose just one instrument each and create a complete sequence using each of the four phrases Tempo just once and save as ‘Sequence 1’. Record this sequence on ‘Musical Sequences’. Bpm Short Focused Task 2: Record ; Explain to the children that although they have successfully created their own musical sequence they now need Play to add another instrument to both the question and answer parts. Pause ; Tell them that once they have experimented with this they could try moving the phrases up and down the scale Percussion to notice the different effects. (V,A,K) Compose ; Ask the children to record their sequence on ‘Musical Sequences’ using letters to indicate which instruments were used and then save their compositions as ‘Sequence 2’. Manipuling Sound Unit 3b Plenary: Lesson 5 0f 5 ; Bring the children together and discuss their work. Allow each pair to play back their composition to the rest of the class and ask the class if they can identify the instruments used. (V,A) ACTIVITIES FOR MORE ABLE ACTIVITIES FOR LESS ABLE Create the sequence on the cards and add own short More able children could be asked to change the sequence to the end. question and answer phrases to use their own

    names.

    Resources: Cross curricular Speaking and Listening ECM Discuss ideas as a pair and listen to each Be Healthy Mentaly & emotionally healthy, Music NC PoS: 2a create musical patterns; 2b use Music Box 2, ‘Phrase Cards B’, other’s opinion. Make a positive contribution support the software designed to explore, choose and organise ‘Musical Sequences’ Plenary discuss, listen to other chn’s community and environment, sounds and musical ideas; TA: support CH using program and opinions and ideas. Give feedback on Achieve economic wellbeing make the correct QCA Music: Unit 8 Ongoing Skills compose a piece. other chn’s work. decisions/choices

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