Teach Primary Issue 18.2

that is consistent throughout the music. Select ‘leaders’ to choose actions (such as tapping shoulders, pointing fingers or bending knees) to carry out on the beat for the rest of the class to copy. Then, clear some space in the classroom and give the children the opportunity to move freely to the music, in any way the tune inspires them to. A brush with a legend The final part of this sequence gives pupils the chance to dance to the music again, but this time with a twist. Using paintbrushes and paint, the dancing takes place on the www.teachwire.net | 69 page rather than the stage! Manuscript paper (with staves printed on, commonly used for writing music) makes an authentic canvas for music themed artwork. Ask the children to cover the paper – usually adorned with a musical score – with colourful paint marks instead. Provide palettes with a variety of colours of paint in, alongside a selection of different sized brushes and mark-making tools (such as sticks, sponges, toothbrushes, corks). Pupils shouldn’t be expected to create a ‘picture’ in the traditional sense, where an object or scene is depicted; instead, they will produce a pattern or collection of marks in response to the music. Play the track and let the class move their brushes/ tools in any way they like, choosing their marks and colours in the moment. There’s no need for them to plan, prep or rehearse. Dots, dashes, swirls, waves, lines may all appear on the paper. Some pupils may stick to using one colour, others may like to use more; some may show order and pattern, others may be random and chaotic. You’ll need to play the song several times to give pupils the chance to complete their compositions. Throughout the activity, keep reminding the pupils, and yourself, that there is no one correct way to create this artwork. Each response will be individual, independent, unique and – using the word from the song itself – wonderful! TP Inspired by the theme of the song, task pupils with creating their own ‘wonderful world’ artwork using a medium of their choice. Their responses to the theme should be personal and could be a real or abstract representation of a wonderful world. Provide pupils with a selection of instruments and encourage them to compose an original ‘wonderful world’ piece of music. What do the sounds in their composition represent? Take your class on a walk around the school or local area spotting elements of a ‘wonderful world’. Take in the surroundings, breath in the fresh air and appreciate the world all around using the senses. As a class, learn the lyrics to the song, and sing together to an audience of fellow pupils, teachers or wider school community. You’ll be sure to make everyone smile! EXTENS I ON ACT I V I T I ES MUS I C S P E C I A L Adele Darlington is an experienced teacher, art lead and primary art consultant. She is also the author of the Bloomsbury title 100 ideas for Primary Teachers: Art . @mrs_darl mrsdarlingtonsworld