Teach-Primary-Issue-19.7

Recap the previous lesson and the importance of pitch. Demonstrate again the high and low notes on the xylophone. Demonstrate playing two different four-note melodies on the glockenspiel, for example A, D, G, A and C, C, G, E . Demonstrate moving between the first and second melodies (usually named Melody A and Melody B). Try to stick to a four-beat pulse. Ask the children to think about what is different about each (just the melody line). Explain that most pieces of music don’t have just one melody, but often have at least two (ABA). Provide four more pieces of paper. Ask the children to develop a newmelody with four different notes. Challenge them to use notes they haven’t used before. Once they have decided on four notes, have them write these down and number them 1-4. This is Melody B. Can the children now play Melody A (from last lesson) and then Melody B (their new composition)? Count 1-4 or have a metronome on a screen or interactive whiteboard so children can make sure their composition fits the four-beat pulse as introduced in Lesson 1. Assessment As with any practical lesson, listen in to their development phase and support the learning. Are pupils playing the 4/8 notes they have written down? WEEK 5 Learning objective l Can children practise their composition? As children begin to build confidence in playing the glockenspiel, developing their composition and performing their compositions, they need to recognise the importance of practising to create a seamless performance, especially when moving between two different melodies. Provide children with an extended period to practise. If pupils are struggling to comprehend the layers of melody, you can explain that they’re like a sandwich – one melody is a positive and an improvement for each pair. Have pupils draw their names from a hat or use a random name generator to decide in which order the pairs will play. You will know your class best on how to handle pupils who will find this performance hard – make adjustments where necessary. However, performance is an important part of the national curriculum, so try to give each child the opportunity to have a go. Ask each pair to perform, and then give a few children the opportunity to make their positive/ improvement comments. If possible, record the performances as evidence or to share with families and carers. Assessment Use the performances or recordings to assess which children can perform a simple ABA composition, within a four-beat pulse. TP F EATURE S P L ANN I NG the bread, and the other melody is the filling. Ask them to decide which melodies will be where in their ‘melody sandwich’. They could play Bread (A) Filling (B) Bread (A), or vice versa. Assessment You’ve guessed it, listen in. This is a crucial part, as pupils need to make sure they are playing the same thing over and over to get consistency. WEEK 6 Learning objective l Can children perform their composition to an audience? Tell the children that they will be performing their compositions to the class. Create a ‘stage’ at the front with a ‘special’ glockenspiel for the performers to use. Provide a final opportunity for pupils to practise their ABA/BABmelodies. When it comes to the performances, remind the children what a good audience looks and sounds like. Ask them to listen to each performance carefully, and to think about @bbcteaching Ben Connor is a deputy headteacher at a primary school in Bury, Greater Manchester. He is a trained music specialist and has been teaching for 13 years in various schools. www.teachwire.net | 29