fireworks! classroom resource pack · pdf filefireworks! classroom ... the following pages...

F I R E W O R K S ! C L A S S R O O M R E S O U R C E P A C K

of 22 W W W . M U S I C A L C O N T E X T S , C O . U K

FIREWORKS!

CLASSROOM RESOURCE

PACK

A selection of Composing and Performing activities for the KS2/Primary and KS3/Secondary

Music classroom

Written and arranged by Rob Blythe



COMPOSING AND PERFORMING

FIREWORK SOUNDS

Learning Objective: Create “firework sounds” using a range of suitable sound sources and

musical instruments which effectively describe a particular firework’s characteristic

Perform “firework sounds” individually and as part of a group texture in a “class firework display”

Suggested Approach

Divide the class into small groups and distribute one of the five “Fireworks Composing Cards” to

each group. If there are more than five groups, then two or more groups can have the same

“Firework Composing Card” – their response to the task will be different and explain that on

“Bonfire Night” there’s lots of fireworks going off everywhere!! Each “Fireworks Composing Card”

contains a ‘composing brief’ in response to the characteristics of a different firework – Roman

Candle, Jumping Jack, Catherine Wheel, Rocket and Sparkler, together with suggestions of how

to use the ELEMENTS OF MUSIC to create a short “firework sound sequence” to effectively

describe their given firework.

Allow pupils time to work in groups to select appropriate sounds, sound sources and musical

instruments (as available) to put together a short “firework sound sequence”.

Invite each group to perform their “firework sound sequence” to the rest of the class (the rest of the

class could try and guess/identify which firework (write the options on the board) the sound

sequence of the group is describing).

Next, explain that pupils are going to create a “Class Fireworks Display”. Use either the

suggested “Fireworks Display Graphic Score” which gives symbols for each group to play their

“firework sound sequence” as it occurs reading from left to right (all parts simultaneously) or use

the blank “Fireworks Display Graphic Score” to create your own preferred symbols and use these

to structure a performance. If using the prepared graphic score, point out how the sound of the

“Sparkler” group needs to be repeated throughout (as if the crowd were all holding Sparklers while

watching the “other fireworks”). Note how each of the “fireworks” performs is sounds along with

the Sparklers first, before combining together with all sounds being performed at the end – point

out the effect of the musical TEXTURE that the overlapping and combining of these sounds have.

Copy and enlarge the preferred “Fireworks Display Graphic Score” and display this at the front of

the classroom – use a pointer or your finger along the bottom (left to right) to help pupils keep

track of ‘where they are’ in the performance/fireworks display. It should be pointed out that

graphic scores (unlike staff notation) do not show exact DURATION so it’s up to the class/teacher

to monitor the length/speed of the performance. Rehearse the “Class Fireworks Display” a few

times and then record the performance. Listen back to the recorded version and discuss, as a

class, the effectiveness of individual “firework sounds” as well as the effect of combining these

together to form a THICK MUSICAL TEXTURE.



FIREWORKS DISPLAY GRAPHIC SCORE Roman Candle

Jumping Jack

Catherine Wheel

Rocket

Sparkler



FIREWORKS COMPOSING CARD ONE

- ROMAN CANDLE

A Roman Candle is a type of Firework that periodically shoots out stars

and comets.

Create a sound or choose a musical instrument that can create a

“burning” or “fuzzy” sound. This sound will need to have LONG

DURATION as it should be held all the time your firework is exploding

and should be performed SOFTLY.

Next, choose a sound to represent exploding stars and another

contrasting sound to represent exploding comets. These sounds should

be LOUD and be performed “periodically” (at intervals) over the top of the

“burning” or “fuzzy” continuous sound. Your Roman Candle should have

3 “star sounds” and 3 “comet” sounds.



FIREWORKS COMPOSING CARD TWO

- JUMPING JACK

A Jumping Jack is a type of Firework that emits exploring particles which

bounce along the ground – they often change colour in the same way in

which traffic lights do – from Red, to Amber to Green – and end with a

large explosion.

Create sounds or choose musical instruments that can create the way in

which a Jumping Jack BOUNCES along the ground – you can use PITCH

from LOW PITCH to HIGH PITCH and back to LOW PITCH then HIGH

PITCH etc. to show this BOUNCING pattern of the particles which have

been exploded from the firework.

Your Jumping Jack “firework sound” should end with a large exploding

after it has finished emitting all of its “bouncing particles”. Think about

what sounds or instruments you could use to create this and try and time

it effectively so that everyone in your group performs it together at the

same time.



FIREWORKS COMPOSING CARD THREE

- CATHERINE WHEEL

The Catherine Wheel is made from a spiral tube which rotates and turns

around quickly as it goes off.

Create sounds or choose musical instruments that can create a sound

which can describe this ROUND AND ROUND SPINNING of the

Catherine Wheel. Think about using PITCH from LOW PITCH to HIGH

PITCH and back to LOW PITCH then HIGH PITCH etc. to show the

“spinning” motion of the firework. Catherine Wheels emit sparkling light

as they go off, so think about sounds or instruments which could capture

this SPARKLING or TINKLING TIMBRE. The sound of a Catherine

Wheel is MODERATELY LOUD so you should aim to capture this

DYNAMIC LEVEL in your sounds.



FIREWORKS COMPOSING CARD FOUR - ROCKET

A Rocket “takes off” from the ground and soars high up into the air.

When it has used up all its fuel, it explodes, releasing a large bang and

many coloured stars.

Create sounds or choose musical instruments that can create the sound

of a Rocket – start with LOUD DYNAMICS and LOW PITCH and then

allow the DYNAMICS to GET SOFTER and the PITCH to GET HIGHER

to show the Rocket’s flight high up into the air. Finally, end your “firework

sound” with a large bang and explosion of stars.



FIREWORKS COMPOSING CARD FIVE - SPARKLER

Sparklers are much smaller than other fireworks and are often held in the

hand by people as they go off (care must be taken!)

The sparkler is the SOFTEST of all fireworks, there are no bangs or

explosions – just a continuous, gentle “burning” and “fizzing” sound of

LONG DURATION – as the sparkler goes off. As the sparkler gets to the

end, the flame gradually fades dimmer and dimmer until there’s nothing

left but silence. Create sounds or choose musical instruments that can

create the sound of a Sparkler – choose SOFT sounds of LONG

DURATION and change the DYNAMICS so that you GRADUALLY GET

SOFTER at the end to show the Sparkler’s flame going out.



PERFORMING FIREWORK BY KATY PERRY

Learning Objective: Sing and perform a “firework-inspired” popular song with awareness of how

different parts fit together and using DYNAMICS.

Suggested Approach

The following pages provide a shortened abridged version of the popular song “Firework” by Katy

Perry for small group/classroom ensemble performance. The “Firework Song Sheet” can be used

to teach the melody line which contains lyrics and a supporting “Melody Line” MIDI Audio file.

The “Firework Performing Sheets” which follow contain a four-part arrangement consisting of a

Melody Line, Chords, Easy Bass Line and Bass Line parts for pitched percussion, melodic,

keyboards or own instruments. A B flat and E flat Melody Line is also provided for transposing

instruments, together with a “Full Score” for teachers who may wish to use this to lead an

ensemble or class performance. The individual melodic lines are modelled on supporting MIDI

Audio files, together with a MIDI Audio example of how all parts ‘fit together’.

Allow groups or pupils to rehearse their own melodic line individually, selecting a suitable

timbre/voice/tone if using a keyboard, before bringing all the parts together. The use of ACCENTS

(>) on the Bass Line part to empahsise or stress beats 1, 4 and 7 can be given to more able pupils

and provides a percussive and rhythmic drive to the piece. Alternatively, a small group of pupils

can be asked to create a drum/percussion backing to accompany the song beginning at the

introduction and changing during the Chorus to provide rhythmic contrast. Point out the use of

DYNAMICS on the parts/score – beginning mf (mezzo forte) – moderately loud, building up to a

CRESCENDO and then finally f (forte) – loud, for the chorus, returning to mf during the ending

and try to incorporate these into the performance for dynamic contrast.

The final performance can include a sung melody line, or merely be instrumental depending on the

teacher’s choice and student ability. Rehearse as a class and record and listen back to the final

performance. The “Class Firework Display” piece from the previous activity can be performed as

a suitable introduction to this song to “set the scene” and create an appropriate “mood”.



FIREWORK SONG SHEET

Words and Music by Katy Perry, Mikkel Erikson, Tor Erik Hermansen, Esther Dean and Sandy Wilhelm. Arranged by Rob Blythe



Do you ever feel like a plastic bag, Drifting through the wind, wanting to start again? Do you ever feel, feel so paper thin Like a house of cards, one blow from caving in? Do you ever feel already buried deep, Six feet under screams but no one seems to hear a thing? Do you know that there's still a chance for you? 'Cause there's a spark in you? You just gotta ignite, the light, and let, it shine Just own, the night, like the 4th of July.

Chorus 'Cause, baby, you're a firework. Come on, show 'em what you're worth Make 'em go, "Aah, aah, aah" As you shoot across the sky-y-y Baby, you're a firework Come on, let your colours burst Make 'em go, "Aah, aah, aah" You're gonna leave 'em all in awe, awe, awe. Boom, boom, boom Even brighter than the moon, moon, moon Boom, boom, boom Even brighter than the moon, moon, moon



FIREWORK PERFORMING SHEET


MELODY LINE





CHORDS





EASY BASS LINE





BASS LINE This Bass Line uses an ACCENT with the symbol > to emphasise or stress the 1

st, 4

th and 7

th beats of each bar.





B FLAT MELODY LINE





E FLAT MELODY LINE



FIREWORK FULL SCORE


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