musicbox summer 2007 - bbcdownloads.bbc.co.uk/schoolradio/pdfs/musicbox_summer_2007.pdf · also...

Music Box - Summer 2007

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Music Box Outside sounds / Inside sounds / Kutu and the Story Tree

Summer 2007

Online Teacher’s Notes written by Kate Walker Age: 4-5 These programmes are available to order (for UK schools only) on pre-recorded CDs from: BBC Schools’ Broadcast Recordings Tel: 08701 272 272 Monday to Friday 0800 to 1800 Or visit www.bbc.co.uk/schoolradio/howtoorder.shtml for more information Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following the original date of transmission. Refer to programme titles below to find out when programmes are available as audio on demand.

bbc.co.uk/schoolradio

© This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further

permission.

http://www.bbc.co.uk/schoolradio/howtoorder.shtml


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Music Box

Summer 2007 These programmes are available as audio on demand. Check below for the dates that each is available. Introduction 3

Unit 1: Outside sounds 7

1. Things to do 7

AOD 03/04/2007

2. Things with wings 9

AOD 10/04/2007

3. Things which wriggle and wiggle 11

AOD 17/04/2007

Unit 2: Inside sounds 13

4. In the kitchen 13

AOD 24/04/2007

5. In the bathroom 15

AOD 08/05/2007

6. In the bedroom 17

AOD 15/05/2007

Unit 3: Kutu and the Story Tree

7. The Rajah’s secret 18

AOD 22/05/2007

8. Anansi and the tug-o-war 21

AOD 29/05/2007


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Introduction

Music Box is an introduction to the other music series from School Radio – The Song Tree, Time and Tune and Music Workshop. The songs and games - together with the follow-up activities - link to the Foundation curriculum and the skills and concepts of the Music curriculum at Key Stage 1 of the National Curriculum and equivalent levels elsewhere. In particular it provides an ideal first experience of group music-making skills, while developing listening and responding skills. Fictional characters and make-believe worlds capture children's imaginations to introduce them to the pleasures of singing and music-making. Programmes include a range of activities to give children a stronger awareness of music and sound. The lively informal approach encourages interaction with enjoyment. Using the programmes and these Teacher’s Notes: Programmes are available to order (for UK schools and other academic institutions only) on pre-recorded CDs. Further information is available at this page of the School Radio website: http://www.bbc.co.uk/schoolradio/howtoorder.shtml Programmes are also available as audio on demand from the School Radio website for seven days following transmission (check the contents table on page 2 for dates). The audio on demand is a reliable service – especially on broadband – that allows you to listen to the programme ‘streamed’ over the internet. This means that you can play the programme to your class either:

• direct from a computer • from a hifi by connecting the output of the computer into a suitable input

on the amplifier (which offers enhanced sound quality) • by connecting the computer to an interactive white-board

To listen to the audio files you will need to have installed ‘Realplayer’ on your computer. This commonly-used software is easy to download from the internet if you do not already have it. There are instructions on how to do so at the BBC School Radio website: www.bbc.co.uk/schoolradio/help.shtml Using the audio on demand service is just as flexible as using a pre-recorded CD of the programmes. You are able to pause the programme whenever you wish and also scroll forwards and backwards through a programme to locate other sections or to listen to sections again. Before the programme: It is important that the children are sitting comfortably where they can hear the programme clearly. Place the sound source at the children’s ear height, with the volume at a comfortable level. If it is too quiet they will become restless and find it difficult to join in. They need space for arm and hand actions and preferably enough room to stand up to make larger whole body actions on some occasions.

http://www.bbc.co.uk/schoolradio/howtoorder.shtml

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Have any additional resources ready. Before a session try to focus the children’s attention by talking with them about the previous session, playing a game or singing one of their favourite songs or rhymes. During the programme: Join in with all the activities to encourage the children to do the same. Some of the songs this term have traditional tunes that may be familiar and some songs are new. All of the songs are sung at a pitch that should be comfortable for you and the children. Watch out for the timid or anxious child who may need extra encouragement, or the very enthusiastic child who may need a little quietening. If your group finds the programmes too long at first, split each one into sections to use at different times, or concentrate on one or two activities. By returning to the same programme several times, the children will gain confidence and develop memory and listening skills as well as begin to enjoy the familiarity of the material. After the programme: Go over any new concepts or skills by replaying the programme - use them as a starting point for follow-up work. Share the new songs and games with other children and their parents from time to time. Music activities and singing with young children: Music making of all kinds should be enjoyable and fun. The important part is joining in freely without anxiety. Young children enjoy music but they will not all respond in the same way. Some children are more confident than others, some may prefer to listen rather than do, especially at first. Let them feel comfortable listening, encourage them and they will join in when they are ready. Many of the songs include actions, which the children should be encouraged to join in - lead by example. By joining in, the children will become aware of the pulse (the beat) of the song. Clapping and slapping in time is an excellent way to enjoy the songs while developing the motor control required to play instruments. Several programmes also pick out short rhythm patterns to repeat using body-percussion. A range of different types of songs have been chosen: some with finger play, some with mime, some with questions and answers and both happy and sad or thoughtful songs. Singing in tune is difficult for most children of this age; it comes with practice and maturity. Singing with confidence and enjoyment is the first step. There are plenty of opportunities within the programmes to make vocal sounds other than singing (speaking, whispering, animal and human sounds and those of the environment).


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Setting up a music corner: If possible, set up an area where the children can begin to explore ideas from the programmes in their own time. They can work on their own, in pairs or in small groups. The music corner provides an opportunity for the children to learn to handle instruments confidently and with respect and to develop social and coordination skills. It is useful to have an adult helper at hand to start the children off on an activity and to guide it if necessary. The instruments can be stood on a table, shelf or trolley. Change them regularly to keep the area ‘fresh’. Choose the sound-makers according to the activity you would like to develop. The ‘You will need’ and ‘Follow-up’ sections in these notes for each programme give some suggestions. Organising the music corner: Any instruments, bought, made or found, have a place in the music corner. The only criterion for inclusion is ‘does it make a useful sound?’ Build up a collection to include instruments from each of the categories below. Beaters: rubber, metal, felt, wood Tuned percussion: xylophone (wooden bars), glockenspiel or metallophone (metal bars), a set of chime bars Non-pitched percussion: Banging or tapping instruments: drums, tambourines, castanets, bongos, biscuit tins, claves or sticks, wood blocks, cymbals, finger-cymbals, triangles Shaking instruments: Bells, maracas, tambourines, home-made shakers (e.g. filled plastic bottles, sealed cardboard tubes with rice or dried peas inside) Plucking instruments: Elastic bands or string stretched over different-sized boxes, guitar Blowing instruments: Whistles, recorders, penny-whistles, pan-pipes, party-blowers, pipes, tubes, bottles Scraping and rubbing instruments: Guiros, resi-resi, sandpaper blocks, corrugated cardboard, washboard, violin. A display in the music corner linked to the farmyard theme of the programmes will help to motivate the children week-by-week, especially if you include children's work stimulated by the series. As a special focus, you may like to create with your class a friendly, full-size classroom scarecrow, called Knick Knack, who can be used to hang percussion and sound-makers especially relevant to each week's activities.


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Contacting us: We are always interested to know how your group has reacted to the materials that we provide. We would be delighted to hear the children’s comments and to see any pictures or other creative work that they have done as a result of the broadcasts. You can e mail us at [email protected] or directly from the School Radio website. Curriculum planning:

Stepping stones Programme

Build a repertoire of songs All programmes

Explore sounds of different instruments

No. 7 Sitar and tabla; No. 8 Marimba and congas;

Begin to move rhythmically All programmes

Recognise and explore how sounds can be changed

No. 2 Cuckoo call (high and low)

Sing simple songs from memory

All programmes

Recognise repeated sounds and patterns

Nos. 1, 2, 3; Nos. 7 – 8 remembering the tune and actions

Match movements to music All programmes

mailto:[email protected]


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Unit one: Outside sounds Presenters: Mina Anwar and Matthew Davey Programme 1: Things to do Programme objectives: Listening quietly Joining in Making vocal sounds in the right place Adding simple actions Before you begin: Talk about sounds that you can hear inside the room. Sit quietly for a moment and listen. What can you hear in the room and outside the room? Programme content: Time Content Notes for the teacher

0’00” Mina and Matthew invite the children to sit and

listen to some sounds A bumble bee; scurrying insects

0’50” Listening to the Wellie song and learning the words and music

Listen first then join in

3’06” Listening to the long buzzing sound that a bumble bee makes

3’17” Listening to the bee rhyme

3’50” Buzzing like a bee and stopping when it lands on Matthews nose along with the rhyme

Repeat this rhyme with half of the class buzzing and the rest saying the words; swap over

4’30” Mina and Matthew sing a song about digging in the ground: Monday she ‘dug up the ground’ Tuesday she ‘sowed all the seeds’ Wednesday he ‘watered the ground’ Thursday she ‘scared off the birds’ Friday he ‘chased off the cats’ Saturday she ‘watched the flowers grow’ Sunday he ‘smelt all the flowers’

Encourage the children to listen, not try to join in straight away!

10’04” Singing the song again and making up actions too Decide how you are going to do the actions. Would it best to stand up or sit down for the actions?

13’35” Listening music: The Flight of the Bumble Bee Can the children spot the ‘buzzing in the music? You may like to listen to the full version of this later


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Follow up: Play the listening game again. What sounds can the children hear around them? Go out into the playground and listen again. What can they hear now? Are the sounds the same or different? Sing ‘Digging in the garden’ again. Choose a suitable note to start on and sing unaccompanied, or use your recording of the programme and sing along with it. Think up some other activities that the children would like to do in the garden on a summer’s day. Fit the words to the tune and make up actions for the new song. Resources: ‘Wellie song’ by Soo Bishop ‘Digging in the garden’ by Soo Bishop Rhyme ‘I went to the garden’ by Elizabeth Matterson Flight of the bumble bee (1901) by Nikolay Rimsky-Korsakov


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Programme 2: Things with wings Programme objectives: Listening quietly Joining in at the right time Starting and stopping in the right place Adding simple actions Before you begin: Have any of the children heard of the cuckoo? Do they know what sort of sound it makes? Can the make the cuckoo’s sound? Programme content: Time Content Notes for the teacher

0’00” Mina and Matthew listen to the birds and

concentrate on the cuckoo; joining in with the cuckoo

1’20” Listening to the cuckoo’s song as Matthew sings it and says the words Joining in with the ‘cuckoo’ before singing the whole song

Stop the programme and help them to focus on the pitch of the ‘cuckoo’ call. Can they sing it accurately?

4’40” Making the shape of a butterfly and flapping fingers to the butterfly music

Can they link their fingers to make the butterfly wings? Fly their butterflies all over the place

6’10” Clapping hands for the hopping bird. Listening to the hopping bird song and joining in with the hopping words and stop stop stop.

How many hops? (3)

9’44” Listening for the cuckoo call in the music

This piece is played on the piano. Can they hear the distinctive ‘cuckoo’ pattern coming again and again. Play a game of spot the cuckoo!

11’10” Learning the actions for the ‘Bird’ song: Hop finger up arm for ‘hop’ Hop finger down arm for ‘stop’ Nod head for ‘how do you do’ Fly hands away for ‘fly away’

Encourage the children to join in with as many actions as they can. Most will not be to do the action as well as the words until the song is very familiar

13’47” Singing all of the ‘Cuckoo song’


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Follow-up: What things have wings and can fly? See how many you can name. How many different birds do the children know and have they any idea what sounds they make? Identify two or three common birds in the playground (e.g. pigeons, sparrows, magpies, or blackbirds). Listen to the Couperin piano music again. See if they can put their hand up each time they hear the cuckoo Resources: ‘Cuckoo song’ by Soo Bishop ‘I saw a little bird’ traditional Listening music for butterfly: ‘New England Fall’ by E. Baron-Cohen Listening music: Daquin: ‘The cuckoo’


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Programme 3: Things which wiggle and wriggle Programme objectives: Listening quietly Joining in at the right time Feeling the beat Adding simple actions Before you begin: Sing the cuckoo song from the previous programme. Which is the higher sound in the cuckoo’s call – the first sound or the second sound? Use your hands to show high (stretching up above your head) and low (pointing down towards the ground). Programme content: Time Content Notes for the teacher

0’00” Listening to the song ‘There’s a tiny caterpillar’

It is a story song Joining in with the repeating phrases Joining in with the other words too

This song uses a very well know tune ‘She’ll be coming round the mountain’ ‘wiggle wiggle’ ‘munch munch’ ‘spin spin’ ‘flap flap ‘wiggle wiggle, munch, munch, spin spin, flap flap’

5’25” Pretending to be a wiggly worm wiggling through the grass Pretending to be a scurrying beetle Pretending to be a hurrying centipede

6’09” Listening to ‘The centipede’ rhyme and then joining in

Go back over this as many times as you need till they know it very well and can enjoy the words and rhythm

7’12” Listening to the stomping music What sort of creature could move like this? See how many ideas they have before continuing with the programme

8’12” ‘The ants go marching’ Tapping the rhythm then singing the song

Encourage the children to tap their knees and see who can keep in time with the music. Repeat it several times till most of the group can follow the beat


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Follow-up: Sing the ‘Ants go marching’ song again. You may like to have one group marching (on the spot or around the room) and the rest singing or use tapping or shaking percussion instruments to mark the beat. Keep it simple and rhythmic. Using the hall or a large cleared space, practise together moving in time with different kinds of music. Use big heavy movements for music, such as ‘In the hall of the mountain king’ and light movements for fast light music, such as the butterfly music from ‘Things with wings’. Make up actions to go with ‘There’s a tiny caterpillar.’ Make some big drawings to go with the song and use them to help remember the words. Resources: ‘There’s a tiny caterpillar’ words Sue Nicholls, music traditional Listening music: ‘In the hall of the mountain king’ by Edvard Grieg ‘The ants go marching’ words and music traditional


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Unit two: Inside sounds

Programme 4: In the kitchen Programme objectives: Listening quietly and identifying familiar sounds Joining in at the right time Clapping the beat Adding simple actions Before you begin: Think about ‘inside sounds’ again. What sounds may you hear at home? Think about the different rooms in the house. Do you hear different sounds in different rooms? Programme content: Time Content Notes for the teacher

0’00” Listening to some ‘inside sounds’

And identifying the sounds Water running Kettle whistling Washing machine spinning

1’10” Listening to the song ‘Someone’s in the kitchen with Dinah’ Learning the chorus first

What sort of instrument is a banjo (plucked strings)

4’00” Joining in with banjo actions Then the ‘new’ chorus

Encourage the children to try the actions and get them in the right place! Join in yourself to help them

6’54” Rhyme about pancakes with actions

Actions for tossing pancakes

8’16” Listening music ‘March past of the kitchen utensil’ Can the children imagine the knives forks and spoons marching past? What else might be in the parade?

9’20” ‘Dashing away with the smoothing iron’ Learning the chorus verse then joining in with verses Making up some actions and singing as much of the song as they can manage.

Washing, hanging, starching, ironing, folding, airing, wearing


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Follow-up: Think of some other household activities and make up your own modern day version of ‘Dashing away with the smoothing iron.’ Sing your song and add actions too. Make a long list of ‘inside sounds’ from the kitchen and illustrate it. Experiment with your classroom percussion instruments and see if you can make up some ‘inside sounds’ Resources: ‘Someone’s in the kitchen with Dinah’ words and music traditional Listening music: ‘March past of the kitchen utensils’ by Ralph Vaughan Williams ‘Dashing away with the smoothing iron’ words and music traditional


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Programme 5: In the bathroom Programme objectives: Listening quietly and identifying familiar sounds Joining in at the right time High and low notes and big jumps Singing smoothly and calmly Before you begin: Sing one of the songs from last time and add your own new words Programme content: Time Content Notes for the teacher

0’00” Listening to some ‘inside sounds’

Where are we today? Water running, squeezing a sponge; washing and scrubbing

1’00” Listening to ‘Bathtime’ And learning the song

Watch out for the ‘big jumps’ in the music. They will take some practise to get in tunes

5’53” Listening to rhyme ‘Queen Caroline’ And joining in with the repeating words

7’15” Mina sings ‘Half-way down the stairs’ and tells us the story

Encourage the children to stop and listen to this reflective story song

10’05” Learning some of the song

12’04” Loud angry and stamping music Make up some stamping actions to go with this music later!

12’46” Singing all of ‘Half-way down the stairs’


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Follow-up: Are there places where the children like to sit and be quiet on their own, like Mina in the song? Are there pieces of music that make them want to stop and dream? Find some ‘dreamy’ music from your school music library and spend some quiet moments just ‘thinking’ then share some of the dreams. Listen to some loud angry music (like the extract in the programme) and do the same thing. Why does the music make you feel differently? Resources: ‘Bathtime’ words and music Jan Holdstock ‘Half way down the stairs’ words A.A. Milne, music Harold Fraser-Simpson Montagues and Capulets (Dance of the Knights) by Prokofiev


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Programme 6: In the bedroom Programme objectives: Listening quietly and identifying familiar sounds Joining in at the right time Singing slowly and quickly Before you begin: Listen to two contrasting pieces of music – one quiet and dreamy and the other loud and angry. How do they make you feel? Programme content: Time Content Notes for the teacher

0’00” Listening to a strange sound. What is it? Snoring!

0’39” Learning ‘There were ten in the bed’ Help with the count down

5’02” Listening to the rhythm rhyme

Saying it in different ways

6’05” Listening to slow sleepy ‘Tortoises’ Listen to these two contrasting pieces and see if you can pick out the tune and hum it together

7’12” Listening to ‘Can can’ which is bright and breezy

7’45” ‘I jump out of bed in the morning’ a fast song with lots of words to fit in

Practise saying the words and when they are clear and accurate, try to sing them! Jump out of bed; stretch; step in the bath; wash; dress; brush my teeth; comb my hair; eat my toast; wave goodbye; walk to school

Follow-up: Sing ten in a bed again with ten volunteers standing in a line; each time one ‘rolls out’ the last person sits down or joins the singers. Make up some more words of your own to ‘Ten in a bed’. Listen to the two contrasting versions of the listening music Resources: ‘There were ten in the bed’ words and music traditional Listening music: ‘Tortoises’ from ‘Carnival of the animals’ by Saint-Saens Listening music: ‘Orpheus in the Underworld’ (the ‘Can can’) by Offenbach ‘I jump out of the bed in the morning’ words and music traditional


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Unit three: Kutu and the Story Tree Programme seven: The Rajah’s secret Programme objectives: Joining in quietly Listening to and becoming familiar with the sound of the tabla and sitar Joining in dinging the English chorus to a Gujarati song Before you begin: Make sure that the children are familiar with the parts of a tree – the roots, the trunk and the branches. Also check that they know how a bud opens to become a flower. You may like to play a game pretending that your closed fist is a flower. Practise opening the ‘petals’ as you open your hand. Programme content: Time Content Notes for the teacher

0’00” Introduction by the Story Tree and calling Kutu Encourage the children to

listen first then join in with calling Kutu

1’30” Learning Kutu and the Story Tree song

2’30” Learning the actions for the song Model the actions to encourage the children to join in

4’09” The story: The Rajah’s Secret Pause the recording of the programme and help the children settle down to listen and join in the actions when they come. Listen out for the sitar and tabla.

12’00” Listening to the song ‘Ek huto Rajah’

12’48” Joining in with ‘Shout hurray!’

Join in singing the chorus

13’56” Singing the whole song ‘Ek huto Raja’ with Kutu and the Story Tree

Come back to the end of the programme as many times as you need to learn the song thoroughly


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Follow-up ideas: Make a Story Tree with branches and hang pictures of your favourite stories on the branches. Choose a sound or a group of sounds for each story (it could be a simple body sound like clapping or a musical instrument sound like a tambourine). Choose a child to point to the different stories on the branches one at a time and the child or children with the sounds for the story play them. Practise singing the Story Tree song (it fits to the tune of ‘Here we go round the Mulberry tree’) together. It has a very limit range of notes so you can start on any note. Sing ‘Ek Huto Rajah’ all through singing all of the words. Sing it loudly and sing it quietly. Look at pictures of the tabla and the sitar (see below). Talk together about how the sound is made on the instrument. Do you need to bang it? Shake it? Pluck it? Or blow it? Resources: ‘Kutu and the Story Tree’ by Sue Nicholls ‘Ek huto Rajah’ is from the book The Singing Sack: 28 song-stories from around the world by Helen East, published by A&C Black 2000, ISBN 9780713658057 Images: Sitar:


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Tabla:


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Programme eight: Anansi and the tug-o-war Programme objectives: Contrasting heavy slow music with fast music Listening to and becoming familiar with the sound of the marimba and congas Singing a question and answer song Before you begin: Look at a globe and find the Caribbean. If any children in your class have family connections with the Caribbean use this opportunity to let them tell you about their family / friends. Talk about a tug-of-war and either arrange your own simple version in the classroom or explain how it works. Programme content: Time Content Notes for the teacher

0’00” Introduction by the Story Tree and calling Kutu Encourage the children to

join in Kutu’s flute call

0’53” Revising ‘Ek huto Rajah’

Try to sing the whole song

1’54” Singing the Story Tree song to open up the story bud

Model the actions as before to remind the children

2’20” Listening to the sound that the story bud makes as it opens

This tune is played on the marimba (a giant xylophone) and the congas (tall drums)

4’16” The story: Anansi and the tug-o-war. A story from Jamaica

Walking hands on knees like elephant. Making hand into an elephants’ trunk or a spider

7’46” Swaying along with alligator’s music Help the children to stop swaying at the end of the music

10’13” Learning ‘Dumplin’ song’ We only sing verses one and two here – add as many more as you like!

12’20” The end of the tug-o-war story

13’00” Recap of the sound of the Marimba and the congas

Relate the sound of these instruments to a picture (see below).

13’15” Singing some more ‘Dumplins’ Encourage the children to join in the refrain. Revisit the song so the children can sing the rest of the song too.


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Follow-up ideas: Sing all the songs from today’s programme for enjoyment. Add as many verses as you like to the ‘Dumplin’ song’. Try a tug-o-war between two children. Relate the picture of a Marimba to its sound and talk about its size. The congas are a kind of drum. Collect pictures of other drums and talk about the different ways they can be played (with hands, with fingers, with hard sticks, with soft sticks, with brushes). Listen to some more music from the Caribbean Resources: ‘Kutu and the Story Tree’ by Sue Nicholls ‘Dumplins’ from Mango Spice: 44 Caribbean Songs (Classroom Music), Yvonne Conolly (Editor), published by A & C Black, ISBN: 071366097X Images: Marimba:


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Congas:

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