Year 1, Summer 1Project Work

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How you complete each task is completely up to you and there is no specified

amount of time you should spend on each one, however, the project should be

completed by the 22nd May 2020 (that’s 4

Overarching Question – What can I learn from songs?

Contents 1. Task 1- Comprehension2. Task 2 – Learn a song3. Task 3 – Body percussion4. Task 4- Make an instrument5. Task 5 – Order sounds6. Answers to Comprehension

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How you complete each task is completely up to you and there is no specified

amount of time you should spend on each one, however, the project should be

completed by the 22nd May 2020 (that’s 4

Task One – ComprehensionEnquiry Question – What facts do we know from this

song?

https://www.youtube.com/watch?v=sjZIozGtE2c

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Research Use the following link to find out more:

Information Songs are often used to help us remember things. We sing our months of the year https://www.bing.com/videos/search?q=january%2c+fbruar%2c+march+and+april+songkids&docid=607992413255107866&mid=E0AB1A22B8CD703E75D2E0AB1A22B8CD703E75D2&view=detail&FORM=VIRE and days of the week https://www.bing.com/videos/search?q=YouTube+Days+of+the+Week+Song+Addams+Family&&view=detail&mid=D50AB8B30A3A02731D18D50AB8B30A3A02731D18&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DYouTube%2BDays%2Bof%2Bthe%2BWeek%2BSong%2BAddams%2BFamily%26FORM%3DVDMHRS to help us remember the names of months and days. Read the song below about The Great Fire of London.

In sixteen hundred and sixty-six,London burnt like rotten sticks,People of London were in a fixIn sixteen hundred and sixty-six.

A fire began in Pudding Lane,Tom Farriner was to blame,The baker left his oven alightAnd caused the fire that Sunday night.

A wind got up and fanned the fire,For four long days the flames grew higher,Thirteen thousand houses goneAnd still the fire swept on and on!

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TaskRead the song lyrics with a grown up.Answer the questions about the fire below. If you would like a challenge answer the extra questions.

1. Which city was the fire in?2. What year was it?3. What year is it now?4. Who was Tom Farriner?5. Where did he work?6. How many days did the fire burn?7. How many houses were lost?

Challenge1. What does the song mean when it says London burnt like rotten sticks? 2. Why were the people of London in a fix?3. What fanned the fire?4. What does this mean?

Task Two – Learn a songEnquiry Question – Can we learn a song?

https://www.youtube.com/watch?v=5Atpbo3wOts

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Research Use the following link to find out more:

Information

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TaskRead the lyrics with a grown up and see if you can sing along to the tune of London’s Burning. If you don’t have access to the internet, use the lyrics to make up your own tune or use the tune to something you already know such as The Wheels on the Bus, to sing the song.

ChallengeIf you can get help from your family members- try to sing the song in a round. This means the first person sings‘London’s Burning, Londons’ Burning’ while the second person waits.

Then the first person sings the next line‘Fetch the engine, Fetch the engine’ and at the same time, the second person starts the song ‘London’s Burning, London’s Burning’

Then the first person sings‘Fire! Fire! Fire! Fire!’ while the second person sings,‘Fetch the engine, fetch the engine’

The first person then sings‘Pour on water, pour on water’ while the second person sings‘Fire! Fire! Fire! Fire!’

The first person then has a rest and waits for the second person to sing‘Pour on water, pour on water’

If you manage to do that you might want to push yourself even further and see if you can sing it through twice without getting muddled. Have fun

If you can sing like this- 1 then the other, it is called singing in a round.

Task Three – Body PercussionEnquiry Question – In what ways can you accompany

music using your body parts?

https://www.bing.com/videos/search?q=Easy+Body+Percussion&&view=detail&mid=BBDB8F1DF530931B7A10BBDB8F1DF530931B7A10&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DEasy%2BBody%2BPercussion%26FORM%3DRESTAB

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Research Use the following link to find out more:

TaskUse any piece of music you like to accompany this- it can be London’s Burning or a nursery rhyme or even a poem you have made up yourself. Find the pulse of the music- the beat you might use to march or dance along to and accompany it with your body percussion. I have attached my example for you to see what I mean. Remember we used the words ‘fly’ and ‘spider’ to describe the length of notes used. 1 fly is worth both the claps in the word spi-der. Have a look at my example and see if you can have a go yourself.

Information Percussion instruments produce their sound when a player hits, scrapes, rubs or shakes them to produce vibrations. These techniques can also be applied to the human body. The body also presents several unique possibilities including the use of inhaled or exhaled air and vocal sounds. Traditionally the four main body percussion sounds (in order from lowest pitch to highest in pitch) are: 1. Stomping: Striking left, right, or both feet against the floor or other surface2. Patting: Patting either the left, right, or both thighs or cheeks with hands3. Clapping hands together4. Snapping fingers

Compose A Piece of Music

Can you create a piece of music? Use the grid to create a composition for one or

more people.

Fly = 1 clap (1 beat)Frog = 1 clap (hold for two beats)Spider = 2 claps (2 claps that last the same amount of time as the fly)

1. Draw or write the body percussion underneath the words/ syllables you will be accompanying.

2. Use the body percussion pictures or labels to choose your rhythms. The information on this page will help.

3. Using your instrument/ body percussion, follow the grid and play.

4. Can you ask your family members to help you perform?

Clap stamp click tap shoulders tap knees

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Consider yourself (an example)

con sider yourself At home

con sider yourself Part of the

fur niture

frog – worth 2 beats

fly- worth 1 beat

spider- worth half a beat each (x2 is the same as 1 fly)

In my chosen music I have written my lyrics in the top line and used 3 rows to add body percussion. You can add just 1 or 2 or even more than 3 if you choose. Try to tell me how long each body percussion lasts too.

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Your song title=

ChallengeIf you can, tell me how long the beats last… frog – worth 2 beats

fly- worth 1 beat

spider- worth half a beat each x2 is the same as 1 fly

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Task Four – Build a musical instrumentEnquiry Question – What can you use around the home

or garden to create sounds?

https://kidactivities.net/homemade-musical-instruments/https://orchestra.jwjonline.net/book/page/percussion/

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Information

Percussion instruments produce their sound when a player hits, scrapes, rubs or shakes them to produce vibrations. A brass instrument is a musical instrument that you play by blowing through a mouthpiece to change the pitch, or note. With brass instruments, the sound starts at the lips. Their mouthpieces just help your lips buzz. It does not matter if the instrument is really made of brass, as long as it works that way. Woodwinds are a type of musical instrument that make their sound when a musician blows air into or across the mouthpiece. They get their name from the fact that most of them were once made of wood. Today many are made of other materials such as metal or plastic.A string instrument is a musical instrument that makes sound by vibrating the strings on it.

Research Use the following links to find out more:

TaskUse whatever you can around your home or garden to make an instrument. Can you tell me what section of the orchestra it would be in?

Can you make your own musical instrument? You might want to make a shaker, a drum, a guitar or something else of your own choice.Here are some resources you may want to use. Remember you can think of your own ideas too.

Kitchen roll,

Elastic bands of different

thicknesses, Plastic or

paper cups,

Boxes of different

size, Lentils or

other dried beans

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Make a musical instrument activity

Draw a picture of your creation

Can you explain to a family member how you made it? You might even want to write down the instructionsfor somebody else to make it.

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Task Five – Fire soundsEnquiry Question – Can you order sounds to replicate

the growing of a fire?

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Information Look at these pictures and see if you can make the sounds they would make by copying at home.

rub hands tap nails on surface

crinkle some paper crinkle a tissue

Look at these pictures of fire…

The first picture shows a fire as it is just starting, the second shows a fire at its biggest.

https://www.youtube.com/watch?v=HvUIURofG-8 from 30 secs

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Research Use the following link to find out more:

TaskSee if you can order the sounds in the information box so they start quieter and get louder like a fire would. You could number the sounds, draw the order or make a video of yourself to share on our Twitter pages.

Remember when we talk about how loud or quiet music is, we are talking about the dynamics.

Answers to comprehension questions.

1. London2. 16663. 2020- yes it still is!4. A baker5. Pudding Lane6. 47. 13 000 Thirteen thousand

Challenges1. Sticks burn very quickly. That is why we use them on a

bonfire and in log burners. It means London burnt very quickly and that the fire spread easily.

2. If you are in a fix you are in a tricky situation. The Londoners were forced to run for their lives as the fire spread so they had to leave belongings to burn. It was a very difficult situation so they were in a fix.

3. The wind4. If you fan a fire you make it spread more quickly.

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