As with all arts subjects, not all schools have a Music Specialist - this is where MusicNotes come in. We provide the chance to enjoy music whilst also meeting important National Curriculum expectations / LNF requirements. Our workshops are specifically designed to fit either morning or afternoon slots, and can be adapted to compliment the school's set theme or topic.
Lydia first developed this structure for our Creative Percussion Workshops whilst studying Workshop Leadership at the Royal Welsh College of Music and Drama. She was trained to create and deliver music workshops within Primary Schools, focusing on the use of tuned and un-tuned Percussion (for maximum accessibility, regardless of ability).
Whilst delivering Music PPA cover in Primary Schools across South Wales, Lydia further noticed a need for inclusion of Music Technology and I.T. within curriculum-based music teaching.
The following sessions encompass the fundamentals of composition, performance, and analysis - with a coherent set of indicative Learning Objectives:
- To use teamwork and problem-solving skills, when working as part of an ensemble.
- To compose, memorise, and perform a unique character-inspired ‘syllabic-rhythm’.
- To confidently follow a conductor and steady beat, within a quasi-orchestral setting.
- To use appraisal, analysis, and critical thinking skills, when listening to Classical music.
- To learn about and understand the importance of: dynamics, pitch, tempo, and tonality.
Sessions can be designed on request, or schools can choose from our existing workshop bank:
Warm-ups will be centered around physical development (i.e. choosing your favourtie sport with corresponding actions in chant-form). This will lead to a brain-storming about different sports – ideally 1, 2, and 3 syllables – which will be written on the whiteboard as a visual aid. Then the group will discuss different nationalities from The Olympics, investigating their cultures and music-choices (independently on tablets or computers). Following this, the leader will show them several pre-chosen clips from the last Olympic Opening Ceremony, then splitting them into smaller groups to compose original ‘Anthems’ (which will then be compiled into a larger ‘Class Anthem’).
When contrasting Beethoven’s Pastoral Symphony with Mussorgsky’s Night on Bald Mountain, the children discover how music can thematically represent nature and emotions (i.e. sunshine is happy, whilst rainstorms sound scary). Aided by various tuned/untuned percussion, the children will create a unique rhythmic-composition – added by a previous whole-class brainstorming music various analytical tools (outlined in the National Curriculum Guidance for Music).
Dukas’ The Sorcerer’s Apprentice, illustrates how different characters are symbolised through music. The children will first read and discuss the different characters and events in the original story. They will then watch the clip from Fantasia, and analyse various musical techniques (dynamics, pitch, tempo, and tonality). The children will then recognise and appraise character-emotions, such as: happy, sad, funny, spooky, serious. Using this knowledge, they will compose and perform an original four-beat phrase (using various percussion instruments).
First, a short session on Peter & The Wolf will introduce / explain the construction of themes (dynamics, tempo, pitch & tonality). The class will read the story of Gelert, and then construct mind-maps in small groups (detailing the main characters and events). Following this, they will be assigned a specific character / event, and compose / perform a short theme / motif to represent the choice.
Over several sessions, the class will: listen to, analyse, and appraise the music from either Peter & The Wolf / Carnival of The Animals. This will include independent internet research on different characters / animals, mind-mapping of important information, and 'Guess Who?' analysis / understanding of different themes. They will also learn about the composer's and other relevant contextual information (such as Orchestra sections and musical terminology). They will then compose a short rhythmic theme for each character and create an orchestra performance (like that in the music).
The class will have previously read the story in class or as homework. They will then watch several clips from the film, and discuss how well and why the music represents the story. As the main task, they will pick a scene from the story, and create a new song to accompany it. Different groups will compose the following: lyrics, melody, body percussion / rap, rhythm section, and xylophones / chime group.
The class will read the story of the Headless Horseman, and analyse the meaning behind important characters and events. They will then work in small groups to find an appropriate sound track on YouTube (with appropriate guidance). For the performance, they will take it in turns to each read a part aloud, whilst their chosen music accompanies in the background.
The class will watch a scene from the ballet and film, then discuss / appraise how 'magic' is presented contrastingly. They will then compose and perform unique syllable-based rhythms in small groups, inspired by 'Magic at Christmas'.