GOE Resource Pack 2014

Transcription

Resource Pack for Schools
www.nottinghammusichub.org.uk/whole-class-ensemble/great-orchestra-experiment/goe-resources
The Robin Hood Orchestra &
The Robin Hood Youth Orchestra
Music
Mission Impossible
(Lalo Schifrin)
Date
1966
Experiment
Introduction
Fifth Symphony
(Beethoven)
1808
Experiment 1:
Repetition, Musical motifs
Experiment 2:
How loud can we play Beethoven?
Captain O’ Kane
(Traditional Irish)
Unknown
Experiment 3:
Music That Tells a Story
Celebrate
(Song)
Unknown
Experiment 4:
Song Synthesis
Feelin’ Good
(Newley & Bricusse)
1964
Experiment 5:
Mixing singers, styles and music
technology
Soul Bossa Nova
(Quincy Jones)
1962
Experiment 6:
Performing with an orchestra
Hall of the Mountain King
(Grieg)
1875
Experiment 7:
Dynamics, Tempo, The Oscilloscope
Superman
(John Williams)
1978
Experiment 8:
Conducting, Texture
Mambo from West Side
Story (Leonard Bernstein)
1957
Finale
(First ever performance was at the
Theatre Royal Nottingham)
Don’t miss your chance to solve
‘The Great Orchestra Experiment Murder Mystery’
Can your class solve the musical murder mystery and gain the glory of being the top
musical detective class in Nottingham? See the pages at the end of this pack, but
hurry – entries must be in by midday on 4 April 2014.
Nottingham Music Service, College Street Centre, College Street, Nottingham NG1 5AQ
www.nottinghammusichub.org.uk
0115 9476202
[email protected]
Experiment 1: Beethoven 5th Symphony
REPETITION, MUSICAL MOTIFS
You listened to Beethoven’s Symphony No 5, Movement 1
This is one of the most famous pieces of music ever written! Did you manage to count
how many times you heard this rhythm?
It was played around 207 times!
Even though Beethoven’s ‘Fifth’ is complicated overall, it is actually based upon a very
short, simple idea (called a motif) that is repeated lots of times in different ways.
Repetition is really important in music, and lots of composers use motifs and repetition
to help them compose.
In rock/pop music, these ideas are called ‘riffs’.
Use






YouTube or Spotify to listen to:
Carmina Burana, O Fortuna (Carl Orff)
Fingal’s Cave (Mendelssohn)
Mars from The Planets (Holst)
Smoke on the Water (Deep Purple)
James Bond Theme (John Barry)
A Fifth of Beethoven (Walter Murphy)
Can you think of any music you listen to that has a motif or riff repeated lots of times?
Which other pieces of music that you heard in the concert use a motif? (Soul Bossa Nova, In the
Hall of the Mountain King, Feelin’ Good, Superman)
SAMPLING
Sometimes, other musicians sample a really good riff and use it in their music:
Robin Thicke – When I Get You Alone samples Beethoven’s fifth
http://www.youtube.com/watch?v=B7K7orMOHqY
Little Mix – Little Me samples Fauré’s Pavane http://www.youtube.com/watch?v=wXhMqDotfLk
Aphrodite – Superman is a drum n bass version of the orchestral superman
http://www.youtube.com/watch?v=dUDGAVNegwk
National Curriculum Links, Music KS2:
 Listen with attention to detail and recall sounds with… aural memory
 Understand staff notation
 Understand and explore how music is created
0115 9476202
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Create a Musical Motif - Lesson Plan
Learning objectives How a short pattern (motif) can be used to create a larger composition
To compose using a pentatonic scale (see below for explanation and examples – last section of table)
Differentiated learning outcomes

All pupils will create a short repeatable rhythm (motif) that they can transfer to their instruments on at least 2
notes

Some pupils be create that motif on their instrument using a selection of notes from the pentatonic scale

A few students will be able to develop their motif by changing some notes
Resources needed:
Curriculum Links:
Instruments
Compose music… using inter-related dimensions of music
Whiteboard to display pentatonic scale
Listen with attention to detail and recall sounds with
increasing aural memory
Teacher Activity
Start by clapping some simple rhythms that the class can copy (call and response/”don’t clap
it back”). Ideally rhythms should last for 4 beats.
Each pupil to clap a short rhythm in turn for the rest of the class to copy.
Set up instruments and repeat the exercise on a note that everyone can play easily (e.g. The
note D)
Teacher starts with some rhythms then pupils take turns to lead.
Pupil Activity
Listen to teacher
rhythms and copy
Pupils create rhythms to
copy back.
Listen and copy on
instruments
Split class into small groups. Tasks as follows:
1)
Clap a short rhythm that everyone can remember and repeat
2)
Play this on instruments using one note (D)
3)
With the same rhythm, start on D but change some of the other notes. This will
sound best if you give the class a choice of notes to use that are known as the
‘pentatonic scale’. For example D, E, F, A, B. (Give talented pupils a goal of using
more than 3 notes in their motif)
Create rhythm on
instrument.
Clap a rhythm and teach
to rest of group, then
play on instruments
Choose some notes from
the pentatonic scale to
play your rhythm on
Extension:
1)
Once the group can play this motif a few times, they can start to change it slightly.
Keeping the same rhythm but changing the pitch, e.g.: D D E E F D… D D E E F A…
D D E E A A… D D B B A A etc…
Keep the same rhythm,
but start to change some
of the notes each
repetition
Notes
A pentatonic scale is a sequence of 5 notes.
NB Pupils don’t need to be able to play ALL of the notes in the pentatonic scale for this activity, a small selection will
suffice. Those pupils who are more able should be given the task of using more notes.
This selection of notes for each of the instruments will be a good pentatonic scale to use for this task:
Clarinet
C
D
E
G
A
Trumpet/Cornet
0 13 12 0 12
C D
E
G
A
Trombone
Bb C D F G
1 641 4
Violins/Violas
012 01
D E F A B
Cellos
013 01
D E F A B
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Experiment 2: Beethoven 5th Symphony
How loud can we play Beethoven?
We used a decibel meter to measure the volume of the orchestra. Sound is made when
objects vibrate. When all the children joined in, the reading was higher because there
were 600 more objects vibrating!
Do you remember how many decibels we reached in The Albert Hall? Loud symphony
orchestras are said to reach 137 dB – did we beat that?!!!
dB
200
180
160
140
120
100
80
60
40
20
0
Some of the most exciting pieces of
music ever written use volume to create
tension and surprise.
loudest sound possible!
plane
loud orchestra
rock gig
thunder
trombone
violin
conversation
bird call
quiet classroom
breathing
dB
Listen to Ravel’s Bolero – used by
Nottingham’s winter Olympic gold
medallists Torvill and Dean in 1984!
It’s a fantastic example of a piece that
builds slowly up to a grand fortissimo
ending!
http://www.youtube.com/watch?v=t2z
bbN4OL98
Carl Orff’s Carmina Burana O Fortuna!
Is another example of a piece that
gradually increases in volume.
http://www.youtube.com/watch?v=EJC
-_j3SnXk
Download a decibel meter app to your PC,
smartphone or tablet and measure how many
decibels your class can reach when they are playing their instruments at different
volumes (piano and forte).
Email [email protected] by 1 June 2014 with the difference between the
loudest and softest – there is a prize for the class who can play with the biggest
difference between the two (make sure it’s a MUSICAL performance though, especially
when you play loudly… don’t just blow your brains out!!)
Why not leave the decibel meter on when your class are silent reading and check how
quiet they can really stay?!
National Curriculum Links. Science KS2: SC4 Physical Processes
Music KS2: Dimensions of music....Dynamics
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Experiment 3: Captain O’Kane
Music that tells a story
You listened to Captain O’Kane, a piece of folk music from the 1700s.
It is a mournful and thought-provoking piece of music that led you to paint all
sorts of wonderful pictures in your heads.
It is believed to have been written by an Irishman called Turlough O’Carolan,
inspired by a story of an old war-weary soldier who was returning to his place of
birth to die, only to find himself a stranger and outcast in a once-familiar land.
Sometimes, stories inspire people to write music, but it also works the other way
around. The famous Scottish poet Robert Burns was inspired by this tune to write
a poem called The Chevaliers Lament
The small birds rejoice in the green leaves returning,
The murmuring streamlet winds clear thro' the vale;
The primroses blow in the dews of the morning,
And wild scatter'd cowslips bedeck the green dale:
But what can give pleasure, or what can seem fair,
When the lingering moments are numbered by care?
No birds sweetly singing, nor flow'rs gaily springing,
Can soothe the sad bosom of joyless despair.
The deed that I dared, could it merit their malice?
A king and a father to place on his throne!
His right are these hills, and his right are these valleys,
Where the wild beasts find shelter, tho' I can find none!
But 'tis not my suff'rings, thus wretched, forlorn,
My brave gallant friends, 'tis your ruin I mourn;
Your faith proved so loyal in hot bloody trial, Alas! I can make it no better return!
Why not listen to some other folk music and see if you can be inspired to create a story or
poem after hearing it?
Here are some examples of music you might like to try:
From Nepal: http://www.youtube.com/watch?v=ws8yh94t_Aw
From Ireland: http://www.youtube.com/watch?v=1sEPZZSyGIs
From Scotland: http://www.youtube.com/watch?v=TwNTWaMHv2E
From Japan: http://www.youtube.com/watch?v=chwADnoFDng
From India: http://www.youtube.com/watch?v=Mt_6aGSMQy0
National Curriculum KS2 English
 To imagine and explore feelings and ideas, focusing on creative uses of language and
how to interest the reader
 The range of forms of writing should include narratives, poems
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Experiment 4: Celebrate
Bringing together voices and orchestra to make a piece without rehearsal
You learnt to sing Celebrate and combined the instruments and singers in different ways,
building a song from scratch.
Celebrate - with your mind and
Celebrate, with your soul.
And with your hands, and with your feet
And with all the rhythm that your body can hold.
Making Musical Decisions - Lesson Plan
Learning objectives

To sing in a round

How making musical decisions can influence a performance

All pupils will sing in a round

Some pupils will make decisions about different elements of music that influence the performance of the class
Resources needed:
Whiteboard
Internet access (www.singup.org)
Curriculum Links:
Use voices with increasing accuracy, fluency, control and
expression
Teacher Activity (All activity should relate to the learning objectives)
Sing a well-known round with your class (e.g. Frère Jacques, or London’s Burning...
Banaha, if you know it. If you want to learn a new round, go to the Sing Up website
www.singup.org and display songs by round/canon).
Pupil Activity
Singing a round all
together…
You will need to split the class into (usually 3) equal groups. Use confident singers as
student leaders to help lead the groups in the round.
…then in groups
Once the class can sing the song as a normal round, you can start to make group decisions
about how to perform it in different ways.
Display some of the following elements of music on the whiteboard:
Dynamics (volume), tempo (speed), texture (‘layers of sound’, e.g. how might you combine
the 3 groups of singers in different ways?), Duration, Timbre (different types of sounds,
e.g. introduce some body percussion, or use the voice in different ways), Structure (which
parts of the song do you sing, and when).
Offer suggestions about
what musical elements
to change
Try performing the same song after you have changed different elements to hear how they
have changed the performance.
Perform
You could record some different performances and decide which you like best.
Listen and feedback.
0115 9476202
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Experiment 5: Feelin’ Good
Mixing Singers, Styles and Music Technology
You heard a performance of Feelin’ Good from two singers in different styles: Classical
and Contemporary. The singers used a microphone so we could hear them over the
orchestra. Can you remember what special effects were put onto the voices to make
them sound different? (Volume, reverb, EQ, Pitch Shifting).
National Curriculum Links, Music KS2
 Learn to ....use technology appropriately
Experiment 6: Soul Bossa Nova
Performing with an orchestra
We performed Soul Bossa Nova with the Robin Hood Orchestra and the Robin Hood Youth
Orchestra. A Bossa Nova is a dance style originally from Brazil, where the World Cup is
being held this year.
Can you remember the structure of the music?

Introduction

Tune: Strings

Tune: Brass/Woodwind

Flute Bridge

Tune: Everyone

Trumpet Bridge

Call + Response

Flute Bridge

Tune: Everyone
 Perform in ensemble contexts
 Reproducing sounds from aural memory
0115 9476202
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Experiment 7: In the Hall of the Mountain King
Dynamics, Tempo, The Oscilloscope
We played In The Hall Of The Mountain King and
showed you what musical sound waves looked like
on our oscilloscope. The more exciting the music
sounded, the larger and more jagged the sound
wave appeared:
Download an oscilloscope app for your PC, Smartphone or tablet and experiment with
different instruments, percussion and dynamics (eg loud and soft).
Which instrument makes the purest sound?
(the sound wave with the smoothest appearance)?
Which is the quietest/loudest instrument
(the sound wave with the least/most height)?
Which instrument is the highest/lowest in pitch?
(wave with the highest/lowest frequency)?
What does it look like when the whole class play together? (Email a screenshot to us if you
dare!)
National Curriculum Links, Science KS2
 SC4 Physical Processes – Light and sound – how to change the pitch and loudness of
sounds produced by some vibrating objects (3f)
 Understand and explore how music is created through dimensions such as ….dynamics,
tempo
0115 9476202
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Experiment 8: Superman
Conducting, Musical Texture
You listened to the title sequence from the 1978 Superman film.
This is a fascinating piece of music because of its texture: the way it builds up in layers.
You heard the orchestra play the piece separately, then one section starting at a time.
Our volunteer
conductors showed
the different sections
of the orchestra when
to start by waving
their arms in a special
pattern of 4:
It’s not just orchestral music that creates interest with layers of music. In rock/pop
music, it’s the job of the studio engineer to mix the different layers of music together.
You can have a go at this yourself:

BBC radio 1 website http://www.bbc.co.uk/radio1/fbs/mac/fbsmac.html (needs
Flash)

BBC 6music website http://www.bbc.co.uk/6music/fun/sixmixer/ (needs adobe
shockwave player)

BBC Scotland primary music (Scottish folk music)
http://www.bbc.co.uk/scotland/learning/primary/tunein/mixer/
Of course there are also apps on Android and Apple that do this. Some use dance
music, and some use nature sounds, so you can get creative!!
 Understand how music is created… through dimensions such as… texture
0115 9476202
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WCE Superman Lesson Plan
For String schools - Why not try playing the Superman theme music yourselves?! (You might want
to ask your teacher from the music service to help you out with this). If your school uses other
instruments and would like to have a go at this, contact [email protected] for advice
Learning objectives

To combine different notes and bowing techniques

To cross quickly from the A to the D string

To play as a class in 2 parts

All pupils will be able to play along with part one of the superman score using the correct rhythms

Most pupils will be able to play the correct rhythms and notes to part 2 of superman, and be able to
follow the written score and conductor

Some pupils will be able to play the tune (part 1) to Superman (following the blue notes)
Resources needed:
White/smart board
Amp/loud speakers
Notes:
Teacher Activity
Pupil Activity
Put up Superman score (see below). Use call and response to learn the words
and rhythms. Try some air bowing (moving arms and bows, but without playing
on instruments) to make sure everyone is moving together.
Listen and copy the
words and rhythms
Air bowing
Call and response on instruments, cross from D to A string, as well as using first
fingers and open D. Use some of the superman rhythms. Other members of
staff to move around and spot violinists who can place their first fingers in the
right place at the right time. They will play the part line (has to be violins as it
uses the E string), everyone else = part 2.
Call and response,
recognising difference
between D & A, and D
and E
If 2 rooms available, split into the part1/part2 groups with a member of staff
each to learn the notes for superman intro. Use score on flipchart to help.
(NB If only one room available, teach part 2 to the class together, then give
pupils some practise time. Then give the more able violin pupils a chance to
work out the different notes to part 1)
Split into 2 groups to
learn intro to superman.
Part 1 = spend some time recapping how to use 1st fingers, which string, where
the spot is, to press hard etc. Try and get some individual playing.
Perform and listen to
each other and play
along to the backing
track.
Come together perform each part to other half of the class and listen to each
other, then put it together with the backing track.
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Superman – words and notes
D
(3rd finger on A string- vln/vla)
A AD A A A A D
See Superman fly, in the sky
F E E (1ST finger E String – violins)
A AD A A A AA
See Superman fly, Superman!
D
(3rd finger on A string- vln/vla)
A AD A A A A D
See Superman fly, in the sky
D E E D D
Saving people’s lives
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B B
(1st finger on A)
DD A D D A
Superman, Superman (2,3,4)
B B
D D A D D A
Superman, Superman (2,3)
A ___
D D D ___ D
Supermaaaan flies
A ____
D D D ___ D
Supermaaan flies
D D A A A
In his red and blue
D D D
underpants
Blue notes = part 1 (harder part, violins only as it uses the E string)
Red notes = part 2 (easy part)
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Finale: Mambo
Have another listen to the electrifying Mambo! This piece was originally written for the
musical West Side Story, and uses a Latin American dance style called Mambo. This is
performed by the Símon Bolivar Youth Orchestra of Venezuela, where the In Harmony
project was born on:
http://www.youtube.com/watch?v=RFUmQpjGZXE
Composer – someone who writes music
Conductor – someone who directs the performance of a group of musicians
Decibel – a unit for measuring the loudness of sound
Dynamics – a musical term for changes in volume
EQ – short for Equalization. EQ allows you to change the balance of certain
frequencies of music, e.g. turn up the bass
Forte – musical term for loud
Fortissimo – musical term for really loud
Motif – short repeated pattern in music
Oscilloscope – a device that represents a changing amount on a screen
Pentatonic Scale – group of 5 notes
Piano – musical term for quiet
Pitch Shifting up & Down – a recording technique in which the original pitch is raised
or lowered
Reverb – a device that allows you to add a sense of acoustic space to any audio signal
Riff - short repeated pattern in music (especially modern music)
Sample – taking a portion of one piece of music and reusing it
More information about The Great Orchestra Experiment?
YouTube clips from all the pieces we have performed today, plus this resource pack and
extra resources are on the Nottingham Music Hub website:
www.nottinghammusichub.org.uk/whole-class-ensemble/great-orchestraexperiment/goe-resources
0115 9476202
[email protected]
THE GREAT ORCHESTRA EXPERIMENT MURDER MYSTERY
This police report from the 19th century has just been discovered. Can
your class solve the musical murder mystery and gain the glory of
being the top musical detective class in Nottingham?
Police Report:
Suspicious death of famous composer
Time of death
March 26th 1827, 7.45pm.
Deceased is a famous composer
Place of death
Vienna
Cause of
death
Poison. The poison was put in the composer’s glass between 7.35pm
and 7.45pm
Suspects
Four suspects have a motive. They all play in a famous Vienna
Orchestra:




Alibi
Emil Bruno Bieber (plays oboe)
Anton Felix Dresner (plays clarinet)
Adela Freda Dynter (plays trombone)
Carl Georg Eckert (plays piccolo)
All the suspects have an alibi. They were all playing in a performance
of a piece by the famous composer (his Opus 67) from 7.30pm –
8.00pm on the same evening.
“ It was a perfect performance. I couldn’t always see all the
performers, but I would have heard if any instruments were missing
from the music.” (Witness statement)
Clues
As he died, the famous composer wrote this on the wall. Is it a clue
to the identity of the murderer?
0115 9476202
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GREAT ORCHESTRA EXPERIMENT MURDER MYSTERY ENTRY FORM
Name of School and Class
Email contact
Can you solve the mystery and discover…
1. The name of the famous composer?
2. The name of the piece of music being
performed (opus 67)?
3. What does the clue written on the wall
mean?
4. Which of the four suspects is the
murderer?
5. How did he or she carry out the murder
while taking part in a perfect
performance in the orchestra?
Please return to Janet Wallace, Nottingham Music Service, College Street, Nottingham,
NG1 5AQ, or email [email protected]. Answers must be received by midday
on 4 April 2014. All correct answers will be put in a hat and the winner drawn at
random. Entry is open to any class in a Nottingham city school/academy.
Teacher Notes
The Robin Hood Orchestras performed this piece as part of the Great Orchestra
Experiment, exactly 187 years and one day after the death of this famous composer.
Clues can be found on online – try Google or Wikipedia…
This task can be used to support schools in meeting some of the requirements of the new
KS2 national curriculum for music, especially:

use and understand staff and other musical notations

appreciate and understand….live and recorded music …from great composers

(National Curriculum) develop an understanding of the history of music (although
please note that the actual murder is fictional)
0115 9476202
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GOE Resource Pack 2014

Transcription

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