Y3 Music Summer 6

Beyond Music

Learning
Objectives

3d how time
and place
influence the
way music is
created,
performed
and heard.
5e a range of
live and
recorded
music from
different
times and
cultures

3d how time
and place
influence the
way music is
created,
performed
and heard.
5e a range of
live and
recorded
music from
different
times and

Pupil Activities
Australia Aboriginee music
Show ppt Australian music slide 1-2 & Aboriginee 1 video (stop at 0:45s) about Aboriginees.
Watch The Rainbow Serpent & read aloud the text.
Explain that, as with many cultures, storytelling was important in the past.

Learning
Outcome
s
LO: I can
explore
music
from
another
culture.

Vocabulary/
Resources
Australian
music ppt
Aboriginee 1
video

Discuss using natural materials for instruments, and using voice.

The Rainbow
Serpent video

Show chn a digeridoo (slide 4) and explain that the sound in the background of the shadow
serpent was a digeridoo. Show slide 5 and ask chn to describe the sound.

Boomwhacker
s

Chn can have a go using the boomwhackers trying to create a constant, ongoing sound like
the digeridoo.

Natural
instruments

Activity
Chn make up a story in the style of an Aboriginee folk tale (e.g. how the Kangaroo got its
pouch; how the frog learnt to hop) and accompany with natural sounds.
Plenary
Listen to performances, recording if possible.
Brazil - Samba
Can chn locate Brazil on a globe? Explain that we are going to look at samba, a style of dance
and music that originates from Brazil. It is played every year at the carnival in Rio de Janeiro,
one of the most famous celebrations in the world.
Show clip of Rio 1:14:40s short clip so they can see what the parade is like.
Ask them if they picked up on the samba music?
Show Rio first 2 minutes, asking chn to pick out sounds and rythyms.
Explain that we are going to try and learn some of the key rhythms in samba music.
Play Samba rhythms ppt make sure you click to view presentation and a man talks you
through each rhythm. After listening to all of them, ask chn if they can say each of the

LO: I can
play the
rhythms
of Samba
music.

Globe
Rio film
Samba
rhythms ppt
Instruments
- drums
- agogo or
triangles
- tambourine
or small
drums

cultures

rhythms.

Geography
3c to describe
where places
are
3a to identify
and describe
what places
are like

Split chn into groups, and give each group a rhythm to speak.
1. Boom boom dagga dagga boom boom da
2. I like to eat potatoes
3. Pepper and salt with potatoes
4. Can you dance? Yes I can dance.
5. Shakershakershakershaker
Go around each group, listening to them perform their rhythm. Ask chn to form a circle, still in
groups, and play conductor pointing to groups so that they pick up their rhythm (only 1 at a
time). Then allow chn to be conductor.

- claves
shakers/shaki
ng eggs

(If capable, introduce 2 groups saying their rhythm at the same time. From experience, this is
probably beyond them! However, if they are able, try to layer the rhythms)
Then provide groups with their instruments (or similar) so they can have a go at creating the
rhythms on the instruments.
1. Drum
2. Agogo or triangle
3. Tambourine or small drum
4. Claves (wooden sticks)
5. Shaking egg/shakers
3

Music
4d how time
and place can
influence the
way music is
created,
performed
and heard

If time, play conductor again, this time using instruments.

Ghana a range of music styles
Do chn know where Ghana is? It is in Africa show on globe. Show Ghana ppt and locate on
map (slides 2-4).
Before going on, ask chn what they imagine life to be like in Ghana, and what they think their
music will be like? What kinds of instruments do you think they will have?
Show ppt slide 5, then 6 & 7 to prompt videos Traditional dance and then High_life_ju_ju.
Talk about the differences.
Explain that we are going to try and learn a song from Ghana and, if were really good,
perform it with some of the dance moves weve seen. Tell chn to listen carefully and try to pick
up tune and pronunciations.
Show slide 9 which will automatically play the song. Ensure chn read lyrics and listen carefully
on first play.
Have a go at singing through a few times, until chn become familiar.
When learnt, let chn work in groups to try simple dance moves that they have seen.

LO: I can
perform a
traditional
song from
Ghana.

Globe
Ghana ppt
Traditional
dance video
High_life_ju_ju
video

Music
4d how time
and place can
influence the
way music is
created,
performed
and heard
5e a range of
live and
recorded
music from
different
times and
cultures

Japan - Taiko drumming and India Bollywood

* All teach at the same time *
Split the class in half, and tell them that theyre going on a learning mission that the other
group dont know anything about. Split year group into ASs room and SDs room. AS to teach
about Japanese drumming and SD to teach about Indian music/Bollywood. Ensure chn take
jotters to make notes.
When chn come into room, tell them the challenge is to learn more than the other half of the
class. The group who tries the hardest will get points/merits. Remind chn that the more
questions they ask/the more they contribute, the harder they are working.
AS JAPANESE DRUMMING
Locate Japan on a globe.
http://www.bbc.co.uk/learningzone/clips/kagemusha-taiko-japanese-styledrumming/10170.html
Show video, and discuss key words and their meanings, showing flashcards. Explain to chn
that it is important that they try to remember these terms.
Discuss the drumming, touching on rhythm, style and the mood created. What do chn think it
would be like to be a Japanese drummer? How is it different to the other styles of music
studied? Try to describe Japanese drumming, drums, costumes etc.
SD BOLLYWOOD
Locate India on a globe.
Explore
http://www.bbc.co.uk/radio3/world/onyourstreet/thestreet/india/india_instruments.shtml
Teach tabla, dhol, sitar, santoor.
Introduce Bollywood and Indian music on stage Bombay Dreams
http://www.youtube.com/watch?v=KG5cRU6Hxd8&feature=related
Skip through songs so chn see a clip of all 3 ask them what they notice, can they pick out
any instruments, what are the costumes like, dance moves try to think of good descriptions.
On way out, give 1 person from other classes flash cards for other style of music. Tell them to
hide them until asked to show.
Chn return to original classrooms and sit in 2 halves facing each other. Each side will have 2
minutes to teach the others about their style of music. Chn from opposite side to hold up
flashcards to prompt the team presenting. All chn in team must say 1 thing. After 2 minutes,
shake tambourine, and switch.

LO: I can
explore
instrumen
ts and
sounds
from
another
culture.

Emma:
- globe
- Japanese
style
drumming clip
on BBC
learning zone
- Japanese
music flash
cards to teach
vocab.
- 3 x envelope
with Indian
music
flashcards
inside
Sam:
- globe
- BBC website
- Bombay
dreams video
- Indian music
flashcards to
teach vocab
- 3x envelope
with Japanese
music
flashcards
inside

Music 4d how
time and
place can
influence the
way music is
created,
performed
and heard
5e a range of
live and
recorded
music from
different
times and
cultures

America Jazz
Ask chn what they know about jazz music can they find any words to describe it? How does it
make them feel?
Play A Childs introduction to jazz - a long video!
While listening to the lesson about jazz, chn to stick in an image Jazz pics and annotate
around it, adding things they learn while listening. Could also draw pictures related to jazz
instruments, musicians, settings etc.

LO: I
understan
d that
culture
can
influence
music
style.

A childs
introduction
to jazz video
Topic books
Jazz pics
printed and
cut out for chn
to stick in

Be sure to stop video & discuss to maintain attention/interest, and give chn magpie time at
the end of the session.

To access music or video files:

Open VLC media player (should be accessible via desktop)

Click Media which opens a dropdown menu click open file
Navigate through server Teacher -> Whole School Shared Planning -> Year 3/4 -> Music -> Y3 Cycle A Music
Spring 2 Rhythm and Layers
If you are opening a song, make sure that you can search for audio files (bottom box in the window); if you are
opening a video, look again at the bottom dropdown in the Open file window and make sure that you are
searching for video files.