<h3>Two 'Horse-power' Songs!</h3>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/lucie-hosova-Zx5Qi6wlytk-unsplash.png" alt="Lucie Hosova Zx5 Qi6Wlytk Unsplash">    </div>                                                                <h3>She'll be Coming Round the Mountain</h3><p>This is a traditional American song and, as with many songs passed down via the vocal tradition, you'll hear different versions of it. This is Luchia's favorite version. When I teach this song, I like to do lots of *<em>rhythm*</em> imitation first, in which I clap and the children copy. That's because it's quite difficult for everyone to get the rhythms of the song exactly right for these particular words:</p><ul><li>round the mountain</li><li>six white horses</li><li>pink pyjamas</li></ul><p>*Reminder - the <em>rhythm</em> of a song is the element of it that you could clap* </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Coming-Round-the-Mountain.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>She&#039;ll be coming round the mountain when she comes</li>            <li>She&#039;ll be coming round the mountain when she comes</li>            <li>She&#039;ll be coming round the mountain</li>            <li>Coming round the mountain when she comes</li>            <li>Coming round the mountain when she comes</li>            <li>__</li>            <li>She&#039;ll be driving six white horses when she comes</li>            <li>...  and so on</li>            <li>__</li>            <li>She&#039;ll be wearing pink pyjamas when she comes</li>            <li>... and so on</li>    </ul>                                                                <h3>Trotting Quickly</h3><p>This song, with a traditional tune, is about a Delhi pony cart driver. The original lyrics ask the pony to gallop quickly on a hot day but, being a softy horse-lover, I made up a new set of words that ask him to trot instead, with a promise of dinner underneath a shady tree. The 'trotting quickly' choruses need to be sung with energy but the 'It's a long way' and 'When we're home' verses need to sound tired.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Trotting-Quickly.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>__</li>            <li>It&#039;s a long way and we&#039;re tired</li>            <li>We have had a busy day</li>            <li>__</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>__</li>            <li>When we&#039;re home you&#039;ll have your dinner</li>            <li>Underneath a shady tree</li>            <li>__</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/horse_cart.png" alt="Horse Cart">    </div>

<h3>Music Lab Rhythm-making (pulse, rhythm, timbre)</h3><p>Go places with Chrome Music Lab! Here's a great opportunity for the children to make up some different styles of drumming music using Chrome Music Lab. First find the Rhythm section at this link: <a href="https://musiclab.chromeexperiments.com/Rhythm/">https://musiclab.chromeexperim...</a></p><p>For African-style percussion music, for instance, go to the monkey-with-a-drum square, then scroll across to the last section where you'll see bongo drums. Click on the dots to make exciting things happen! </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/chrome_rhythm.png" alt="Chrome Rhythm">    </div>                                                                <h3>Guess Which Transport</h3><p>Ask the children if they can guess which mode of transport makes these sounds! The answers are:</p><ol><li>Diesel train</li><li>Horse</li><li>Jet plane</li></ol>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Diesel_train_France.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/horse.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/jet_plane.mp3" type="audio/mp3"></source></audio>

Going Places Level: Key Stage 1 - Introductory

<h3>Canoe song intro (pitch, texture)</h3><p>You and the children can invent an intro for many of the songs that you sing, by taking a small part of the song and repeating it several times before the song starts and again at the end. The intro to this song uses the ending, <em>Dip dip and swing.</em></p>                                                                <h4>Introductions</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617368?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Teaching the Words</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617844?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Practising the Intro</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617606?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Learning the Tune</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617935?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Adding More Instruments</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617467?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>My paddle&#039;s keen and bright</li>            <li>Flashing with silver</li>            <li>Follow the wild goose flight</li>            <li>Dip, dip and swing</li>            <li>__</li>            <li>Dip, dip and swing her back</li>            <li>Flashing with silver</li>            <li>Follow the wild goose flight</li>            <li>Dip, dip and swing</li>    </ul>

Going Places Level: Key Stage 1 - Skills & games

<h3>A Short Ride in a Fast Machine (timbre, rhythm, structure)</h3><p> A Short Ride in a Fast Machine, by John Adams, has to be one of the most exciting pieces of music about going places so it's a must-listen choice for this topic. It has interesting cross-rhythms making it a complex piece of music for dancing to. It lends itself to creative rather than formal movement, with the children moving expressively rather than aiming to keep in time. At certain points in the music, such as where it changes character midway, it would be fantastic to have a signal to come together in groups to make still images of a car, a plane or a helicopter. These would need to have been practised beforehand.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Short_Ride_Naxos2.mp3" type="audio/mp3"></source></audio>                                                                <h4>Our Own Short Ride in a Fast Machine!</h4><p>Ask the children to create their own music, also called A short Ride in a Fast Machine. The instrument that begins the John Adams music, and plays for much of the piece, is a wood block, which is actually an instrument often found in schools. </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/tim-carey-QhK_agWFAsE-unsplash.jpg" alt="Tim Carey Qh K Ag Wfas E Unsplash">    </div>                                                                <h3>Traffic Lights Music (pitch, structure, technology link)</h3><p>First invest in a Sphero Specdrums ring! They are not hugely expensive from Amazon or Argos. Here is what you need to know:</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/ywrYoqRYx_g" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <p>This is necessarily small group work unless you have a big budget for music! Using the pad is one way that the children could create music using traffic light colors with the ring. However, it's even more exciting for them to paint their own traffic lights pictures and then use the ring to 'play' the colors in the picture. Make sure you get to play with it first!</p>

Going Places Level: Key Stage 1 - Creative music

<div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/5we40h_-QQM" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <p>In the Hall of the Mountain King is a piece for orchestra from a longer suite of music by the Norwegian composer, Grieg. The music may be called â€˜incidentalâ€™ music or â€˜programmeâ€™ music (like a soundtrack from a film) because it goes with the play, Peer Gynt by Ibsen. Peer Gynt, the central character, goes on a long, eventful journey! You can download a pdf of the story at the start of this unit. (It's a simplified version - in the complete play, Peer Gynt comes across as a bit of an idiot who goes on to make his fortune by dodgy dealing - you know the type!)</p><h4>Listening</h4><p>First tell the story and then ask the children to listen to the music and think about: </p><ul><li>which part of story the music might be describing</li><li>how Peer Gynt was feeling at the time</li></ul><p>If space allows, listening while lying down like a starfish helps children to follow their own thoughts without the distraction of seeing others. Encourage the children to share their thoughts about the music, helping them to use the words in context: pitch (very low pitch) dynamics (quiet, becoming gradually louder) and tempo (slow, becoming gradually faster). Ask how it might express the story and also show Peer Gyntâ€™s feelings.</p><h4>Show and Tell</h4><p>It would be brilliant if you could persuade a local teacher, musician parent, orchestra, or someone from your Music Service to bring in a horn, cello, double bass or bassoon - so much better than showing pictures!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/trolls.jpg" alt="Trolls">    </div>                                                                <h4>Movement and Drama (pulse)</h4><p>Next, the children could make up movement and drama to the music. Choose a (brave!) child to be Peer Gynt, a child to be the King of the Trolls, and the rest of the children are the trolls that give chase. Remember that Peer Gynt escapes and doesnâ€™t get eaten! The way the instruments play sounds like tiptoeing at first - the cellos and double basses play <em>pizzicato</em>, meaning that the strings are plucked instead of played using a bow. </p>                                                                <h4>Creative Work (timbre, structure, dynamics, tempo)</h4><p>In groups, the children make up music that shows how Peer Gynt might have been feeling in a part of the story, for example when he was chased by the trolls or when he returned home after years away. The Feelings task in the <a href="https://pango.education/lesson/184836/Going Places Level: Key Stage 1 - Creative music">Creative Music</a> section of this unit is a good preparatory activity. Listen and give feedback as the children work on their music to help them to <em>structure</em> it and to use instruments that produce a useful <em>timbre</em> (sound) for their feeling. When they have finished making up their music, they perform it for the other children, who try to guess which part of the peer Gynt story their music was about, and say how they decided. Remember to record each group's music for your own evidence and for the children to enjoy listening to it.</p>                                                                <h4>Make Hall of the Mountain King Sand Pictures (art link)</h4><p>If the children were intrigued by the video sand picture, they could make their own sand pictures. You need different colored sands, paper and glue - simply spread glue and sprinkle the sand to make the picture!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/sand.png" alt="Sand">    </div>

Going Places Level: Key Stage 1 - Listening, appraising & movement

<h3>Feelings about Going Places (timbre, structure &amp; PSED link)</h3><p>This activity links well with the <a href="https://www.music-playtime.com/member/topics/going-places/grade-1/listening-appraising-and-movement">Listening and Movement section in this unit</a>, about Peer Gynt and his travels. It doesn't matter what order you do them in but, if you do this first, remember to mention it in context when you listen to the Peer Gynt music, In the Hall of the Mountain King. The children would benefit from already having experienced group instrumental work before they attempt this task. The 'Feelings' pictures are in the downloads at the start of the unit.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394613006?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Feelings Song by Tom</h4><p>One of the lovely things about working with groups is that the children's creative ideas are likely to be heard and acknowledged. Once children understand that they can make up music, they spontaneously just do it! In a whole class situation, be sure to go round the groups so that you can listen, guide and help.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612981?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Feelings Music Using the Instruments</h4><p>We decided to have a conductor for our music, who would help to remind us of the structure we had decided on. Our conductors did a great job! Amitie found her true vocation and made the most of her position of power! We guessed the feeling correctly and discussed what we liked about the music and how we might improve it when we had another go. </p><p>By the way, I generally divide children pretty randomly into groups - it just happened that the girls were sitting together on this occasion. With a whole class, you will know which children can be relied on to work well together.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612754?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>A visit to somewhere new</h3><p>An outing to see something that children do not encounter in day to day life will be fascinating. Depending on where you live, choose a suitable place for a visit.</p><p>In Lancashire, for example:</p><ul><li>The butterfly house at Williamson Park, Lancaster </li><li>Windmill Animal Farm, Burscough</li><li>Turbary Woods Owl and Bird of Prey Sanctuary</li></ul><p>In London, for example:</p><p>The Science Museum and the British Museum in London have sections specifically for pre-school children. Visits obviously need careful planning using a high level of supervision and following formal guidelines in the case of nursery schools.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/jason-leung-737289-unsplash.jpg" alt="Jason Leung 737289 Unsplash">    </div>

Going Places Level: Key Stage 1 - Cross-curricular activities

<p>This unit is about road safety and travel</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Tuned and untuned percussion instruments</li>                                                    <li>Sphero Specdrums device</li>                                            </ul>                                                    

Going Places Level: Key Stage 1

Kindergarten

1st Grade

Music

Going Places Level: Key Stage 1 - Songs & chants

Music Playtime has been created by a Key Stage 1 and Early Years Music education specialist. The schemes are built in recognition of the fact that most primary teachers are not music specialists. Access the knowledge and the ideas you need to feel confident teaching music.