<h3>Put it All Away!</h3><p>Just a reminder that it's the children's responsibility to put the instruments away. Here's a fun way to do it!</p>                                                                                                                

<h3>Mary Jones (dynamics, tempo, pitch, structure, texture)</h3><p>I especially like the way in which the poem shows that children that old people were once young and vigorous, and have a wealth of experiences to share! First of all, teach the children the poem. We may be talking about someone the age of the children's great gran, since Mary is supposed to be really old! This is another chance, after doing a similar activity in the <em>Animals</em> unit, to make music up that reflects moods and movements. The spiral nature of the music curriculum suggests that it's good practice to build on previous musical experiences to enhance creativity, improve skills and further understanding. </p>                                                                                                                                                <ul class="simple lyrics">            <li>Mary Jones is old now         -        group 1    (untuned percussion)</li>            <li>She&#039;s sleeping in her chair</li>            <li>__</li>            <li>But when she was a young girl         -        group 2   (untuned percussion)</li>            <li>She rushed round everywhere</li>            <li>__</li>            <li>Mary was a dancer         -        group 3    (untuned percussion)</li>            <li>The star of every show</li>            <li>__</li>            <li>She climbed the highest mountains         -        group 4   (tuned percussion going low to high pitch)</li>            <li>__</li>            <li>Went skiing in the snow         -        group 5   (tuned percussion going high to low in pitch)</li>            <li>__</li>            <li>Mary Jones is old now         -        group 6   (untuned percussion)</li>            <li>She&#039;s wiser than you know</li>            <li>__</li>            <li>Ã‚Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                <p>Divide the class into six small groups then allocate each group a line (or two) of the poem, as shown. Each group has supervised music corner time to choose from a selection of instruments to represent their part of the poem to create the right mood.</p><p>Some instruments could be played on their own (thin texture) and some played at the same time (thicker texture).</p><p>Do a class performance of the poem, saying each line (or two) then playing the instruments that represent it. Record the performance and let the children appraise using <em>Two Stars and a Wish</em> (what were two good things and what could be improved?). Finally, have another go, incorporating the improvements.</p>                                                                

Wish - Song

<h3>George Meets the Orchestra! (timbre)</h3><p>The Orchestra is one big musical community made up of smaller families of instruments. Many children of this age will never have seen an orchestra or heard the instruments play separately but this video demonstrates and explains in an immediately engaging way. And you'll LOVE George!</p>                                                                                                    

George meets the orchestra (timbre) - Video

<h3>Mary Jones (dynamics, tempo, pitch, structure, texture)</h3><p>I especially like the way in which the poem shows that children that old people were once young and vigorous, and have a wealth of experiences to share! First of all, teach the children the poem. We may be talking about someone the age of the children's great gran, since Mary is supposed to be really old! This is another chance, after doing a similar activity in the <em>Animals</em> unit, to make music up that reflects moods and movements. The spiral nature of the music curriculum suggests that it's good practice to build on previous musical experiences to enhance creativity, improve skills and further understanding. </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/alex-harvey-y0I85D5QKvs-unsplash.jpg" alt="Alex Harvey Y0 I85 D5 Qkvs Unsplash">    </div>                                                                <ul class="simple lyrics">            <li>Mary Jones is old now         -        group 1    (untuned percussion)</li>            <li>She&#039;s sleeping in her chair</li>            <li>__</li>            <li>But when she was a young girl         -        group 2   (untuned percussion)</li>            <li>She rushed round everywhere</li>            <li>__</li>            <li>Mary was a dancer         -        group 3    (untuned percussion)</li>            <li>The star of every show</li>            <li>__</li>            <li>She climbed the highest mountains         -        group 4   (tuned percussion going low to high pitch)</li>            <li>__</li>            <li>Went skiing in the snow         -        group 5   (tuned percussion going high to low in pitch)</li>            <li>__</li>            <li>Mary Jones is old now         -        group 6   (untuned percussion)</li>            <li>She&#039;s wiser than you know</li>            <li>__</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                <p>Divide the class into six small groups then allocate each group a line (or two) of the poem, as shown. Each group has supervised music corner time to choose from a selection of instruments to represent their part of the poem to create the right mood.</p><p>Some instruments could be played on their own (thin texture) and some played at the same time (thicker texture).</p><p>Do a class performance of the poem, saying each line (or two) then playing the instruments that represent it. Record the performance and let the children appraise using <em>Two Stars and a Wish</em> (what were two good things and what could be improved?). Finally, have another go, incorporating the improvements.</p>                                                                <h3>Put it All Away!</h3><p>Just a reminder that it's the children's responsibility to put the instruments away. Here's a fun way to do it!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392668335?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>

Families Level: Key Stage 1 - Creative music

Year 1

Year 2

Music

Put it all away KS1 - Video

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.