Example of what someone might look like when they are surprised, to help students name and recognise emotions. 

Example of what someone might look like when they are angry, to help students name and recognise emotions. 

Angry - Showing emotion picture

COVID-safe Activities - KS1 Topics 1-5

Example of what someone might look like when they are excited, to help students name and recognise emotions. 

Excited - Showing emotion pictures

Example of what someone might look like when they are happy, to help students name and recognise emotions. 

Happy - Showing emotion picture

Peer Gynt is the central character in, In the Hall of the Mountain King, which is a piece for orchestra from a longer suite of music by the Norwegian composer, Grieg. The music may be called Ã¢â‚¬ËœincidentalÃ¢â‚¬â„¢ music or Ã¢â‚¬ËœprogrammeÃ¢â‚¬â„¢ music (like a soundtrack from a film) because it goes with the play, Peer Gynt by Ibsen. Peer Gynt goes on a long, eventful journey! This is a simplified pdf of the story at the start of this unit. (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 GyntÃ¢â‚¬â„¢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" data-src="/internal/----/_sml/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 doesnÃ¢â‚¬â„¢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://music-playtime.com/member/topics/going-places/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>                                                                

Peer Gynt story

<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

Year 1

Year 2

Music

Surprised - Showing emotion picture

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.