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Music at key stages 1 and 2 (Year 1/2)
Unit 7: Rain, rain, go away - Exploring timbre, tempo and dynamics
Section 6: Bringing it all together: Can we make our own weather composition?
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Objectives |
| Children should learn: |
- how sound can be organised
- how to create a class composition, combining layers of sound within simple structures
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Activities |
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Outcomes |
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Children: |
- Talk about a typical weather sequence, eg thunder, lightning, rain. Discuss with the children how musical ideas can be organised, eg using structure of beginning, middle and end.
- Plan a sequence of weather, eg light rain - heavier - thunder and lightning - light rain stopping.
- Give the composition a title. Plan the vocal and instrumental sounds that can be used. Talk about timbre, tempo, dynamics. How could sounds overlap to create more descriptive sounds? After this discussion, which should encourage children to recall internalised sounds, choose instruments and experiment to improve the intended effect. Are there any instances where vocal sounds would be more effective than instrumental ones? What other sound sources could we use, eg a large card wobbled to create the sound of thunder? Should there be any periods of silence? Ask the children to practise their own sounds, then rehearse as a class. Record the rehearsals and discuss to improve the work.
- Try different sequences. Picture cards could be used to help children remember the different sections, eg picture of drops, heavy rain, lightning.
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- choose carefully and order sounds within simple structures in response to the stimulus of weather
- contribute ideas and control sounds as part of a class composition and performance
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Points to note |
- Let the class make their own decisions and discover what needs to be changed to make the end result better.
- All children can be involved by using voice or body sounds, eg clicking fingers, tapping tables, using onomatopoeic words.
- Extension activity: Explore other stimuli, eg fireworks, space. Go through the same process, that is, words, sounds, instruments, combining sounds, practising, performing and reviewing, making improvements.
- Note those children who are able to make helpful suggestions and ensure that their skills, knowledge and understanding are extended in future work.
- Note those children who are able to recognise and suggest how sounds can be combined.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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