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					                              INDEX
KEY STAGE 1

   High and Low                        Music and Maths
   Stories to Music                    Indian Festival
   Hot Hippo                           The Seasons
   The Wizard Punchkin                 Beat the Drum
   The Animal Band

These focus on children’s understanding of musical concepts through
practical music making

KEY STAGE 2

Workshops to enhance maths and science topics
 Sound and Science (KS1 and 2)     Music and Maths




Workshops to enhance history
topics
 Victorian Music (KS1 and 2)           Music in War-Time Britain
 Tudor Music                           Julia’s Wedding (featuring
 Music and the Ancient Greeks           Roman life)


Workshops to enhance geography topics
 African Pictures                  Rivers
 Indian Festival                   Beat the Drum
 The Seasons



A composition workshop for a group of schools
 Schools Cluster Project



Workshops to enable children to hear live music
 The Mini BSO                         Bournemouth Strings
                                                      KEY STAGE 1

                          High
                          and
                          Low
An introduction to the concept of pitch            through       the
       demonstration of large and                             small
           orchestral instruments. The                children will
              have the opportunity to                listen to the
              range of sounds played                by           the
musicians and discover for themselves               the     relative
pitch of various school instruments. They           will also be
able to perform action songs to reinforce these ideas.




Key Stage                        Reception
No of musicians                  2
No of pupils                     1 class
Length                           2 sessions per half day
                                 Can be used with Stories to Music
Space required                   School hall or similar space
Instruments required             School percussion
        OUTLINE OF B.S.O. WORKSHOP
TITLE              High and Low (KS 1)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Responding to high and low music

MUSICAL ELEMENTS INTRODUCED
Pitch: recognise and respond to high and low sounds
Duration: recognise and respond to steady beat in music performed

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Control vocal pitching; build and develop rhythmic and melodic
     memory through extending repertoire of songs (songs to reinforce the
     concept of pitch)
     1b Correct use of percussion instruments; maintain steady beat on
     percussion instruments
     1c Take account of musical instructions


2.   Creating and developing musical ideas – composing skills
     N/A

3.   Responding and reviewing – appraising skills
     Compare the sounds of pieces written for small instruments with those
     written for large instruments
     Respond to changes in character within pieces of music through
     movement
     Vocabulary High; low; getting higher; getting lower

4.   Listening, and applying knowledge and understanding
     Recognise that high and low sounds can be used for different purposes
     Recognise that sounds can be produced in different ways
                                                       KEY STAGE 1

                         Stories
                           To
                         Music

                       This project shows how the understanding of
                       musical elements, particularly pitch, can be
                        developed by a well-known story. The
                         children and visiting musicians will make
                          music together to enhance the story.




Key Stage                          Reception / 1
No of musicians                    2
No of pupils                       1 class
Length                             2 sessions per half day
                                   Can be used with High and Low
Space required                     School hall or similar space
Instruments required               School percussion
      OUTLINE OF B.S.O. WORKSHOP
TITLE             Stories To Music (KS 1)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Bringing a story alive through music

MUSICAL ELEMENTS INTRODUCED
Pitch: recognise and respond to high and low sounds
Timbre: identify wooden, metal, skinned instruments and their properties by
sound (select and use different instruments to help tell the story)
Dynamics: identify and respond to loud, quiet and silence

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing
     skills
     1b Correct use of percussion instruments; maintain steady beat on
     percussion instruments; perform simple patterns keeping to a steady
     pulse
     1c Take account of musical instructions; rehearse and perform as a
     class
2.   Creating and developing musical ideas – composing skills
     Explore and enjoy how sounds can be made and changed
     Create and choose sounds in response to a range of given starting
     points (the children decide on the correct instruments to be used when
     turning the story into a musical one)

3.   Responding and reviewing – appraising skills
     Discuss sounds they have made and heard using descriptive words
     Vocabulary High; low; steady beat; loud; quiet

4.   Listening, and applying knowledge and understanding
     Recognise and identify that musical elements can be used for different
     purposes (telling the story)
     Recognise and identify that sounds can be produced in different ways
     (explore different ways of producing sound on the same instrument)
     Identify how the choice of instruments can contribute towards the
     mood or effect in music heard or performed
                                                         KEY STAGE 1

                          Hot
                         Hippo

This               workshop is aimed at the younger Key Stage 1
                         children and is based on the African story
                         "Hot Hippo" by Mwenye Hadithi. After a brief
                        introduction   describing    the    orchestral
                 instruments used, the children are given the
                   opportunity to recreate the story using a selection
                    of African instruments and the school's
percussion. The emphasis is on rhythm work and at the end of the
session all the children perform the story.




Key Stage                        Reception / 1
No of musicians                  2
No of pupils                     1 class
Length                           2 sessions per half day
Space required                   School hall or similar space
Instruments required             School percussion
        OUTLINE OF B.S.O. WORKSHOP

TITLE               Hot Hippo (KS 1)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Bringing a story alive through music

MUSICAL ELEMENTS INTRODUCED
Pitch: recognise and respond to high and low sounds
Duration: recognise and respond to steady beat in music performed and
understand rhythmic patterns
Texture: recognise and respond to one / many sounds combined
Timbre: identify wooden, metal, skinned instruments and their properties by
sound
Dynamics: identify and respond to loud, quiet and silence

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Build and develop rhythmic and melodic memory through extending
     repertoire of songs (sing Hot Hippo song adding rhythms as
     accompaniment)
     1b Correct use of percussion instruments; maintain steady beat on
     percussion instruments
     1c Take account of musical instructions (play instruments at appropriate
     time in the telling of the story); rehearse and perform as a class

2.   Creating and developing musical ideas – composing skills
     N/A

3.   Responding and reviewing – appraising skills
     Respond to changes in mood and character (respond to Hot Hippo’s
     dilemma)
     Vocabulary Steady beat; rhythmic patterns

4.   Listening, and applying knowledge and understanding
     Recognise how musical elements can be used to create changes in mood
     and character
     Identify how musical elements can be organised and used expressively
     within simple structures
     Identify how sounds can be made in different ways
                                                         KEY STAGE 1


                   The Wizard
                    Punchkin
        This project offers a creative composition workshop based
                 on the story of the Wizard Punchkin - an Indian
                 fable that is mirrored in the tales of other nations.
                The class will be introduced to a range of Indian
              instruments, followed by a setting of certain aspects
                of the story to music. After a rendition of the tale,
                 with the children adding a simple musical
          accompaniment, the class will be encouraged to combine
these musical elements into a composition in its own right. There
will be a focus on rhythm and melodic contour during the
composition process. Finally the class may like to record their work.


Key Stage                        1
No of musicians                  2
No of pupils                     1 class
Length                           2 sessions per half day
Space required                   School hall or similar space
Instruments required             School percussion
       OUTLINE OF B.S.O. WORKSHOP
TITLE             The Wizard Punchkin (KS 1)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Performance of musical story (performing alongside musicians)

MUSICAL ELEMENTS INTRODUCED
Timbre: the use of a variety of instruments in different contexts
Pitch: recognition of the difference between high and low sounds
Duration: recognition of and response to a steady beat and rhythmic patterns

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Sing (responding to a basic scale pattern and following its contours)
     1b Play (responding to simple rhythmic and melodic fragments using
     tuned and untuned percussion)
     1c Rehearse as a class and in smaller groups, following musical direction
     (combine several musical elements); sing short melodic patterns

2.   Creating and developing musical ideas – composing skills
     2b Compose musical patterns based on characters, moods and actions

3.   Responding and reviewing – appraising skills
     3a Compare and contrast a series of melodies and discuss their suitability
     for use in varying contexts.
     Vocabulary Higher; lower; rhythmic patterns

4.   Listening, and applying knowledge and understanding
     Understand how music from a different culture makes use of musical
     elements
                                                    KEY STAGE 1

                         The
                       Animal
                        Band

This workshop is aimed at younger Key
Stage 1 children, and is loosely based
on the tale of        “The Musicians of
Bremen”. After a brief introduction to the
orchestral instruments used, the children
will recreate the story with the emphasis           very
much on movement and rhythm. There will be plenty of
opportunity for making music using the school percussion
instruments.



Key Stage                  Reception / 1
No of musicians            2
No of pupils               1 class
Length                     2 sessions per half day
Space required             School hall or similar space
Instruments required       School percussion
      OUTLINE OF B.S.O. WORKSHOP
TITLE            Animal Band (KS 1)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Performance of a story using music and movement

MUSICAL ELEMENTS INTRODUCED
Duration: understand how simple rhythmic patterns fit to a steady beat

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing
     skills
     1a Build and develop rhythmic and melodic memory (sing Animal Band
     song and word rhythms)
     1b Maintain a steady beat on untuned percussion
     1c Rehearse and perform (rehearse playing rhythmically with others
     prior to performance of story)

2.   Creating and developing musical ideas – composing skills
     N/A

3.   Responding and reviewing – appraising skills
     3a Respond to music and rhythm using whole body movement
     (miming the movement of animals to a rhythm)
     Vocabulary Steady beat; rhythmic patterns

4.   Listening, and applying knowledge and understanding
     Internalise simple rhythmic patterns
     Recall and play rhythmic patterns in response to a story using
     identified words as aural signals
                                                     KEY STAGE 1



                       Music
                        and
                       Maths

                          Let the numbers make the music!
                      Enhance numeracy and rhythm to create a
                      musical extravaganza combining elements of
     counting,       addition and subtraction. Clapping, tapping
and simple percussion instruments are used to turn numbers into a
musical composition.




Key Stage                        1
No of musicians                  2
No of pupils                     1 class
Length                           2 sessions per half day
Space required                   School hall or similar space
                                 with whiteboard
Instruments required             School percussion
         OUTLINE OF B.S.O. WORKSHOP
TITLE                 Music and Maths (KS 1)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional musicians playing live music
Create music through numbers

MUSICAL ELEMENTS INTRODUCED
Duration: recognise how different rhythmic patterns fit to a steady beat
Timbre: identify a range of different sounds
Structure: understand repeating patterns

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Sing simple songs with the musicians (Polly Put The Kettle On)
     1b Use body sounds (make body sounds to create rhythms)
     1c Take account of instructions when rehearsing (faster, slower, louder,
     quieter, etc.)

2.   Creating and developing musical ideas – composing skills
     2a Explore how sounds can be made and changed; compose different
     rhythms with a variety of sounds (clapping, tapping, humming, etc.)

3.   Responding and reviewing – appraising skills
     3b Improve their own work; compare different rhythms (divide class into
     groups); Respond to melody in different metres
     Vocabulary Steady beat, rhythmic patterns, wooden sounds, metal sounds

4.   Listening, and applying knowledge and understanding
     Apply knowledge of numbers to make music (music in different metres)
     Understanding how the instruments work (learning about vibrations)

     Musical examples
     Polly Put The Kettle On in 2 metre            Pat A Cake in 3 metre
     The Grand Old Duke of York in 4               Mars-Holst in 5 metre
     metre
                                                         KEY STAGE 1

                        Indian
                        Festival
                    This workshop is based on the story of the
                      Ramayana, about Rama and Sita. Although
                       this is the story that is celebrated at Divali it is
                     suitable for other times of the year. After a brief
                   introduction about the orchestra, the musicians
                 show and play their instruments. The children are
shown Indian instruments and hear them played.

For Key Stage 1. The musicians act out the story with the help of
the children’s musical accompaniment developed during the
workshop using Indian and classroom instruments.

For Key Stage 2. After helping the musicians to tell the story of the
Ramayana by using classroom percussion, the children are
encouraged to think how they might describe this in a musical
composition. After rehearsing both the story and their composition,
these are performed to another class.

The children also learn the Divali song (both Key Stages).

Key Stage                             1
No of musicians                       2
No of pupils                          1 class
Length                                2 sessions per half day KS1
                                      Half day KS2
Space required                        School hall or similar space
Instruments required                  School percussion and children’s own
                                      instruments
          OUTLINE OF B.S.O. WORKSHOP
TITLE                 Indian Festival (KS 1)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Using a musical accompaniment to tell an Indian story

MUSICAL ELEMENTS INTRODUCED
Duration: understand how rhythmic patterns fit to a steady beat (to depict different
animals in the story)
Dynamics: understand and respond to loud and quiet

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Control vocal pitching, and develop rhythmic and melodic memory by
     learning Divali song
     1b Learn to control playing techniques on classroom percussion, and
     maintain a steady beat using simple word patterns (to depict the different
     animals)
     1c Sing and play in time together (starting, stopping and following leader’s
     directions for rehearsing and performing)

2.   Creating and developing musical ideas – composing skills
     N/A

3.   Responding and reviewing – appraising skills
     Respond to elements of the story (deciding when to play as different animals
     are mentioned in the story)
     Compare Indian music with music from our culture
     Vocabulary Rhythms; getting louder/quieter; rhythmic patterns

4.   Listening, and applying knowledge and understanding
     Recognise that musical elements can be used for different purposes. (to
     depict animals or describe a battle)
     Identify how musical elements can be organised and used expressively within
     simple structures
     Listen and respond to Indian music
                                                      KEY STAGE 1

                         The
                       Seasons
A creative composition project using Vivaldi's Four Seasons as its
                 starting point. The class would work on one or
                     more of the seasons depending on how many
                     sessions are required. After listening to
                     Vivaldi's music and his poem, the children
                    would work in groups, with the guidance of the
                musicians, composing their own "seasons" music.
At the          end of the session there would be a short
performance of the pieces.

This flexible project could also be used by a
group of schools each taking one season and
finally coming together with the musicians to
share their work and give a concert.

Key Stage                      1
No of musicians                2
No of pupils                   1 class
Length                         Half day
Space required                 School hall or similar space
Instruments required           School percussion and children’s
                               own instruments
       OUTLINE OF B.S.O. WORKSHOP
TITLE               The Seasons (KS 1)

QUALITY MUSICAL EXPERIENCE(S)
     Interaction with professional orchestral musicians playing live music
Create a musical description of a season

MUSICAL ELEMENTS INTRODUCED
Duration: consolidate understanding of how rhythmic patterns fit to the
steady beat
Dynamics: identify loud, quiet and silence
Texture: recognise one sound / many sounds combined
Timbre: identify wooden, metal, skinned and string instruments and their
properties by sound
Structure: develop understanding of beginning, middle and end of a
composition

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing
     skills
     1b Use own instruments where appropriate; demonstrate accuracy and
     control of technique on untuned percussion; maintain a steady beat
     1c Follow hand and eye signals to direct and lead; rehearse and
     perform as a class

2.   Creating and developing musical ideas – composing skills
     2a Explore the way sounds can be made and used expressively
     2b Create and choose sounds in response to a range of given starting
     points

3.   Responding and reviewing – appraising skills
     3b Improve their own and other’s ideas (the project gives children the
     chance to respond to and review their composition as it is being
     created, with the help of the musicians)
     Vocabulary Getting louder / quieter, rhythms; beginning; middle; end

4.   Listening, and applying knowledge and understanding
     Identify how musical elements can be organized and used expressively
     within simple structures
     Musical examples Vivaldi’s Four Seasons – extracts
                                                         KEY STAGE 1



                           Beat
                            The
                           Drum
                  This workshop is designed to give pupils a proper
                  understanding of percussion instruments, their
                  names and most importantly the technique of playing
                  them.

After a short demonstration by the two percussion players from the
Bournemouth Symphony Orchestra the children will have the
opportunity to work together on various skills. These will include
rhythm games and percussion based activities.

The workshop will end with the children using all the skills learnt to
create a musical piece of their own which could take as its
inspiration, samba, African drumming, rainforest sounds or whale
song, etc.


Key Stage                            1
No of musicians                      2
No of pupils                         1 class
Length                               2 sessions per half day (KS1)
                                     Half day (KS2)
Space required                       School hall or similar space
Instruments required                 School percussion
           OUTLINE OF B.S.O. WORKSHOP
TITLE                 Beat The Drum (KS 1)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Composition of a short piece in a style using percussion instruments

MUSICAL ELEMENTS INTRODUCED
Duration: understand how rhythmic patterns fit to a fast or slow beat (marching to
snare drum, clapping games)
Dynamics: respond to loud, quiet, silence and understand getting louder and
quieter Timbre: identify wood, metal, skin instruments and their properties by their
sound and sound production, i.e. shake; scrape
Structure: understand and identify simple repeating patterns and sectional musical
forms (performing a samba)

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Build and develop rhythmic memory through extending repertoire of chants
     (words become samba rhythms); develop expressive effect of speaking (vocal
     sounds mimic instrumental ones); correct playing techniques and treatment of
     percussion instruments; maintaining a steady beat using body sounds and
     untuned percussion (samba)
     1c Chant and play in time, starting and stopping together, following
     musician’s directions; take account of musical instruction when rehearsing and
     performing; rehearse and perform in small groups and as a class

2.   Creating and developing musical ideas – composing skills
     2a Explore and enjoy how sounds can be made and changed
     2b Structure sounds in order appropriate to given starting points (rehearse
     and perform samba)

3.   Responding and reviewing – appraising skills
     3a Discuss sounds heard with a range of descriptive words
     3b Improve their own work
     Vocabulary Steady beat; wooden/metal/skinned sounds; rhythms; beat/pulse

4.   Listening, and applying knowledge and understanding
     Recognise musical elements can be used for different purposes
     Recognise and identify how sounds can be made in different ways
     Identify how musical elements can be combined and organised within simple
     structures
     Musical examples March rhythms; samba rhythms; African dance patterns
                                                  KEY STAGE 1 and 2


                           Sound
                             and
                           Science
Strings, Brass or Woodwind
                  Hear instruments being played live by professional
                    musicians. This project aims to reinforce children’s
                      scientific learning through music, and will
                    combine live performance of music with discussions
                    on how the instrument works. Children will be
                 encouraged to observe with their ears as well as their
eyes.

Key Stage                           1 or 2
No of musicians                     2
No of pupils                        1 class
                                    Could take the form of a presentation to
                                    several classes if preferred
Length                              2 sessions per half day
Space required                      School hall or similar space


NB. This could be expanded to a half day workshop, using
contrasting ways of producing sound, for suitably experienced
children.
       OUTLINE OF B.S.O. WORKSHOP
TITLE               Sound and Science (KS 1 and 2)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional musicians playing live music
Listen, appraise and respond to music played with an emphasis on the
science of sound

MUSICAL ELEMENTS INTRODUCED
Pitch: recognise high and low sounds (see and hear a variety of different
instruments from the orchestra and compare their ranges of pitch)
Texture: recognise how different pieces of music use different layers of sound
Timbre: explore the way sounds are made

ACTIVITIES TO ADDRESS MUSICAL SKILLS

3.   Responding and reviewing – appraising skills
     3a Discuss music heard using descriptive words; discuss ways in which
     the sounds of one instrument can be made and changed (this might
     stimulate children to experiment with different ways of playing familiar
     instruments in their own composition work); observing with their ears and
     eyes, children are given the opportunity, through the practical experience
     of hearing and seeing instruments being played live, to understand
     scientific concepts concerning sound
     Vocabulary High; low; blown; plucked; loud; quiet

4.   Listening, and applying knowledge and understanding
     Identify how sounds can be made in different ways using one instrument
     or one type of instrument
     Identify how the choice of instrument can contribute towards the mood of
     effect in music heard
     Musical examples A selection of pieces depending on which family of
     instruments is chosen
                                                      KEY STAGE 2



                        Music
                         and
                        Maths

            Melodious maths! Combine numerical and musical
             skills to create a composition in the style of gamelan
             (East Asian traditional music). Numbers are used to
             create rhythm and melody, which are incorporated in a
          composition. This can be performed at the end of the
workshop to an invited audience.




Key Stage                      2
No of musicians                2
No of pupils                   1 class
Length                         Half day
Space required                 School hall or similar space with
                               whiteboard
Instruments required           School percussion and children’s own
                               instruments
        OUTLINE OF B.S.O. WORKSHOP
TITLE                Music and Maths (KS 2)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional musicians playing live music
Performance of a class composition in the style of gamelan

MUSICAL ELEMENTS INTRODUCED
Duration: consolidate understanding of rhythmic patterns
Dynamics: understand and identify getting louder/quieter
Texture: recognise the density of different textures
Timbre: distinguish between different ways of playing percussion
Structure: develop an understanding of repetition and ostinati

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1b Maintain steady beat/copy and match rhythmic patterns (clapping to a
     rhythm in 4 metre)
     1c Use and follow hand and eye signals to direct and lead (musician or
     child to conduct); improve their own work; rehearse pupil’s own piece in the
     gamelan style

2.   Creating and developing musical ideas – composing skills
     2a Explore the way sounds can be combined (metal and wood
     instruments); improvise short repeated patterns
     2b Experiment with repeating sound patterns; use several rhythms in 4
     metre, played on contrasting groups of instruments to create textures

3.   Responding and reviewing – appraising skills
     Respond to the given parameters to create a composition (4 metre and a
     pentatonic scale)
     Appraise the composition during its creation

4.   Listening, and applying knowledge and understanding
     Understanding which musical elements make a gamelan sound (use of
     percussion instruments in 4 metre and pentatonic scale)
     Applying that knowledge to compose in the gamelan style
     Understand how music is produced on the horn and percussion (looking at
     vibrations)
     Musical examples Pieces in a variety of metres
                                                KEY STAGE 1 and 2

                       Victorian
                        Music
                         This project gives the children an
                         awareness of the musical life of people at
                         different levels of society in Victorian times.
                         We look at how a wealthy Victorian
                         household makes its own entertainment.
                         Meanwhile, outside, we are introduced to
                         the musical cries of workers and street
                         sellers. However at the music hall everyone
joins together to be entertained.

This is all incorporated into a short musical play, when the children
are encouraged to dress in costume.



Key Stage                         1 or 2
No of musicians                   2
No of pupils                      1 class
Length                            Half day
Space required                    School hall or similar space
Instruments required              School percussion and children’s own
                                  instruments
        OUTLINE OF B.S.O. WORKSHOP
TITLE               Victorian Music (KS 1 and 2)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Performance of musical play depicting different aspects of Victorian life

MUSICAL ELEMENTS INTRODUCED
Duration: consolidate understanding of how rhythmic patterns fit to a steady
beat (within song accompaniment)
Dynamics: understand how the full range of dynamics can be manipulated for
expressive effect (street cries)

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Extend accuracy of vocal range (Victorian song to create a mood)
     Sing musical street cries maintaining accuracy of pitch and a steady
     pulse
     1b Use own instruments / tuned percussion with knowledge of correct
     technique (an opportunity for members of the class to enhance their
     performing skills, through playing pieces known by the class)
     Maintain a steady beat (an accompaniment to the song)

2.   Creating and developing musical ideas – composing skills
     N/A (but children could create their own street cries in follow-up work)

3.   Responding and reviewing – appraising skills
     Compare Victorian music to music of a different period
     Use of other art forms to respond to character, mood and other elements
     of music (drama)
     Vocabulary Beat/pulse; mood; steady beat; getting quieter; getting
     louder

4.   Listening, and applying knowledge and understanding
     Identify different families of instruments and their qualities
     Musical examples Pieces by Prince Albert and Elgar
                                                        KEY STAGE 2

                          Tudor
                          Music

       Invite Henry VIII to your school and bring your Tudor
              project alive. He will invite you to a masked ball at
                  Hampton Court, where you will learn to play and
                   dance a pavane. Of course everyone will need
                   to be dressed for the occasion. You will be able
               to listen to Henry singing his latest composition and
                 members of the court will entertain you.

The aim of the session is to create a short musical play, which
can be performed to an invited audience from the rest of the
school.



Key Stage                        2
No of musicians                  2
No of pupils                     1 class
Length                           Half day
Space required                   School hall or similar space
Instruments required             School percussion and children’s
                                 own instruments
       OUTLINE OF B.S.O. WORKSHOP
TITLE               Tudor Music (KS 2)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Performance of musical play set in Hampton Court to an invited audience

MUSICAL ELEMENTS INTRODUCED
Duration: consolidate understanding of how rhythmic patterns fit to a steady
beat (Tudor rhythmic patterns)

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Extend accuracy of vocal range (Tudor songs)
     1b Use own instruments / tuned percussion with knowledge of correct
     technique (an opportunity for members of the class to enhance their
     performing skills, through playing pieces known by the class); maintain a
     steady beat (an accompaniment to a pavane)
     1c Develop ability to rehearse and present performances in independent
     groups, showing awareness of their own part in relation to others (play
     and dance a pavane)

2.   Creating and developing musical ideas – composing skills
     N/A

3.   Responding and reviewing – appraising skills
     Compare Tudor music to music of a different period
     Respond to Tudor music through dancing a pavane
     Use of other art forms to respond to character, mood and other elements
     of music (drama)
     Vocabulary Steady beat; rhythmic patterns

4.   Listening, and applying knowledge and understanding
     Identify different families of instruments and their qualities
     Understand how combined musical elements contribute to the Tudor
     style
     Musical examples Greensleeves; Pastimes; Wolsey’s Wilde
                                                        KEY STAGE 2

                         Music
                        and The
                        Ancient
                        Greeks

                        This creative composition project uses a story
                         from Greek mythology as a starting point. The
                         class will compose a piece of music to
                           accompany the story and at the end of the
                           session they can perform it to an invited
                       audience from the rest of the school.




Key Stage                            2
No of musicians                      2
No of pupils                         1 class
Length                               Half day
Space required                       School hall or similar space
Instruments required                 School percussion and children’s
                                     own instruments
           OUTLINE OF B.S.O. WORKSHOP
TITLE                  Music and The Ancient Greeks (KS 2)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Bringing a Greek myth alive through music

MUSICAL ELEMENTS INTRODUCED
Duration: consolidate understanding of how rhythmic patterns fit to the steady beat
Dynamics: understand and identify getting louder/quieter
Tempo: understand and identify getting faster/slower
Texture: recognise the different density of different textures
Timbre: distinguish between different ways of playing percussion instruments
Structure: develop understanding of a range of repetition and contrast structures,
including use of ostinati

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1b Use own instruments where appropriate; practise accuracy and control of
     technique on untuned percussion; practise maintaining a steady beat
     1c Use and follow hand and eye signals to direct and lead; improve their own
     work; rehearse and perform as a class with an awareness of balance

2.   Creating and developing musical ideas – composing skills
     2a Explore the way sounds can be combined and used expressively; vary and
     refine ideas

3.   Responding and reviewing – appraising skills
     3c Improve their own and others’ ideas with an awareness of the music’s
     context and purpose (the project requires children to constantly respond to and
     review their composition as it is being created)
     Vocabulary Getting louder / quieter; rhythms; beginning; middle; end

4.   Listening, and applying knowledge and understanding
     Consider how a combination of elements may be used in a variety of musical
     styles and to communicate musical effects
     Identify different families of instruments and their qualities
     Identify composers’ intent in music heard and performed (listen to Zorba’s
     Dance)
     Identify how elements and resources have combined to communicate moods
     and ideas (consider this as we compose)
     Musical examples Zorba’s Dance
                                                      KEY STAGE 2


                       Music In
                       War-Time
                        Britain

                             Become a class of evacuees during
                               the Second World War. Create the
                                atmosphere of the 1940s through
                              the sound textures and authentic
                           music of the period. Different social
                       classes are portrayed during a short
                performance at the end of the session. Children are
encouraged to dress appropriately.



Key Stage                      2
No of musicians                2
No of pupils                   1 class
Length                         Half day
Space required                 School hall or similar space
Instruments required           School percussion and children’s
                               own instruments
       OUTLINE OF B.S.O. WORKSHOP
TITLE             Music In War-Time Britain (KS 2)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional musicians playing live music
Performance as a class of evacuees

MUSICAL ELEMENTS INTRODUCED
Pitch: distinguish between steps and leaps and repeats in melodies (singing
wartime songs)
Dynamics: understanding louder/quieter

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Sing wartime songs with action. (Run Rabbit; Underneath the
     Spreading Chestnut Tree)
     1b Use own or school instruments to maintain a march rhythm (Colonel
     Bogey)
     1c Develop ability to rehearse. (Colonel Bogey, Jive and songs)

2.   Creating and developing musical ideas – composing skills
     Composing an accompaniment to Colonel Bogey (using instrumentalists
     and school percussion)

3.   Responding and reviewing – appraising skills
     3b Respond to war-time music by dancing and marching (Jive and Hand
     Jive)
     Vocabulary Rhythms: steady beat

4.   Listening, and applying knowledge and understanding
     Listen to war-time music - Glenn Miller Band
     Understand how the instruments work (looking at vibrations)
     Understand the context of the music and how the use of elements
     contribute to this
     Musical examples Glenn Miller Band – American Patrol and In the
     Mood; Colonel Bogey March
                                                        KEY STAGE 2


                        Julia’s
                       Wedding

                 This workshop gives an insight into Roman life.
                   Dress the bride and groom and follow the
                    procession through the town to the feast in their
                    new home. On the journey the children will be
                    introduced to a lively street scene incorporating
                   shopkeepers, street sellers and Roman soldiers.
                 The procession will end with a great party and
                entertainment.

The class will create a short musical play which will give them the
opportunity to dress up and perform to other members of the
school.



Key Stage                         2
No of musicians                   2
No of pupils                      1 class
Length                            Half day
Space required                    School hall or similar space
Instruments required              School percussion and children’s
                                  own instruments
       OUTLINE OF B.S.O. WORKSHOP
TITLE             Julia’s Wedding (Romans) (KS 2)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Performance of a musical play (to depict a Roman street scene and ceremony)
to an invited audience

MUSICAL ELEMENTS INTRODUCED
Pitch: distinguish between steps and leaps in melodies
Duration: consolidate understanding of how rhythmic patterns fit to the steady
beat
Timbre: distinguish between different ways of playing percussion instruments

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Extend accuracy of vocal range (Roman wedding song)
     1b Use own instruments, tuned and untuned percussion with correct
     technique; maintain a steady beat (accompanying dancing).
     1c Follow hand signals; improve their own work; rehearse and perform in
     groups and as a class with increasing awareness of balance

2.   Creating and developing musical ideas – composing skills
     N/A

3.   Responding and reviewing – appraising skills
     3a Compare and contrast music performed with an awareness of the
     music’s context/ purpose (dancing / marching)
     3b Use a variety of art forms (dance and drama) to respond to character,
     mood and other elements of music
     Vocabulary Rhythms; steady beat; getting louder; getting quieter

4.   Listening, and applying knowledge and understanding
     4b Identify how a combination of elements are used in a variety of musical
     styles to communicate musical effects
                                                    KEY STAGE 2

                        African
                        Pictures
            A basic exploration of the music of Africa, with the
            accent very much on participation and active
           involvement. The group will experience the energy
           and vibrancy of live performance of traditional music
         from Ghana, and be given the opportunity of
               comparison with performance of music from their
               own culture. The main part of the session will be
           taken up with the composition and rehearsal of the
       group’s own piece of "African" music, using authentic
techniques and principles encountered during the workshop. This
could be extended to other art forms such as drama, dance, etc.

The class will be encouraged to perform their compositions (in
African costume if possible) at the end of the session.



 Key Stage                  2
 No of musicians            2
 No of pupils               1 class
 Length                     Half day
 Space required             School hall or similar space
 Instruments required       School percussion and children’s own
                            instruments
       OUTLINE OF B.S.O. WORKSHOP
TITLE               African Pictures (KS 2)

QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Performance of African pieces developed during the workshop

MUSICAL ELEMENTS INTRODUCED
Timbre: compare the use of a variety of instruments in different contexts
Duration: recognise and respond to a steady beat and rhythmic patterns

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1a Sing (respond to simple African chants)
     1b Play (respond to word based rhythms and soundscapes using school
     percussion)
     1c Rehearse as a class and in smaller groups, following musical
     direction

2.   Creating and developing musical ideas – composing skills
     Create a piece of music based on traditional village activities
     Compose musical extracts based on words, actions and images
     (directed use of various suitable sounds using school percussion)
     Create a mambo based on breakfast foods and using sounds
     symbolically to create music based on a sunrise

3.   Responding and reviewing – appraising skills
     3b Comparing and contrasting a variety of musical ideas and approving
     their suitability (the image of an African sunrise being the context)
     Vocabulary Rhythms; beat / pulse; rhythmic patterns getting
     louder/quieter

4.   Listening, and applying knowledge and understanding
     Identify an African chant, developing rhythms from language
     Musical examples African songs and chants
                                                                 KEY STAGE 2

                            Indian
                            Festival
                        This workshop is based on the story of the Ramayana,
                          about Rama and Sita. Although this is the story that
                            is celebrated at Divali it is suitable for other times of
                             the year. After a brief introduction about the
                           orchestra, the musicians show and play their
                         instruments. The children are shown Indian
                       instruments and hear them played.

For Key Stage 1. The musicians act out the story with the help of the
children’s musical accompaniment developed during the workshop using
Indian and classroom instruments.

For Key Stage 2. After helping the musicians to tell the story of the
Ramayana by using classroom percussion, the children are encouraged to
think how they might describe this in a musical composition. After
rehearsing both the story and their composition, these are performed to
another class.

The children also learn the Divali song (both Key Stages).

Key Stage                                   2
No of musicians                             2
No of pupils                                1 class
Length                                      2 sessions per half day KS1
                                            Half day KS2
Space required                              School hall or similar space
Instruments required                        School percussion and children’s own
                                            instruments
                OUTLINE OF B.S.O. WORKSHOP

TITLE                      Indian Festival (KS 2)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Using different styles of music to accompany an Indian story
MUSICAL ELEMENTS INTRODUCED
Duration: consolidate understanding of how rhythmic patterns fit to the steady beat
Dynamics: consolidate understanding of and identify getting louder and quieter (use of
loud music to depict battle with Ravanna and quiet music to accompany the Divali song)
Tempo: understand and identify getting faster or slower
Timbre: identify a range of instruments by name(Indian and Western); distinguish
between different ways of playing percussion instruments
ACTIVITIES TO ADDRESS MUSICAL SKILLS
1.   Controlling sounds through singing and playing – performing skills
     1a Control vocal pitching, and develop rhythmic and melodic memory by learning
     Divali song
     1b Demonstrate accuracy and control of technique on percussion (groups playing
     different rhythms to a steady beat)
     1c Follow hand signals to direct and lead. Make improvements to their work
     commenting on the intended effect
2.   Creating and developing musical ideas – composing skills
     Explore the way sounds can be combined and used expressively (combining
     rhythms with the Divali song)
     Improvise longer repeated rhythmic patterns and sequences
     Combine layers of sound with the awareness of the combined effect
     Use melodies and accompaniments including drones, ostinati, layers
     Experiment with repeating and re-ordering sound patterns and sections of pieces (all
     of the above to create an Indian style piece of music)

3.   Responding and reviewing – appraising skills
     Compare and contrast music from Indian and western cultures with an awareness of
     the music’s context/purpose
     Vocabulary Getting louder/quieter; rhythmic patterns; beginning/ middle/ end
4.   Listening, and applying knowledge and understanding
     Recognise that musical elements can be used for different purposes (to accompany
     or to depict the battle with Ravanna)
     Identify how combinations of elements are used in a variety of musical styles and to
     communicate musical effects
     Listen to Indian music and identifying different instruments and their qualities
                                                     KEY STAGE 2

                         The
                       Seasons
A creative composition project using Vivaldi's Four Seasons as its
                 starting point. The class would work on one or
                     more of the seasons depending on how many
                     sessions are required. After listening to
                     Vivaldi's music and his poem, the children
                    would work in groups, with the guidance of the
                musicians, composing their own "seasons" music.
At the          end of the session there would be a short
performance of the pieces.

This flexible project could also be used by a
group of schools each taking one season and
finally coming together with the musicians to
share their work and give a concert.


Key Stage                         2
No of musicians                   2
No of pupils                      1 class
Length                            Half day
Space required                    School hall or similar space
Instruments required              School percussion and children’s own
                                  instruments
         OUTLINE OF B.S.O. WORKSHOP
TITLE                 The Seasons (KS 2)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians playing live music
Create a musical description of a season

MUSICAL ELEMENTS INTRODUCED
Duration: consolidate understanding of how rhythmic patterns fit to the steady beat
Dynamics: understand and identify getting louder/quieter
Texture: recognise the different density of different textures
Timbre: distinguish between different ways of playing percussion instruments
Structure: develop understanding of a range of repetition and contrast structures,
including use of ostinati

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1b Use own instruments where appropriate; practise accuracy and control of
     technique on untuned percussion; Practise maintaining a steady beat
     1c Use and follow hand and eye signals to direct and lead; improve their own
     work; rehearse and perform as a class with an awareness of balance

2.   Creating and developing musical ideas – composing skills
     2a Explore the way sounds can be combined and used expressively; vary and
     refine ideas

3.   Responding and reviewing – appraising skills
     3c Improve their own and others’ ideas with an awareness of the music’s
     context and purpose (the project requires children to constantly respond to
     and review their composition as it is being created).
     Vocabulary Getting louder / quieter; rhythms; beginning; middle; end

4.   Listening, and applying knowledge and understanding
     Identify how a combination of elements may be used in a variety of musical
     styles and to communicate musical effects
     Identify different families of instruments and their qualities
     Identify composers’ intent in music heard and performed (Vivaldi’s Four
     Seasons - extracts) and consider our intent when composing
     Identify how elements and resources have combined to communicate moods
     and ideas
     Musical examples Vivaldi’s Four Seasons – extracts
                                                         KEY STAGE 2



                          Rivers

                     A creative music project designed to explore
                         the life of a river from its source to the sea.
                          The project would focus on the river’s
                        differing features as it travels through
                     various environments and, if desirable, could
                   be linked to a specific river.

The children listen to examples of music that describe a river.
The class is then encouraged, with the help of the musicians, to
create their own piece of music to describe the course of a river.

The session will culminate in a performance of the class
composition.



Key Stage                             2
No of musicians                       2
No of pupils                          1 class
Length                                Half day
Space required                        School hall or similar space
Instruments required                  School percussion and children’s
                                      own instruments
         OUTLINE OF B.S.O. WORKSHOP
TITLE                 Rivers (KS 2)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional musicians playing live music
Improvising, composing and performing a piece of music describing a river

MUSICAL ELEMENTS INTRODUCED
Dynamics: consolidate understanding of and identify getting louder or quieter
(fierce and gentle aspects of a river)
Texture: identify the difference between solo / unison / harmony / layers / drone
Structure: identify development of musical ideas

ACTIVITIES TO ADDRESS MUSICAL SKILLS

1.   Controlling sounds through singing and playing – performing skills
     1b Use own instrument where appropriate, and tuned and untuned
     percussion with knowledge of correct technique; maintain rhythmic and
     melodic ostinati as an accompaniment in four metre
     1c Make improvements to their work, whether individual, in groups or as a
     whole class, commenting on the intended effect (develop ability to rehearse
     and present performances, showing awareness of their own part in relation to
     others)

2.   Creating and developing musical ideas – composing skills
     2a Explore the way sounds can be combined and used expressively
     Begin to improvise using pentatonic scales as a base
     Improvise melodic and rhythmic phrases as part of a group performance
     2b Combine layers of sound with awareness of the combined effect
     Use melodies and accompaniments (drones, ostinati, layers)

3.   Responding and reviewing – appraising skills
     3a Compare and contrast music heard and performed with an awareness of
     the music’s context / purpose (to depict different aspects of a river)
     3c Improve their own and others work with an awareness of the music’s
     context / purpose
     3b Express and justify ideas and opinions about music heard and performed
     using an appropriate and extended musical vocabulary
     Vocabulary Getting louder/quieter; faster/slower; beginning; middle; end

4.   Listening, and applying knowledge and understanding
     Identify how a combination of elements are used to communicate musical
     effects
     Identify composers’ intent in music heard and performed
     Musical examples Ma Vlast – Smetena; Housotonic at Stockbridge – Ives
                                                         KEY STAGE 2


                           Beat
                            The
                           Drum
                  This workshop is designed to give pupils a proper
                  understanding of percussion instruments, their
                  names and most importantly the technique of playing
                  them.

After a short demonstration by the two percussion players from the
Bournemouth Symphony Orchestra the children will have the
opportunity to work together on various skills. These will include
rhythm games and percussion based activities.

The workshop will end with the children using all the skills learnt to
create a musical piece of their own which could take as its
inspiration, samba, African drumming, rainforest sounds or whale
song, etc.


Key Stage                            2
No of musicians                      2
No of pupils                         1 class
Length                               2 sessions per half day (KS1)
                                     Half day (KS2)
Space required                       School hall or similar space
Instruments required                 School percussion
              OUTLINE OF B.S.O. WORKSHOP
TITLE                    Beat The Drum (KS 2)
QUALITY MUSICAL EXPERIENCE(S)
Interaction with professional orchestral musicians
Performance of musical piece using major and pentatonic scales to invited audience
MUSICAL ELEMENTS INTRODUCED
Duration: Consolidate understand how rhythmic patterns fit to a regular beat (march in time
to snare drum); use of 2, 3, 4, 5 and 6 metre (counting / clapping)
Dynamics: understand how full range of dynamics can be manipulated for expressive
effects; understand correct method of sound production on a whole range of percussion
instruments (shake, scrape, etc.); identify different ensemble combinations (instrument
demonstrations); recognise and respond to given musical signals, e.g. samba whistle
rhythm

ACTIVITIES TO ADDRESS MUSICAL SKILLS
1.   Controlling sounds through singing and playing – performing skills
     1b Demonstrate accuracy and control on simple untuned percussion; understand
     “alternative” ways of playing some percussion instruments, e.g. continuous
     cymbal scrape, tambourine thumb roll, samba triangle, etc.
     Maintain steady beat / copy, match and compose rhythms in 2,3 and 4 metre
     1c Use and follow hand or oral signals to direct and lead; rehearse and perform
     in independent groups with ability to comment on how intentions have to been
     achieved; awareness of own part in relation to whole
2.   Creating and developing musical ideas – composing skills
     2a Explore ways in which sounds can be combined and used expressively
     2b Combine layers of sound with awareness of overall effect; use pitch / rhythm
     patterns to give piece shape and coherence (repeat, re-order, etc.)
3.   Responding and reviewing – appraising skills
     3a Compare and contrast music rehearsed and performed with awareness of the
     piece’s context / purpose, e.g. dance piece or rain forest description
     3b Express and justify ideas on music heard and performed using appropriate
     musical vocabulary
     Vocabulary Wooden/metal/skinned sounds; rhythms; beat/pulse
4.   Listening, and applying knowledge and understanding
     Identify how elements and resources combine to communicate moods, changes
     of mood (e.g. within own composition) and various musical styles (instrument
     demos); identify different families of instruments, instruments within them, and
     basic understanding of playing techniques and sound production
     Musical examples Javanese pentatonic tunes; march rhythms; samba rhythms;
     African dance patterns; jazz; sound effects, e.g. bird whistles, sandblocks
                                             KEY STAGE 1 and 2



                       Schools
                       Cluster
                       Project
A creative composition project involving a group of classes from
different schools.

With the help of a musician from the Bournemouth Symphony
Orchestra, the class produces a musical composition linked to a
theme, e.g. Time Travel, Around the World, The Four Seasons,
Shipwreck, etc. This can also incorporate drama, word and dance.
Each piece is a composition in its own right, but only at the final
performance will all the different elements be drawn together to tell
the whole story.

The musicians will play music to enhance the performance and link
the children's pieces.

Two half-day workshops take place in each school prior to a finale
day that involves a dress rehearsal and concert given to parents
and friends.

Key Stage                   1 or 2
No of musicians             5
No of pupils                Maximum of 10 classes
Length                      2 half days and concert day
Space required              School hall or similar space
Instruments required        School percussion and children’s own
                            instruments
                    The Mini
                     B.S.O.
Have you ever wanted to book the Bournemouth Symphony
Orchestra to come to your school but have been put off by the fact
that the school hall just isn’t big enough? Well why not try The Mini
BSO?

The group is made up of five musicians playing a cross-section of
instruments from the orchestra. The workshop gives the children the
chance to learn interesting facts about the music and listen to
performances of special arrangements from our concert repertoire.
An ideal opportunity for your pupils to hear and participate in live
music played by professional musicians.




Key Stage                          Any
No of musicians                    5
No of pupils                       Whole school
Length                             1 hour
Space required                     School hall
              Bournemouth
                Strings
Hear string instruments being played by professional musicians
from the Bournemouth Symphony Orchestra. The ensemble
consists of two violins, viola, cello and double bass.

The group offers three different types of concert.

1. Sound And Science
This concert aims to reinforce children’s scientific learning through
music.

2. Strings Go Exploring
A concert that travels around the world.

3. Strings Through The Ages
In this concert the group travel through time.

All three concerts offer the opportunity for discussion on how the
instruments work and the children will be encouraged to observe
with their ears as well as their eyes.


Key Stage                           Any
No of musicians                     5
No of pupils                        Whole school
Length                              1 hour
Space required                      School hall

				
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