A specialist visiting teacher on a lesson for brass novices
Singing at end of brass lesson to internalise piano and forte.
Managing a mini plenary, homework and packing instruments away.
Playing 'piano' and 'forte'. Crescendo is played too.
Teacher reflection on first steps in EYFS music.
Children respond to the name song, singing their own name to the backing.
Listening for a heartbeat/pulse, Reception play along on woodblocks.
Vocal specialist explains this song can be taught effectively to all ages.
Forensic look at the detail of teaching a role song.
Vocal specialist explains rationale behind using this expressive song
Encouraging participation requiring strong vocal line from children.
Vocal specialist explains rationale behind this kinaesthetic vocal starter.
Listening and joining in to a catch-on song with increasing complexity.
Vocal specialist makes the case for teaching vocal starters.
Vocal specialist explains rationale behind 'Give Me 5' vocal starter.
Children respond to teacher actions like 'Give Me 5', Give Me 10, Low 10...
Vocal specialist explains the rationale behind 'Have you brought your voice?
Children are encouraged to respond to a question in contrasting voices.
The teacher explains the planning around a Y4 module on Peter & The Wolf.
Children, conducted by the teacher, perform chants as a whole class.
Children's groups feedback to class on chants they have created.
Inspired by the music, children create chants for each character.
A teacher reflects on embedding rhythm and pulse.
Chime bars are used to perform rhythms created from food names.
Using food names, children improvise rhythms.