Performing: identifying appropriate places for, working out and holding a vocal harmony part with others in a group Arranging




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Traditional folk music from the British Isles, its links with ancient Celtic culture and its development as an aural tradition



To entertain through dance and song: ceilidh & twmpath
To capture, communicate and preserve: stories, events, life views, and feelings in song
To relieve boredom in the work place & provide exercise on boats
To enhance local Festivals, rituals and celebrations


Aural learning

Compound & simple times

Modes

Pentatonic scale



Traditional instruments

Drones


Arranging

AABA & AB structures



Open learning (exploring the broad conventions of a musical tradition)
Mantle of the Expert?

Folk revival & Folk –rock,

Impact on classical tradition (VW, Holst, Delius, Grainger, Britten, Maxwell Davies, Berio, Bartok)

Pop/modern ‘cover’ versions

Blues (linking with songs of oppression)



Performing: identifying appropriate places for, working out and holding a vocal harmony part with others in a group
Arranging a folk song or dance for the instrumental and vocal resources of a particular performing group

Dancing: A jig and a reel

Performing: A folk song, shanty, folk dance melody

Arranging: A folk song or dance (from different regions of the British Isles – perform them as a sequence – link to Fritz Spiegel’s Radio 4 theme tune. See creativity)

Listening and appraising:

Ballad – card sort (identifying musical ingredients), Comparing two arrangements,

Odd one out – 3 traditional pieces – one an orchestral arrangement by VW and/or 3 songs of oppression – one a blues

Bringing it all together: end of unit class or year group ceilidh / twmpath


Dance:

Ceilidh & twmpath,

jigs and reels, Molly, Morris, Irish fling, country dancing, ‘Riverdance’
History:

Shanties - The Spanish Armada / Nelson


Citizenship & Community cohesion:

Local festivals / celebrations




Assembly performance by a local folk band / musician (could be a parent, pupil or member of staff)

How does the melody of a traditional song reflect the meaning of the words?

How does a particular arrangement or performer enhance the meaning of a song?



What does e.g. Fritz Spiegels Radio 4 theme tune tell us about the British character?

Plan a piece of music that will be played on Radio 4 every morning at 5am i.e. the beginning of broadcasting. The piece must include songs or music from each region of the British Isles



Sequence of learning – new aspects - lesson activities:


Aspect

Example activities / opportunities

A range of interrelated activities –

Integration of practice 1.1a



Work with other musicians –

Integration of Practice 1.1b & Curriculum opportunities 4.d



Work with other subjects –

Creativity 1.4b

Curriculum opportunities 4.c



Perform in different contexts i.e. within and beyond the classroom –

Range and content 3a


Use music technology, sometimes as a performing tool –

Curriculum opportunities 4.a


Develop leadership skills –

Curriculum opportunities 4.f


Consider music and musicians in society, music industry & property rights –

Range and content 3g




Develop creative thinking –

Creativity 1.4



Explore how thoughts, feelings, ideas and emotions can be expressed through music –

Communication 1.5a




Watching live performances

Curriculum opportunities 4a



Include music that reflects Global dimension

Range and content 3c




The Mantle of the Expert: Yr 7 - Exploring British Folk Music


Inquiry

Company

Client

Audience

Enterprise

Compelling learning experiences

Learning


MUSIC & DANCE
Understan-ding the conventions of British Folk Music and Dance

Music for You!’


A company specializing in the organization of music events tailored to the needs of a particular occasion or group of people

A town twinning group from a regional center e.g. Cambridge, Huntingdon or Wisbech



Visitors from a European town keen on developing social, economic and cultural links with a Cambridgeshire town



Organize a musical event that a) showcases traditional Folk music from all regions of the British Isles, particularly Cambridgeshire and b) encourages audience participation and c) is essentially relaxed, informal and social with food and drink



Should Molly Dancing be included – what moral questions would its inclusion raise?


One of the songs chosen i.e. ‘Scarborough fair’ was performed by Simon & Garfunkel in the 1970’s. What are the copyright implications?
Should the visitors be provided with the words of songs that are sung? (i.e. it is an aural tradition)
One of the organizers is worried that traditional music is too ‘dry’. Could the musicians make it sound more contemporary?
One of the organizers who attended a rehearsal points out that the tambourine is not a British traditional instrument at all. It is from the middle east. How can we be sure that all of the other instruments are traditional?
The percussionist is taken sick. There is no time to replace her and no one has the necessary skills of confidence to take over. What other solutions could be explored? (e.g. possible use of technology?)
One of the visitors asks why he never hears traditional British Folk music on the radio or TV. Is this true and if so why?
Another visitor takes offence and threatens to walk out because a) there are no women in the Morris Dance group and b) all of the Morris dancers have painted black faces. How can we persuade him to stay?


MUSIC

Learning about the purpose and context of traditional British Folk Music:
To entertain through dance and song: ceilidh & twmpath
To capture, communicate and preserve: stories, events, life views, and feelings in song
To relieve boredom in the work place & provide exercise on boats
To enhance local Festivals, rituals and celebrations
Learning about the musical ingredients of British Folk Music:
Aural learning

Compound & simple times

Modes

Pentatonic scale



Traditional instruments

Drones


Arranging

AABA & AB structures


Learning how to develop appropriate musical skills:
Performing: identifying appropriate places for, working out and holding a vocal harmony part with others in a group
Arranging a folk song or dance for the instrumental and vocal resources of a particular performing group
Learning how thoughts, feelings, ideas and emotions can be expressed through the music:
How does the melody of a traditional song reflect the meaning of the words?
How does a particular arrangement or performer enhance the meaning of a song?
What does e.g. Fritz Spiegel’s Radio 4 theme tune tell us about the British character?
NOTE: DANCE TO BE ADDED


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