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USING MATERIALS, TECHNIQUES, SKILLS AND MEDIA
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Investigat
-ing: exploring sound
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Pupils may explore sounds they can make with their voices or bodies,
eg. hum, clap; sounds of everyday objects, eg. rustling
paper; sounds of the environment, eg. fire engine; sounds
made by classroom instruments, including those made by the pupils
themselves; sounds made by computer software, if available. As
pupils become familiar with the sound of each instrument, they
can also learn the name, simply through the teacher’s frequent
use of it.
Contrast in music,
eg. fast/slow, smooth /jumpy, high/low, etc. should be fully
investigated, and its effect and uses discussed and explored.
Sound exploration can be organised as a class or group activity,
or with two or three pupils working in a music corner, with or
without the teacher.
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The exploration of a wide range of sounds, started in level A,
may continue now in more detail, involving discussion about quality
of sound, volume, contrast, etc.
Activities eg. “How many different sounds can you make
with a drum?” help to widen the children’s imagination.
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Exploration may be made into mood in music, and pupils may experiment
further with different combinations and qualities of sound to
represent different moods. Teachers may have to encourage pupils
to produce more subtle sounds, eg. a high long eerie sound
which grows louder and then quieter again.
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Most children are enthusiastic experimenters at this stage, and
if ‘given their head’, will often produce very impressive
results.
Areas for exploration may include the effects and qualities of
sound, rhythms, etc. such as are available on keyboards or any
computer software for music which may be available in the school;
different combinations of sounds to produce special effects which
can be used in inventions; simple acoustics of sound and carrying
out experiments.
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Pupils may continue to investigate the musical possibilities of
keyboards and computer software in music, adding the exploration
of simple harmony, as well as building up knowledge of the elements
of music, and its notation.
The acoustics of sound may be investigated more fully, eg.
sound waves, harmonics, acoustical properties of halls.
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USING MATERIALS, TECHNIQUES, SKILLS AND MEDIA
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Using the voice
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Pupils may take part in singing many nursery rhymes, action songs,
singing games, songs for assemblies or concerts, simple songs
from other countries, and some Scottish songs.
Difficulties in starting and stopping can be helped by practice
games, such as the teacher and pupils singing alternate lines
of a well known song. Where there is a member of staff able to
play, the use of a piano/ keyboard/ guitar is an asset, but by
no means essential. Care should be taken to pitch the songs comfortably
within children’s vocal range.
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Children at this stage tend to have a greater ability to sing
in tune and to control rhythm, speed and leaps in the melody.
Using this greater vocal control, pupils should sing a wider range
of songs appropriate to the age group, including Scottish and
Gaelic songs, songs from other countries and cultures, songs connected
with the classroom theme, seasonal songs.
Pupils may need help and practice in fitting the words to the
music, where this is not obvious, particularly when singing in
Scots or Gaelic. The careful sounding of consonants leads to good
diction.
Where there is only percussion accompaniment or no accompaniment
at all, pupils will benefit from being given help with their starting
notes.
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Pupils may sing a wide range of appropriate songs, eg. traditional
folk songs and ballads, songs of popular style, shanties, calypsos,
spirituals, etc. Concentration at this stage will be on singing
with more expression and using appropriate dynamics.
The foundation for singing in harmony may be laid by introducing
rounds or songs with simple but effective harmony added.
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Songs will still be mostly in unison, but more complex rounds
and canons may be sung, and two part singing, for example with
a descant or a lower part, may be introduced now. Songs will cover
a wider range of styles, eg. pop, folk, classical. The
repertoire of Scottish and Gaelic songs may be increased, care
being taken over pronunciation. Expressive singing will continue
to be emphasised.
The child’s naturally fuller voice can be used to improve
quality of sound (tone) and to produce good vowel sounds with
overall attention to diction. Breathing exercises may be used
to help the pupils to manage in one breath the musical sentences
(phrases) which they can now sense.
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A wide variety and range of styles may be sung, eg. folk, pop,
classical, show. Some songs with simple and attractive harmonies
may be included. Good tone, breathing, posture, phrasing, expressiveness
will be encouraged, so that the pupils achieve a sense of effectiveness
in their singing.
At a stage when some children may feel certain embarrassment about
singing, they may benefit from preparing for concerts or shows,
which give them a sense of purpose and achievement and provide
motivating contexts within which singing takes place.
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