Foundation stage E x p r e s s M u i c s F S 1 Contents These texts may be printed out for use in the educational establishment for which this publication was purchased. Permission for further copies to be reproduced must be obtained in writing from A&C Black Publishers Limited. Click here to view a unit’s general and musical learning or its activity content: Special people general and musical learning activity content Going places general and musical learning activity content Moving patterns general and musical learning activity content Working world general and musical learning activity content Growth and change general and musical learning activity content Our senses general and musical learning activity content Foundation Stage Learning intentions For definitions of musical vocabulary, click here. Glossary www.acblack.com/musicexpress To visit our website, click here
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Transcript
Foundationstage
Expre ssMu ics FS
1
ContentsThese texts may be printed out for use in the educational establishment for which this publication was purchased. Permissionfor further copies to be reproduced must be obtained in writing from A&C Black Publishers Limited.
Click here to view a unit’s general and musical learning or its activity content:
Special people general and musical learning activity contentGoing places general and musical learning activity contentMoving patterns general and musical learning activity contentWorking world general and musical learning activity contentGrowth and change general and musical learning activity contentOur senses general and musical learning activity content
Foundation Stage
Learning intentions
For definitions of musical vocabulary, click here.
The unit, Special people, focuses on the FoundationStage area of learning for Personal, social andemotional development, although it also touches onthe other areas of learning. By taking part in theactivities, children will have the opportunity to:
– be excited and motivated to learn;
– be confident in trying new activities;
– share their ideas and speak in a familiargroup;
– maintain concentration and sit quietly when appropriate;
– respond to the experiences offered,showing a range of appropriate feelings;
– experience a diverse range of activities andbe sensitive to the needs, views andfeelings of others, showing respect;
– interact and converse with adults and their peers;
– work as part of a group or class, takingturns and sharing fairly, understanding theneeds of working harmoniously;
– select and use resources independently.
The activities also provide opportunities for children toinitiate their own learning and express their owninterests.
Musical learning
General musical focus – beat and tempo
Hello• Sing echo songs and perform movements to a
steady beat.
My turn, your turn• Create and perform actions and play instruments
to a steady beat.
Hands, feet and faces• Make and perform actions, movements and
sounds to a beat which sometimes stays the sameand sometimes gets faster.
Spider tricks• Move, sing and play sounds at different speeds.
Magic dove• Move, sing and perform actions at speeds which
illustrate moods and feelings.
Happy New Year• Select sounds and movements and use them
expressively within a steady beat and at differentand changing speeds.
The unit, Going places, focuses on the FoundationStage area of learning for Communication, languageand literacy, although it also touches on the otherareas of learning. By taking part in the activities,children will have the opportunity to:
– interact with others, taking turns inconversation;
– enjoy listening to stories, songs, music, and chants;
– use spoken language and singing to join in the activities;
– sustain attentive listening, responding towhat they have heard;
– extend their vocabulary and explore themeanings and sounds of new words;
– speak clearly and audibly with confidence and control, showing awareness of thelistener;
– use language to recreate experiences;
– use their phonic knowledge to recognise familiar sounds;
– explore and experiment with sounds, words and texts;
– understand the elements of a story and ask questions.
The children’s learning may be extended on futureoccasions by offering opportunities for mark makingand early writing based on activities they have enjoyed,for example writing sound words for the animals in theNoah section.
Musical learning
General musical focus – high and low
Noah• Perform a rap using high and low vocal and
instrumental sounds to represent different animalvoices.
The Three Bears• Perform a rap with high, medium, and low vocal
sounds.
Jack-in-the-box• Sing songs with high and low notes reinforced with
matching hand or body positions.
Sky-high, toe-low• Sing high and low notes, and develop listening
skills through matching movement to pitch.
Mousie Brown• Sing stepping notes that move up and down
accompanied by tuned percussion and handactions.
Popcorn• Sing a song with steps and leaps, accompanied by
The unit, Moving patterns, focuses on the FoundationStage area of learning for Mathematical development,although it also touches on the other areas of learning.By taking part in the activities, children will have theopportunity to:
– say and use number names in order in familiarcontexts;
– count forwards and backwards;
– develop ideas and methods to solve practicalproblems;
– use practical activities involving vocabulary tosupport addition and subtraction;
– use mathematical language such as more or less to compare numbers;
– talk about, recognise and recreate simplepatterns, including sound patterns;
– use language to describe shape in two and three dimensions.
Mathematical development will be present in each unitof the book; music provides a wonderful opportunity toexperience mathematical structures, patterns andsequences which are implicit and not seen, egperforming a song with a structure of changing versesand repeated chorus.
Musical learning
General musical focus – structure
Pebbles• Chant and sing ‘call and response’ patterns and join
in with an African passing game using a strong beat.
Join in• Perform cumulative circle game-songs and chants
adding in sounds of different instruments.
Dumplings• Sing a Caribbean ‘call and response’ song and play
a circle game to a chant.
Stamp and clap• Sing a song and reverse the actions, arrange and
rearrange musical sounds. Use vocal effects in anecho chant.
Supermarket• Sing cumulative songs using dried food shakers to
accompany the singing. Use body percussion soundsto create a new song with a similar structure.
Bicycle counting• Sing cumulative songs with actions and
accompaniments on instruments and other soundsources.
The unit, Working world, focuses on the FoundationStage area of learning for Knowledge andunderstanding of the world, although it also toucheson the other areas of learning. By taking part in theactivities, children will have the opportunity to:
– investigate objects and materials, using theirsenses;
– identify features of their world;
– look closely at similarities, differences, patternsand changes;
– ask questions about why things happen and howthings work;
– select appropriate resources for activities;
– use technology to support their learning;
– talk about the past and present, their familiesand other people they know;
– find out about their world, things they like anddislike;
– learn about their own cultures and beliefs andthose of others.
This vast area of learning relates to the world of thechildren, which is only meaningful to them if they areable to learn through real experiences.
Musical learning
General musical focus – texture
Litter• Explore and combine a variety of environmental
sounds using litter.
Working toys• Create and perform a variety of sound sequences
based on movements, first singly then incombination.
Farm time• Explore animal movements, matching them to
sounds and performing them singly and incombination using a simple graphic score.
Robot• Make sequences of sounds with combinations of
metallic instruments and soundmakers in a songand a story. Use a simple graphic score.
Light• Express feelings in music by responding to the
moods suggested by the colours of the rainbow.Use a simple graphic score.
Our town• Create and perform combinations of sounds used
The unit, Growth and change, focuses on theFoundation Stage area of learning for Physicaldevelopment, although it also touches on the otherareas of learning. By taking part in the activities,children will have the opportunity to:
– move with confidence, control, co-ordination,imagination and in safety;
– show an awareness of space relating tothemselves and others;
– recognise growth and change;
– use a range of small and large equipment;
– develop hand-eye co-ordination and balance;
– develop fine and gross motor movement.
It is very important that whenever possible thechildren’s learning is delivered outside.
Musical learning
General musical focus – loud and quiet
Caterpillar• Sing an action song with quiet voices and create
hand and whole body movements. Perform a chantthat grows progressively louder.
Tap talk• Listen to water sounds and respond with quiet and
loud vocal effects. Sing songs and respond tosounds through movement. Compose music usingvoices, body percussion, instruments and soundsources.
Winter• Listen to music and respond with hand and whole
body movements. Sing a song and join in with achant that gradually gets louder. Explore loud andquiet instrumental sounds.
Storm• Listen to a poem and explore hand percussion
sounds, which grow louder and quieter. Compose astorm piece for a dance performance.
Boo!• Explore quiet and loud instrumental and vocal
sounds to create a mood. Sing a song withdifferent sounds effects.
The special drum• Listen to a story about a drum which plays quiet
and loud sounds. Respond in movement to loudand quiet drumming, and perform a song thatgrows louder and then fades away.
The unit, Our senses, focuses on the FoundationStage area of learning for Creative development,although it also touches on the other areas of learning.By taking part in the activities, children will have theopportunity to:
– explore colour, texture, shape, form and space intwo and three dimensions;
– explore creating and changing sounds;
– sing songs, recognise repeated sounds andsound patterns;
– respond with their bodies to what they hear;
– use their imagination in music, stories and dance;
– respond in a variety of ways to what they see,hear, smell, touch and feel;
– express and communicate their ideas andfeelings through the variety of songs, music,soundmakers and stories in the activities.
Children need to be actively involved in their learning,exploring through their senses, building theirimagination, and expressing their creativity throughdifferent mediums and materials.
Musical learning
General musical focus – timbre
Seaside• Listen to sounds associated with the seaside,
exploring them through play.
All in a day• Match actions, vocal and instrumental sounds to
experiences at certain times of day.
Sound wall• Recognise and explore how sounds can be made
and changed.
Papery sounds• Recognise and control a variety of ways of making
sounds with paper. Use the sounds expressivelyand descriptively.
Cake makers• Recognise and control ways in which using
different actions can make sounds change.
Teddybears’ picnic• Match body actions to playing instruments. Create
and perform expressive music to accompanynarrative, responding to the graphics of astoryboard.
Glossaryaccompanimentthe underlying sounds used tosupport a melody line
beat and pulsebeat and pulse are usedsynonymously to refer to theregular heart beat of the music- the ‘steady beat’
body percussionsounds that can be madeusing parts of the body, egclapping, tapping knees ...
call and responsea style of song in which aleader sings a short melody(the call) and a chorus ofsingers respond with ananswering short melody (theresponse)
durationthe word used in music to referto the length of a sound orsilence
dynamics/volumethe volume of the music,usually described in terms ofloud/quiet
echo songa song in which each line isrepeated exactly, eg FrèreJacques
echo singinga method of teaching a songby singing the lines one at atime and asking the children torepeat each one straight after
free music which has no discerniblesteady beat
glockenspiela tuned percussion instrumentwith metal bars
graphic notationa form of notation in whichmusic is represented in picturesor symbols
improvisationa piece of music which iscreated spontaneously
layeringthe process of creating textureby combining layers of sound