School Radio

The Song Tree

Spring 2013

Little Red Riding Hood Teacher’s Notes Introduction

• Actions and simple performance ideas. ‘Red Riding Hood,’ is a music series based • Simple vocal versions of the songs on the story of Little Red Riding Hood. with chords. There is a song to learn in each episode, • Words and activities. which helps to illustrate the story extract • Photocopyable pupils’ material. that the children to listen to. Each programme can be used alone or as part of Music skills include: the series. You can also put the songs together to make your own performance. • High/low/different paces/timbre/ texture. The programmes • Structure (phrase, chorus, verse). • Breathing, posture, articulation, Over the first seven programmes, the sound projection. children learn one new song per episode. • Practicing, rehearsing and present This is taught, section by section, by ing performances with an awareness Sarah-Jane, the presenter. of the audience. • Listening and recalling sounds with The songs are revised in programmes 8 increasing aural memory. and 9, when the children practise parts • Rehearsal and performance tips. of them and then have the opportunity to • Singing songs in unison and in two sing them all the way through, from be parts, with clear diction, control of ginning to end. pitch, a sense of phrase and musical expression. At the end of each of the first seven pro- • Call and response. grammes, there are music activities, which the children can join in with. Listening to the programmes Podcasts The ‘backing track’ versions of each song, without the words, are also available on The programmes can be downloaded the website. This will enable children to in MP3 file format for 30 days following practise for a more polished, final pertransmission. You can subscribe to the formance. download by clicking on the podcast link available on the BBC School Radio website. The Teacher’s notes: Once you have downloaded The teacher’s notes offer: each programme you are able to retain them in perpetuity and use • A guide to using the programmes. them with your class in the

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same way you would a pre-recorded CD or other resource from School Radio. For more information go to: www.bbc.co.uk/schoolradio/podcasts. shtml Audio on demand The programmes are also available as audio on demand, streamed over the Internet, for 7 days following transmission. Organising the class At the beginning of each programme (see ‘You will need…’) are instructions for any organisation or materials that you will need during the programme.

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Programme 1 - 'I love red!' Focus Long and short notes Jumpy rhythms Fast and slow

Identify in the verses, which words have slower rhythms e.g. ‘breeze’ in verse 2.

Follow up ideas • Practise singing the whole song, ‘I love red.’ Main song • Clap and say some of the jumpy, fast rhythms of individual words in the ‘I love red!’ verses, such as ‘flutter’. • Clap and say some of the slower You will need rhythms of individual words, such as To be familiar with the words and music ‘breeze.’ of the song. • Practise singing the short ‘red’, then To have hands and voices ready for the the very long ‘red’ at the end of the activities. final chorus. • Practise the actions together in the Before the programme chorus. Ask the children if they know the story of ‘Little Red Riding Hood.’ This first song is all about her, and a very special colour Resource unit Music Activity: ‘I love red!' that she likes! Perhaps they can guess Focus: Rests what it is! Story line We are introduced to Red Riding Hood and listen to how she pays a visit to her local shop, where she hears stories about the ‘Big bad wolf.’ What we will be doing

• •

Here the class divides into two groups. They sing the chorus of the song in cannon, group A starting first. Encourage the children to listen and work with their group and to come in together and in time.

Follow up to Music Activity • The class repeat the activity where they sing the chorus in • Learning verse one. cannon, but this time, they • Learning verse two. divide into three groups. They do • Learning verse three. this unaccompanied. See how many • Learning verse four times they can sing the chorus, while staying together. Activities • Listening music: Cinderella Suite – Cinderella’s Waltz – by Prokofiev • Identify the long and short notes when you sing the different ‘reds’ in Focus: music played by an orchestra the chorus. Listen to this extract of music. It is • Spot the jumpy, fast rhythms of the • quite fast and lively, just like today’s words in the verses. Learning song, ‘I love red.’

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song.

Programme 2 ‘Wolfie blues.’

• • •

What is the style of the piece? It sounds quite exciting! What do the children imagine, when they listen to it? Can they imagine Cinderella dancing with the prince at the ball? Listen out for the instruments - who is playing the tune? It is the violins. They are part of the string section of the orchestra. An orchestra is the name of a big collection of instruments, that all play together. Does the music start off loudly or quietly? It starts off quietly, and gradually gets louder.

Literacy links

Focus Rests The main beat, or pulse in music. Main song 'Wolfie blues.’ You will need • To be familiar with the words and music of the song. • To have hands, voices or instruments ready for the activities. Before the programme Talk about what happened in last week’s story and how we were introduced to Little Red Riding Hood. We’re now going to meet another character – the wolf!

Reception / year one Talk about all the red things that are men- Story line tioned in the song. What other red objects We hear the second extract of the story, can the children think of? Draw some of ‘Little Red Riding Hood.’ these. What we will be doing Year two Talk about the different colours in the Learning the song: ‘Wolfie Blues’ song. Do the children have a favourite colour of their own? They write about • Learning verse one – singing with some of their favourite colours and what lots of energy. things are this colour e.g. ‘yellow is the • Learning verse two. colour of the warm sun, green is the colour • Learning the middle section, of the juicy grass.’ dividing into two groups. • Learning verse three. Activities • • •

Clap along to the steady beat of verse one. This is called the pulse. Practise the punchy first and second lines of each verse, remembering to pause in the rests. Notice and practice the repeated ‘rumbly’ in the chorus. How many times is it repeated?

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Practice the two part call and response middle section.

Focus: high notes, identifying the piano

Follow up ideas Practise singing the whole of the song, ‘Wolfie Blues,' through again from the beginning. • • • •

• • • •

Listen to this extract of music. It is played by an orchestra. The piece is an overture – that means it comes right at the beginning of an opera. An opera is a piece of music which is also a story sung by singers on a stage. Is it fast or slow? It is fast! The vio lins are very busy, like bees flying around flowers, collecting honey. The notes in the piece start off quietly. Raise your hand when you hear the loud chords in the music!

Practice singing with the actions. Look again at the rests in each verse. Clap in these. Practice the very last line of the song, which is repeated. Clap along to the chorus, making sure the tempo of the beat always stays the same – not getting faster or slower. Literacy links

Resource unit Music Activity: ‘Wolfie Blues’ Focus: Different patterns of notes In the music activity, the children copy Sarah-Jane, as she sings different note patterns – some high and some low – and all to the words of ‘I’m wolfie!’

Reception / Year one Talk about how hungry the poor wolf is! What sort of things could the children suggest for him to eat? Encourage them to draw something that they think would be tasty for the wolf. Share their ideas with the rest of the class.

Year two Follow up to music activity Talk about what the wolf looks like. Children think of words to describe his appear• Children work in pairs to make up ance e.g. hairy, big teeth. Children write a some of their own different ways of sing- passage to describe the wolf and draw a ing ‘I’m wolfie!’ Encourage them to think picture to illustrate this. about using a variety of high notes and low notes – sometimes they could begin their phrase ‘high,’ and sometimes ‘low’ . Can one of them sing first, then their partner repeats accurately what they have sung? Then they swap and the other person sings first. They could also practise singing their phrases at the same time as each other. Listening music: The Marriage of Figaro - overture

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Programme 3 ‘Let’s make a cake for Grandma’

Activities

• Note how the words in each line of Focus the chorus are repeated, but each How music changes (though the words of time, the music changes, the song can be the same) – lower and getting higher and getting lower. higher notes • Talk about the different ingredients, Fast and slow rhythms which are needed for the cake and Repetition of notes how they appear in each verse. • Notice how all the ingredients are Main song mixed up in verse four! ‘Let’s make a cake for Grandma.’ Follow up ideas You will need • To be familiar with the words and • Sing all of ‘Let’s make a cake for music of the song. Grandma,’ again. • To have voices, hands, bodies and • Talk about the different rhythms of percussion instruments ready for each ingredient and clap the activities. these together. Some are slower and steady and some are fast. Before the programme • Practise doing the actions for each Talk about what has happened so far in verse, such as the stirring action for the story. We have met Little Red Riding ‘Stir it in’. Hood, whose favourite colour is red. We • Practise singing the repeated notes have also met the big bad wolf – who in the verses, such as ‘Take some lives in the woods and is feeling very flour,’ and ‘Stir it in.’ hungry! Resource unit Story line Little Red Riding Hood makes a cake to Music activity ‘Let’s make a cake for take to her Grandma’s house. Grandma Grandma’ lives on the other side of the woods. Focus: Fast and slow rhythms What we will be doing Led by the presenter, the children clap Learning the song ‘Let’s make a cake for slowly in time to the music. They graduGrandma.’ ally clap faster and faster. • • • • •

Learning Learning Learning Learning Learning

verse one. the chorus. verse two. verse three. verse four.

Follow up to music activity • •

Talk about different rhythms in music – some can be slow and some can be fast. And some can be in between! Clap some fast and slow rhythms

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and the class copy these. Encourage the children to really listen carefully, then to work to gether as a class, to all clap at the same time. In pairs, the children can work together to create some fast and slow clapping rhythms.

to do to make a really delicious cake e.g. sieve the flour, beat the eggs, stir in the sugar. Children make up their own recipe to make a tasty cake. They can also draw a picture of the end result!

Listening music: Beethoven’s fifth symphony, 2nd movement Focus: tempo – slow • Listen to this extract. What does the music make the children think of? It could be describing a calm day, with the sun shining gently on a still lake. What other images come to mind? • What is the speed – or tempo of this piece? It is slow! • What is the dynamic? It is quiet. • Can the children spot the low instrument playing at the begin ning? This is called the cello. It is playing a lovely, slow tune. • A little later, some higher instruments come in and play too. These are instruments that you blow and they are called flutes. Literacy links Reception/year one Talk about today’s episode and how Red Riding Hood made a delicious cake for Grandma! Discuss what ingredients are needed to make a cake. Act out the things you need to do to make a cake e.g. stir in the flour, beat the eggs. The children draw or write a list of the ingredients that are needed to make a cake. Year two Talk about all the things that you need

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Programme 4 Stay on the path Focus Fast, bouncy rhythms Slower, smooth rhythms Short, quick notes Longer notes and phrases Loud and soft

Activities: ‘Stay on the path’ • •

Recognise the jumpy rhythms of the verses. Note how the rhythm of the chorus is smoother.

Follow up ideas

• Sing all through ‘Stay on the path,’ Main song again. ‘Stay on the path.’ • Notice how the music of the verses has a fast, jumpy rhythm. By You will need contrast, the notes of the chorus are • To be familiar with the words and slower and smoother. music of the song. • Practise singing verse four quietly, • To have hands, voices and then singing louder again instruments ready for the activities. for the final chorus. • Remember to take a breath at the Before the programme beginning of each line in the chorus Discuss what’s happened so far. Little and sing this as smoothly as you Red Riding Hood has been getting ready can. to visit her Grandma, who lives on the • Practise the action of pointing other side of the forest. Can the children forward on the line ‘Or the wolf will remember the ingredients of the cake be after you!’ that she baked to take with her? Resource unit Story line Little Red Riding Hood walks through the Music activity ‘Stay on the path’ forest alone. She meets a mysterious stranger – the wolf! He asks her where Focus: Clapping loudly and quietly she is going. • Led by the presenter, the children What we will be doing clap loudly and quietly in time to the steady beat, or pulse of the music. Learning the song: ‘Stay on the path.’ Follow up to Music Activity ‘Stay on the • Learning verse one. path’ • Learning the chorus. • Learning verse two. • Talk about how music often has quiet • Learning verse three. and loud passages in it. These are • Learning verse four. called ‘dynamics’. Different dynamics help to make the music more interesting! • In pairs, using percussion instru

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ments, clapping or their voices, the children can make up their own very loud or very quiet rhythms, then show these to the rest of the class.

Year two Discuss what Suki caught today. The children imagine that they are Suki and write about the different things that they catch on each day of the week e.g. ‘On Monday Listening music: Stockhausen helicopter I caught an old hat, on Tuesday I caught quartet – first movement a starfish, on Wednesday I caught a crab,’ etc. You could also prepare a worksheet, • Focus: tempo – fast! on which the children fill in the day of the • Listen to this extract. The week and what they catch on that particu music is very fast and strange! lar day. The composer Stockhausen wrote it all about helicopters. Do the children think that the music sounds like helicopters moving around? • What is the speed – or tempo of this piece? It is fast and exciting! • This piece of music is being played a string quartet. This is a group of four musicians, who all play string instruments. Two play the violin, one plays an instrument called a viola, which is a big violin and one plays an instrument called a cello, which is like a very big violin played up side down. • Listen again – can the children also hear some singing? The violin player is singing at the same time as playing the violin! Literacy links Reception/Year one Talk about the different things that Suki caught today: a big fish, an octopus, rubber duck… what could she catch next? The children draw a picture of what they think Suki will catch next. They could also label this underneath, or write a short sentence to go with their picture e.g. ‘Suki caught an old boot.’

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Programme 5 Wolfie went a walking

Follow up ideas • • • •

Focus Fast and slow Main song ‘Wolfie went a walking’ You will need To be familiar with the words of the song. To have voices, hands and instruments ready for the music activity. Before the programme Talk about what happened last time. The wolf ran off into the woods to Grandma’s house. It looks like he is going to pay her a visit. She’d better watch out!

Sing all the way through ‘Wolfie went a walking.’ Clap along to the steady pulse in the verses. Clap along to the fast beat of the chorus. Talk about how these are different. Practise the clapping and different sounds and speech that happen in the pause in the singing near the end of each verse, such as ‘Rat a tat, tat!’ ‘Oh dear me!’ and the wolf’s howl in verse three. Practise singing the chorus with lots of energy and swaying gently in time to the music.

Resource unit Music Activity: ‘Wolfie went a walking’

Storyline We hear the fifth extract of the story, ‘Little Red Riding Hood.’

Focus: Singing in two parts The children divide into two groups. Group A speaks the words, ‘Trip, trap,’ in time to the music. Group B sings verse one over the top of this.

What we will be doing Learning the song: ‘Wolfie went a walking’ • Learning verse one • Learning the chorus • Learning verse two • Learning verse three Activities: ‘Wolfie went a walking’ • Talk about the strong beat or pulse that runs through the song. • Notice how the music of the verses has a slow, steady beat, rather like the wolf walking along. • Notice the contrasting faster, more jazzy rhythm of the chorus. It makes you want to dance!



Follow up from Music Activity Working in pairs and using percussion instruments, the children can make up their own two-part pieces of music. One of them could play a low, steady beat, while the other plays some faster notes over the top.

Listening music: Vivaldi Four Seasons. Spring. First movement. Focus: music showing mood and emotion Listen to this extract of music. What are the dynamics? The music starts off loud. When the tune repeats, it gets quieter.

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Programme 6 What big eyes you’ve got

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Is it fast or slow? It is fast and has a joyful feel! It is all about spring and new life. Focus What does it make the children Notes jumping from low to high think of? Ask them to listen Music conveying mood and emotion again, then share their ideas. Music going down and up step by step Perhaps they can see flowers growing and lambs skipping about! Main song The music is played by a string ‘What big eyes you’ve got’ orchestra. This is a group of violins, violas and cellos. You will need Can the children spot when the solo To be familiar with the words of the song. instruments come in? There are To have voices, hands and instruments two violins that play a solo – they ready for the music activity. play on their own – something different from the rest of the Before the programme orchestra. Discuss how last time the wolf paid a visit What do the solo violins remind to Grandma. Can the children remember the children of? Perhaps they Grandma’s reaction, when the wolf premake them think of little birds, tended to Red Riding Hood? fluttering around happily! Storyline Literacy links Red Riding Hood arrives at Grandma’s house. She finds Grandma in bed, and is Reception / year one rather surprised to see that she is looking Talk about what you think Grandma’s a little strange. house and garden looks like… what is the garden like and what could be living What we will be doing there? Draw a picture of the house and garden and if children are able, they can Learning the song: ‘What big eyes you’ve label some of the things, such as ‘roof,’ got’ ‘windows’ ‘roses.’ • Learning verse one. Year 2 • Learning verse two. Talk about the conversation that Grand• Learning verse three. ma and the wolf have through the letterbox. In pairs, the children act this out Activities: ‘What big eyes you’ve got’ - one of them is the wolf and the other is Grandma. Children could also write down • Recognise the notes in the first and their own made up conversation between second lines of each verse, which Grandma and the wolf. jump from low to high. • Talk about the jumpy rhythms in the lively chorus. • Notice how all the chorus sounds bright and happy – it is in the major

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key. That is apart from the last line ‘To see you with my dear.’ Here the music changes and becomes scary, as we know that it is really the wolf! Here the music is in the minor key.

Follow up ideas • Practise singing ‘What big eyes you’ve got.’ • Encourage the children to listen carefully to the jumpy rhythm of the chorus and to sing this with lots of energy • Practise speaking the chorus slowly, before singing it, to make the words as clear as you can. • Practise the spoken section in verse three. • Practise the two part section, at the end of verse three when the wolf snarls at Grandma and she screams. Resource unit Music Activity: ‘What big eyes you’ve got’ Focus: •

Rhythm

The presenter sings different notes, in an ascending and descending scale. The children copy these. They lift their hands and lower them, to show them ascending and descending.

Follow up from Music Activity: ‘What big eyes you’ve got’ •

The Song Tree - Spring 2013

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Working with the rest of the class, the children take it in turns to sing high notes and low notes. In pairs, the children work together to sing a short phrase of high notes, then a phrase of low notes. Children repeat the above, using percussion instruments.

Listening music: The arrival of the Queen of Sheba, by Handel Focus: • • • •

major (happy), tempo

What is the mood of this piece? It is full of joy and very happy! It is all about the arrival of a queen – the Queen of Sheba. What sort of a procession can the children imagine when they listen to this music. The instruments that are playing the main tune in this piece are violins. These instruments belong to the string family. Is this tempo of this fast or slow? It is fast! There are some other instruments that come in later and take it in turns to play with the string instruments. These are the clarinet and the oboe and they are instruments, which you blow. They belong to the woodwind family.

Literacy links Reception / Year one

Talk about what Red Riding Hood says to the wolf. ‘What big eyes you’ve got etc.’ Working together as a whole class, Draw a picture of the wolf in bed, dressed the children take it in turns to play up as Grandma. Pick a line from their contheir own repeated made up versation e.g. ‘What big eyes you’ve got!’ rhythm. The rest of the class can ‘All the better to see you with.’ Write this then copy these. underneath.

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Programme 7 The big bad wolf has gone

Year two Talk about what happens next in the story. What do the children think the ending might be? Ask the children to write their own version of the ending of the story. Think about who might help Red Riding Hood and Grandma. What could they do to get rid of the wolf?

Focus Notes jumping from low to high Rests Accumulation song – each verse gets longer and longer. Main song ‘The big bad wolf has gone’ You will need To be familiar with the words of the song. To have voices, hands and instruments ready for the music activity. Before the programme Discuss how last time Grandma and Red Riding Hood ran away from the wolf, into the woods. How are they going to get rid of him? Storyline Red Riding Hood and Grandma capture the wolf, with the help of the woodcutter. They take him to the forest, where they set him free and he runs away, never to be seen again. Everyone celebrates with a big party. What we will be doing Learning the song: ‘The big bad wolf has gone’ • • •

Learning verse one. Learning verse two. Learning verse three.

Activities: ‘The big bad wolf has gone.’ • •

Recognise the notes in the chorus, which jump from low to high. Talk about how each verse gets

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longer, as you add a new action to quite a few times. Can the children spot it. when the dynamics are loud, and when they are soft? Follow up ideas • This piece is played by the whole • Practise singing ‘The big bad wolf orchestra, but different instruments take it has gone.’ in turns to play. • Encourage the children to practise • Can the children spot the violins the actions in each verse and to playing in the loud sections and the flutes try to think ahead about what playing the quiet sections? happens next. • Can the children clap along in time • Encourage the children to sing to the fast beat, or pulse of the piece – loudly with lots of energy – this is ‘One, two, three, four…’ a very happy song! Literacy links Resource unit Reception / Year one Music Activity: ‘The big bad wolf has Talk about what Red Riding Hood says to gone’ the wolf e.g. ‘What big eyes you’ve got etc.’ Draw a picture of the wolf in bed, Focus: Rhythm dressed up as Grandma. Pick a line from their conversation e.g. ‘What big eyes • Working together as a whole class, you’ve got!’ ‘All the better to see you with!’ and led by the presenter, the Write this underneath. children take it in turns to clap, stamp and tap in time to the Year two music. They do this in time to the Talk about what happens next in the sto steady beat. ry. What do the children think the ending might be? Ask the children to write their Follow up from Music Activity: ‘The big own version of the ending. Think about bad wolf has gone’ who might be able to help Red Riding Hood and Grandma. What could they do to get • In pairs, the children make up rid of the wolf? some clapping, tapping and stamping patterns of their own. They could even add some more actions, such as tapping their head, or wiggling their hips. Listening music: English Folk Song Suite, Part 1, by Vaughan Williams Focus: • •

major (happy), tempo

This is a very lively piece, with exciting, jumpy rhythms. The dynamics of the piece change

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• • •

Programme 8 Rehearsal and performance 1 Focus Performance Main songs ‘I love red!’ ‘Wolfie Blues.’ ‘Let’s make a cake for Grandma.’

Make sure you divide into two groups for the middle section of the song, group A singing first, then group B. Remember that each punchy line in the verses is followed by a rest. Sing through the whole song.

Sing: ‘Let’s make a cake for Grandma.’ • • • •

You will need To have voices ready for the warm up. To be familiar with the words of the songs.

Sing this clearly, so that we can hear each ingredient that makes the cake. Practise the actions in each verse. Practise singing through the final verse, which includes all the ingredients! Sing through the whole song.

Before the programme Go through the words of these three songs. Identify sections that might be more challenging.

Follow up ideas • Learn the words to the song, so that you can give a really good perform ance to your teacher or the rest of the school. What we will be doing • Sing along with the singers, then use the ‘accompaniment only’ backing Warm up – to warm up voices. track versions of the songs, when you Sing: ‘I love red!’ are feeling more confident. Sing: ‘Wolfie Blues.’ • Think carefully about all the things Sing: ‘Let’s make a cake for Grandma.’ you need to remember, to give an excellent performance, such as good posture, clear diction, expressive Activities: ‘Rehearsal and performance 1’ singing and great actions. Sing: ‘I love red!’ • • • • •

This is a very happy song. Sing with lots of energy! Note the long and short ‘red’ at the end of the chorus. Practice the actions in the chorus. Practise singing verse four, which is different from the rest. Sing through the whole song.

Sing: ‘Wolfie Blues.’ •

Practise singing this in character as the wolf!

Literacy links Reception/ Year 1 Talk about the different characters in the story. What is the children’s favourite character and why? Talk about what qualities they have. The children could draw a picture of their favourite character and label this. Year 2 Talk about the different characters in the story. Pick one of these – such as Red Riding Hood - and discuss what qualities they

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have, and list these on the board. Pick another character – such as the wolf. The children make a list of the qualities that he has, then draw a picture of him. Listening music: Clapping music, by Steve Reich

Programme 9 Rehearsal and performance 2 Focus Performance

Main songs ‘Follow the path’ Focus: different rhythms ‘Wolfie went a walking’ ‘What big eyes you’ve got’ • This piece doesn’t have a tune that ‘The big bad wolf has gone’ you can sing – it is all about rhythm! You will need • Can the children guess what To be familiar with the words of the songs. instruments are playing here? To have voices and bodies ready for the They are not actually instruments warm up. at all! The sound that we can hear is made by clapping! Before the programme • The person who has written this Go through the words of the songs. Iden piece is called Steve Reich. He is tify sections that might be more challeng called the composer. Some ing. times composers write pieces of music for singers, sometimes for What we will be doing instruments and sometimes for people clapping, like in this piece! Warm up – to warm up voices. • The dynamics of this piece are Sing: ‘Stay on the path.’ loud! Sing: ‘Wolfie went a walking.’ • The tempo is fast. A group of Sing: ‘What big eyes you’ve got.’ people is clapping together. The Sing: ‘The big bad wolf has gone.’ rhythms that they clap keep changing, so that they have to Activities: ‘Rehearsal and performance 2’ really concentrate! • Can the children clap some of their Sing: ‘Follow the path.’ own fast rhythms? • Remember the different things that Red Riding Hood sees in the woods. • Practise singing the last verse quietly – we don’t want to disturb the fairies! • Remember the jumpy rhythms in each verse and how they contrast to the smoother, more flowing chorus. • Sing through the whole song.

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Sing: • • •

‘Wolfie went a walking.’ Remember to clap for ‘Rat-a-tat- tat,’ in the first verse, say the ‘Oh dear me!’ in the second, and howl like the wolf in the third verse. Sway from side to side, when you sing the fun, bouncy chorus. Sing through the whole song.

Sing: ‘What big eyes you’ve got.’

•

Using the programmes as a starting point, make up your own performance of ‘Little Red Riding Hood’. You could include also some of the pieces of music that you have made up as a class at the end of the programmes and also talk about some of the work from the literacy activities.

Listening music: Bolero. Maurice • Practise singing the jumpy tune in Ravel the first line of each verse ‘Grandma!’ Try to sing this with Focus: dynamics – loud! accurate pitch. • Practise singing in character as • This excerpt is from a very Little Red Riding Hood and as the exciting piece of music. The piece wolf. starts off very quietly, but gradually • Remember to divide into two parts gets louder and louder! for the final verse – group A singing • This section comes right at the end first, then group B. of the piece. It ends with everyone • Sing through the whole of the song. in the orchestra playing! • What is the mood of the music? Is it Sing: ‘The big bad wolf has gone.’ sad? Is it happy? Is it exciting? • Can the children hear the brass • Sing this last song with lots of instruments? These are instruments energy! The wolf has gone and like the trumpet and the everyone is overjoyed! trombone, which are made out of • Practise singing each verse, metal and you blow. They can be remembering that they get longer very loud! and longer, as you add more and • Can they identify the loud crashes in more words. the music, near the end of the piece, • Practise doing the actions and don’t when the brass and percussion forget that while you are doing sections play? these, to keep singing! • Sing through the whole song. Follow up ideas •

Learn all the songs and practise performing them with the accompa niment only ‘backing track’ versions only of the songs.

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