Year+1+Music

ART Year 1 || =Surface pattern=

Information ||

Objectives
• To investigate the qualities of natural and manufactured materials • To create a collage that combines different surface textures, including some generated with ICT • To introduce specific vocabulary to describe textures and materials

Prior learning
To benefit from this lesson, children should: • have looked at the properties and textures of a range of natural and manufactured materials; • be familiar with the cut, paste and repeat options in the selected software.

Vocabulary
natural, manufactured, texture, pattern

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • digital camera • suitable painting and drawing software into which digital pictures can be imported (in this Example, //QX3 TM Plus//) • samples of patterned materials, threads, wools, lace, satin, natural and manufactured materials that can be used to make collages

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use the selected software.

Preparation for this lesson
In a previous lesson, get children to create collages of materials that have different patterns and different surface qualities. Use a digital camera to take photographs of the collages. You may wish to use the Internet to find information on artists’ work that relates to the project. Before the lesson, set up the selected software and digital photographs of collages on the shared area of the network or on the computers that the children are to use. Prepare the software on your own computer. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.

Lesson extract ||

Starter
Discuss with the class the ways in which they have created a collage based on natural and manufactured materials. Explain how they can use the digital photographs of their collage to create a repeating pattern on the computer. Open a blank page in the software you are using. Use the paintbrush to make some marks on the screen. Show children how to cut out a shape and paste it somewhere else on the page. Demonstrate how to use the repeat tool to create a repeating pattern. Show the children how to use the undo command if they are not happy with the position of part of their pattern. Finally, show the children how to save their image.

Main activity
Organise the class to work in pairs or small groups at the computers. Show the pairs where their digital photographs are stored. Open a collage and demonstrate how the same tools as you used in the starter can be used to cut out a section from a collage and repeat it several times. Ask children to open their photograph and to cut and paste different sections several times to create an interesting design on the screen. Remind them how to use the undo command if they are not happy with the position of their cut section or if they have made a mistake. Ask children to save their images. Now demonstrate how to use the symmetry or mirror tool to create a symmetrical pattern from one section of their collage. Ask children to choose an interesting part of their design to create their own symmetrical pattern. Ask children to save their images. Print both images.

Plenary
Bring the whole class together. Ask children to describe the tools that they used and how these tools differ from using traditional mark-making tools. Open one or two of the children’s images so that the whole class can look at them on the large screen. Ask children to compare and contrast their digital prints with their traditional collage.

Next steps
Add a section of one of the computer printouts to the traditional collage.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Art and Design Unit 1B: Investigating materials QCA Science Unit 1C: Sorting and using materials

Context of this lesson
This lesson comes at the end of a sequence of lessons on surface pattern. It focuses on using the cut, paste and repeat tools to create a pattern that will be printed and added to children’s traditional collages.

Subject links
Links can be made to classifying activities in mathematics and science, and to work on repeating patterns in mathematics.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • ICT allows children to draft and present pictures and patterns in an attractive format. Their work can be saved, and refined or added to later.

MUSIC Year 1 || =Exploring pitch=

Information ||

Objectives
• To understand that notes can be high or low • To use a range of resources to create pieces that use scales • To discriminate between a high and a low-pitched note • To create simple melodic phrases using high and low notes

Prior learning
To benefit from this lesson, children should: • have explored and used a variety of tuned percussion instruments; • be aware that different notes produce different pitches; • have read a simple graphic score depicting high and low notes, e.g. the diagram below identifies a musical phrase that is high/high/high/low/low/low – there is no need to worry about the rhythm.

Vocabulary
high, low, going higher, going lower

Resources
• ICT suite or set of laptops • tuned percussion instruments, including a xylophone • pitch cards, sticky dots and card templates • music software that introduces the element of pitch and allows simple composition activities to be undertaken (in this Example, //Music Toolkit, 2Play//) • headphones

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use software to compose music.

Preparation for this lesson
Set up the computers and software in readiness for the lesson.

Lesson extract ||

Starter
Stand a xylophone so that the higher notes are at the top. Play a game such as ‘Is the cat climbing up the xylophone?’, ‘Is the teddy climbing up the mountain?’ (these phrases can be changed to suit a current topic). Use the notes CDEFGABC to demonstrate the ‘cat’ walking up in steps (scale C–C). The children then have to listen carefully to what you play and decide whether the cat is climbing up (low to high pitch), climbing down (high to low pitch) or sitting still (same pitch repeated).

Main activity
Ask the children to use sticky dots and cards to make their own notation card. You may wish to give them a template (as below) and a limited number of dots. Alternatively, using simple compositional software, ask children to position the notes onto a musical score, demonstrating an awareness of high and low. They can select an orchestral instrument and play back their composition. For children who complete the above activity with two different pitches, introduce a third or fourth pitch, and ask them to create musical phrases.

Plenary
Play a ‘Name that tune’ game. Ask children to listen to a short musical phrase and identify which of the pattern cards is correct. When the note being played is high, encourage the children to wiggle their fingers high in the air, and when low, to place their hands on the ground.

Next steps
In groups of about six, ask children to join their pitch cards together to create an extended melody. This new melody can be recorded onto a CD using a read/write player and accompanied using classroom percussion instruments.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Music Unit 5: Exploring pitch National Curriculum programme of study for music for Key Stage 1: 2a, 2b, 3b

Subject links
Links can be made to work on high and low in PE and mathematics.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows children to compose and present their ideas in pictorial forms, which helps them to visualise how the pitch changes from high to low. This can sometimes be difficult when playing on percussion instruments. Their work can be saved, and refined or added to later. • ICT gives children access to musical instruments that would be normally not be available in the primary classroom, such as the tuba or pipe organ. All children can participate and choose the musical instrument on which to create their musical phrase.