Year 1 CAPA Rotation Term 2

Stage:1 Year: 1 KLA(S): Creative And Performing Arts Duration: Term 2, Weeks 1 - 9
Intellectual Quality;
What are the
central ideas or
concepts I want the
students to know?
Visual Arts: Artists use a variety of mediums, colour and
layout to convey meaning when creating artworks.
Significance;
Why does this
learning matter?
Visual Art: Students need to identify how artists
create artworks in order to create their own
artworks.
Music: Composers use a variety of instruments, pitch and
tone to create music.
Music: Students need to be able to identify the
sounds instruments make in a composed piece of
music in order to compose their own music.
Drama: Actors use their bodies, voice and imagination to
convey emotions when telling a story.
Drama: Students need to be able to demonstrate
control of their bodies, actions and expressions to
convey emotions.
Dance: Dancers use the movement of their bodies to
convey an emotion when telling a story.
Dance: Students need to be able to demonstrate
control of their bodies to convey a story through
movement.
Formal Assessment
How will the
students
demonstrate their
deep knowledge?
Students will create a form of artwork through the
different CAPA mediums for class performances.
Students will show the expected etiquette towards others,
when creating art forms in groups and when viewing
others work.
Criteria for marking
What criteria will
be used to assess
deep
understanding?
The students created and performed mediums will be
assessed by the teachers, teaching each component of
the CAPA rotation.
Outcomes Content
VAS1.3: Realises what artists do, who they are and what they make.
VAS1.4: Begins to interpret the meaning of artworks, acknowledging the roles of
artist and audience.
MUS1.2: Explores, creates, selects and organises sound in simple structures.
MUS1.3: Uses symbol systems to represent sound.
DRAS1.1: Takes on roles in drama to explore familiar and imagined situations.
DRAS1.2: Conveys story, depicts events and expresses feelings by using the
elements of drama and the expressive skills of movement and voice.
DAES1.1: Performs dances demonstrating expressive qualities and control over a
range of locomotor and non-locomotor movement.
DAES 1.2: Explores and selects movement using the elements of dance to make
dance express ideas, feelings or moods.

Students will learn about;
The making and creating of visual artworks.
The composing and performing of instrumental pieces of music.
The creating and performing of the elements of drama.
The creating and performing of the elements of dance.

Teachers will;
Through the study of a selected artist demonstrate how to create an artwork.
Through the study of a composer demonstrate how to create a piece of music.
Through investigating the different elements of drama, facilitate how to create a
performance piece.
Through investigating the different elements of dance, facilitate how to create a
performance piece.
Year 1 CAPA Rotation Term 2

This term the Year One classes are participating in a rotation of the Creative and Performing Arts. Each Year One
Teacher is taking a component and teaching it over two sessions to each class. This rotation will happen over the Nine
Week Term. Please see below which teacher is teaching which component and when.

Visual Arts: Sam Hayes
Music: Bridget Cathles
Drama: Liane Jones
Dance: Natasha Reynolds

Miss Reynolds Ms Hayes Ms Jones Mrs Cathles
1 All classes combined lesson: Music appreciation etiquette & Excursion Pre-Visit Lesson
2 K1R 1H 1J 1A
Opera House Excursion: Meeting Mozart
3 K1R 1H 1J 1A
4 1A K1R 1H 1J
5 1A K1R 1H 1J
6 1J 1A K1R 1H
7 1J 1A K1R 1H
8 1H 1J 1A K1R
9 1H 1J 1A K1R


Year 1 CAPA Rotation Term 2
Rotation Learning Activities - Music Resources Eval/Reg
Week 1 Pre-show activities In hall all Year 1 Students
Twinkle Twinkle Little Star
1. Listen to and revise with the students the tune and words of Twinkle Twinkle Little Star
Split into class groups.
2. Ask the students if they recognise the tune as belonging to another nursery rhyme (Baa
Baa Black Sheep).
3. Ask the students how they could vary or change the way the class could sing Twinkle
Twinkle Little Star. Choose 2-3 students to come and conduct the class singing the nursery
rhyme changing how it is performed. Experiment with making it louder, softer, slower,
faster etc.
4. Discuss with the students how you could vary how it is performed by making the following
changes e.g.:
Repeat the word twinkle four times in the time it would normally take to sing it
twice, every time it occurs.
On the last word of every line instead of singing it as one long note - sing it as 3
syllables - using the original note, the one above it and back to the original note e.g.
sta-a- ar (F, G, F).
Change the words so that it is no longer twinkle twinkle little star, how I wonder
what you are e.g. twinkle twinkle little bat, how I wonder what youre at. (Twinkle
Twinkle Little Star)
5. Divide the class into groups and encourage them to develop their own way of varying this
well-known nursery rhyme.
6. Let each group perform for the class and discuss what they changed to make their
variation.
Mozart
1. Explain that the composer Wolfgang Amadeus Mozart arranged the tune of a well-known
French nursery rhyme Ah vous dirai-je, Maman, when he was around 25 years old (in 1781
or 1782) into a set of twelve variations.
2. Students lying on floor with eyes closed.
3. Listen to 12 variations of Twinkle Twinkle Little Star on youtube using the following clip and
compare them to the classes variations: https://www.youtube.com/watch?v=im_tJLeo2qU
4. Discuss with the children how clever Mozart was and how he made each variation different
and appealing. Explain that in the Primary Proms concert Meeting Mozart they will hear
A YouTube recording
of Twinkle Twinkle
Little Star
https://www.youtube.c
om/watch?v=9HDeEbJ
yNK8

A YouTube recording
of the 12 variations of
Twinkle Twinkle Little
Star
https://www.youtube.c
om/watch?v=im_tJLeo
2qU#aid=P9ARymfl8Z
4

Twinkle Twinkle Little
Star (Kate Toms) book.

San Francisco
Symphony kids page
http://www.sfskids.org
/discover/

Year 1 CAPA Rotation Term 2
these variations played by Simon Tedeschi who will be playing the character of the
composer Mozart.
String instruments
In the Meeting Mozart performance you will hear 5 string instruments 2 Violins, a Viola, a Cello
and a Double bass. This is called a String Quintet.
String instruments are made with a resonating box made of wood, which has strings stretched over
a bridge that keeps the strings away from the wood. These strings can be bowed with a bow made
from horsehair, or plucked by the fingers.
1. There are four different kinds of string instruments in an orchestra Violins (the highest
sounding instrument in the family and the smallest), Violas (the next biggest), Cellos (the
third biggest) and Double Basses (the very biggest).
2. Using the San Francisco Kids website or the MSO Learn app click on the string family and
then each of the four string instruments you will hear in the performance:
http://www.sfskids.org/discover/
3. Discuss with the students how as the instrument gets bigger the sounds get lower and how
you have to bow or pluck the strings on the instruments to make a sound.
Session
1
1. Students will watch the three YouTube videos to get ideas for instrument creation.
2. Students will work in pairs to create their own string instruments from rubber bands,
polystyrene and cardboard boxes.
Make either a polystyrene box guitar https://www.youtube.com/watch?v=b-Oocwv_HUU
or a tube-tar https://www.youtube.com/watch?v=IJJulwU3TJ4
or a tissue box guitar https://www.youtube.com/watch?v=MtP1t4v7Os0


Polystyrene box guitar
https://www.youtube.c
om/watch?v=b-
Oocwv_HUU
tube-tar
https://www.youtube.c
om/watch?v=IJJulwU3
TJ4
tissue box guitar
https://www.youtube.c
om/watch?v=MtP1t4v7
Os0

Small boxes, rubber
bands, tissue boxes
and small polystyrene
boxes, postal tubes,
tuna tins and blocks of

Year 1 CAPA Rotation Term 2
wood, fishing line
Session
2
Students learn about rhythmic patterns and the symbols l ta, ll ta-ta and Z rest.
1. Students will be presented with a variety of rhythmic patterns. Students will say and clap
the patterns and each others names ie Alexander l l l l, Jack l, Sarah ll
2. Students will play FOLLOW ME. The teacher will clap a rhythmic pattern and students will
repeat.
3. Students will play the rhythmic patterns with their home made instruments.
4. Students will use white boards to compose their own four beats using the symbols, ta, ta-ta
and rest.
5. Students will pair up with another pair of students to create an eight beat piece of music.
6. Students will copy their music to paper, practice their piece and then present to the class.
7. We will record music on iPad movies.
Rhythmic pattern
cards

Rotation Learning Activities - Drama Resources Eval/Reg
Session
1
Introduction
Students watch Frozen trailer identifying how music adds to the dramatic effect of the
characters expressions and emotions.
Students identify the emotions shown by labelling and drawing the expressions on the
characters faces on A3 paper.
Share back ideas to class developing a vocabulary list that shows the degrees of emotion;
ie; happy excited-exhilarated

Starter Activity
Mirror Mirror: in pairs, one becomes A the other B. A begins to mime hand, body and facial
gestures which B must follow. Students should try and synchronize their movements and
swap roles. Other students should try and guess which partner is the mirror!

Vivaldi Four Seasons
Students listen to Spring and name the different emotions felt.
Emotion Walk Students move about displaying the emotions identified using facial
expressions and posture.
Students practise showing the degrees of the emotions felt.

Performance
Students perform for each other in two groups.
https://www.youtube.com
/watch?v=FLzfXQSPBOg








https://www.youtube.com
/watch?v=GRxofEmo3HA


Year 1 CAPA Rotation Term 2
Session
2
Introduction
No You Cant take me, rooms in a house role-playing inanimate objects.
Group students into 4 groups.
Discuss that they are going to be creating a scene of a room in a house and that they will
need to use their bodies to create the furniture in that room, as a freeze frame.
They need to keep their room a secret as the other groups have to guess the room.
Discuss that the students need to be able to give a reason as to why they cannot be
removed from the room.
Once they have decided and practised their scene they will perform to the other groups.
Once they have performed their freeze frame the teacher has to pretend to remove one of
the items of furniture.
The student then replies No You cant take me as I am needed to keep the milk cold so it
doesnt go off
From this answer the other students should be able to tell which room it is.
If they are unable to the Teacher removes another piece of furniture student and repeat
the process.

Mozart The Magic Flute
Introduce the music the children will be creating a dramatic scene to.
Start the music 2:00 minutes into the performance and listen for 1 minute.
Discuss what emotions they were feeling.
Discuss what events have happened to make them feel that way and explain that they now
need to work in their group to convey one of these events, in their groups.
Students then move back into their groups and plan a scene they could perform, miming to
the music.
Teacher monitors and prompts the students ideas.

Performance
Students perform for each other in two groups.




















https://www.youtube.com
/watch?v=b11ElH3qm2M


Rotation Learning Activities Visual Art

Session
1
Introduction:
Students reflect on previous lessons and the Meeting Mozart excursion. Students listen to
Mozarts Twinkle Twinkle Little Star 12 Variations to help their memory recall.
Students discuss, name and identify the attributes of the instruments played in the piece.

Year 1 CAPA Rotation Term 2
Students view, discuss and share opinions of famous cubist artworks.
Art Making:
Students use black paper and lead pencils to outline the instruments played in Mozarts
piece.
Students then add their cubist effect by drawing lines through the artwork.
Using oil pastels the children colour their instruments first followed by the sections of
background.

Session
2
Introduction:
Students reflect on previous lesson and discuss the pros and cons on the black paper and oil
pastels.
Art Making:
Students use an image to copy and draw a large violin on A3 white art paper with black
crayons and draw lines through it (as done in the previous lesson).
Using water colour paints the students paint inside each section of the violin followed by
the background.