Y3 Music Spring 3

Mood and movies

Learning
Objectives

Music 4b how the

combined musical
elements of pitch,
duration, dynamics,
tempo, timbre, texture
and silence can be
organised within
musical structures
and used to
communicate different
moods and effects.

Music 4b how the

combined musical
elements of pitch,
duration, dynamics,
tempo, timbre, texture
and silence can be
organised within
musical structures
and used to
communicate different
moods and effects.

Pupil Activities
Explain to chn that over this half term they will be looking at the music of
Finding Nemo, discussing how effects are created with instruments, tempo
(speed) and volume, leading to them creating their own film score.

Learning
Outcomes

Vocabulary/
Resources

LO: I can
identify and
discuss a
musical mood.

Tempo
Dynamics/volu
me
Length/duratio
n
Clash

Activity
Listen to Fronds like these once with eyes closed. Ask chn to imagine what is
happening.
Chn to work in groups of 3/4 give each group a piece of sugar paper/A3, ask
them to fold it to create 3 sections. Tell chn that youre going to play the piece of
music a few more times, youd like them to make notes about what they think is,
or could be, happening at this part in the film. What can they imagine
happening, how does the music make them feel, what does it sound like? (e.g.
energetic)
Section 1: up to 34 seconds
Section 2: up to 50 seconds
Section 3: until the end.
Plenary (extended)
Discuss the notes that chn have made allow them time to magpie ideas.
When asking chn what they have written/what they think, always encourage
them to justify their opinion i.e. if they think it sounds energetic, ask them why
and how? Is it the use of instruments? Is it the speed/tempo? Is it the length of
the notes (short and sharp staccato)? Is it clashing notes, or chords?
Remind chn that last lesson they looked at justifying their opinions, thinking
carefully about the effect of varying things like tempo, length of notes,
instrumentation etc. Explain that this session, they will explore the effect of
these things using instruments.
Whole class
Ask chn how we could create a dangerous sounding piece of music what
instruments could we use? How could we play them?
Model the use of a drum loud, sharp beating, lack of rhythm, building up speed
etc.
Using a triangle or bells lack of rhythm, playing style chaotic
Using tuned instruments (i.e. keyboard, glock) create a clash by playing 2
adjacent notes.
Be sure to discuss tempo (speed), length of notes, rhythm, dynamics/volume

Resources:
Fronds like
these track
Sugar
paper/A3
Felt tips

LO: I can create

a musical
mood.

Tempo
Rhythm
Clash
Duration
Dynamics/volu
me
Mood
Resources:
Musical
instruments
(tuned and
untuned)

and the use of a clash in tuned instruments.

Briefly discuss creating a happy, peaceful piece of music how could we create
this? Take ideas from children.
Activity
Allow chn to explore using instruments to create a mood give each group a
mood to work on peaceful/happy, danger/worry, anger, love etc.
Stress to chn the controlled use of instruments looking after the instruments
and being responsible. Remove chn for being silly with instruments and reward
groups for being responsible/good listening skills.

Music 4c how music is

produced in different
ways and described
through relevant
established and
invented notation.

Plenary
Listen to short extracts of the effects chn can create. Discuss combining these in
a piece to create sections/scenes (of a film).
Whole class
Remind chn that last lesson they explored creating a musical mood by varying
their playing.
Ask chn how musicians in an orchestra know what to do? Explain that often they
have to play for several hours how do they remember what and when to play?
Introduce notion of a musical score.
Explain that we are not going to learn to read music, but look at a more simple
way of notating (writing) music.
Use musical notation notebook - Show chn some of the symbols they will be
using to notate and ask them to think-pair-share what each of them means.
After discussion, tell chn the meaning of each symbol, asking chn to
demonstrate using a tambourine and/or drum. When have gone through the 6
symbols, tell chn you are going to play something (on tambourine or drum) and
they have to write the symbol on a whiteboard. Play this guessing game until
chn are confident with symbols.
Then ask chn to draw 4 boxes on whiteboards. Play 4
techniques & chn record these. Share correct answer.
Ask a child to have a go at this.
Activity
Chn to write a sequence of 4 techniques for another child to come and try. Have
musical notation sheets on tables for reference.
Plenary
Reflect on the importance of notation.

LO: I can notate

music using
symbols.

Mood
Musical score
Notation
Symbol
Sequence
Technique
Resources:
Musical scores
(for chn to
have a look
at)
Musical
notation
notebook
Musical
notation
sheets
Whiteboards
Musical
instruments
(tuned and
untuned)

4&5

Music 1b play tuned

and untuned
instruments with
control and rhythmic
accuracy
2b explore, choose,
combine and organise
musical ideas within
musical structures

Whole class
Remind chn that they have learnt about creating a musical mood through
varying things like tempo, length of notes, unusual combinations of notes on
tuned instruments etc. They have also looked at recording/notating music, ask
them to recap why this is important.

LO: I can work

as part of a
group to
compose a
piece of music
to accompany
film.

Explain that they will have the next 2 lessons to compose a piece of music for a
film (called a film score), thinking carefully about the things they have learnt.
They will need to work well as a group, consider their instruments and their
capabilities/effects and choose wisely. They will then need to make up/compose
the piece to match the film, and rehearse it well, ready for the final
performances.
Show chn the clip without sound Finding Nemo 45.20-46.20(ish) (when Dory
darts away)

Mood
Musical score
Notation
Symbol
Sequence
Technique
Tempo
Rhythm
Clash
Duration
Dynamics/volu
me
Compose
Resources:
Finding nemo
clip

Activity

Sugar paper &

felt tips

Group chn into 3s or 4s (use thinking groups, or similar idea). Provide chn with
sugar paper and felt tips. Allow chn some discussion & thinking time as a group
to decide which instruments they might like to use, what they could do with
these.
[during this, show the clip a couple more times encourage chn to box up the
sections e.g. calm, dangerous/frightened, fun/energetic]

Musical
instruments
(tuned &
untuned)

Allow 1 person at a time (from each group) to come and collect an instrument.
Then go round the groups again, 1 at a time, until everyone has an instrument.

Scrap paper
Flip camera
(record for
evidence)

Chn to begin composing their piece.

(Before end of lesson, ensure that chn write a list of instruments for their group)

Music 1b play tuned

and untuned
instruments with
control and rhythmic
accuracy
3a analyse and
compare sounds
3c improve their own

Lesson 5:
Chn to complete, notate and rehearse their musical score.
Recap on everything chn have learnt about musical scores.
Allow chn time to collect instruments and rehearse their pieces a few times (with
clip playing on IWB).
Activity
Listen to group performances (with clip on IWB) chn to give a compliment
sandwich (1 thing they liked, 1 thing to improve, 1 thing they liked). Give chn
specific feedback regarding their technique/structure/group work etc. [Use flip
camera to record performances for reports]

LO: I can
perform a piece
of music to
accompany
film.

Resources:
Musical
instruments
(as chosen
last lssn)
Scores that
chn have
created

and others work in

relation to its intended
effect.

Finding Nemo
clip
Flip camera