Video: Responding to music: Changes and transitions

﻿These are the things that you and your learning partner need to remember for every lesson that we do. You need to be ready to learn. Your learning partner will know how to help you and when you're ready. They'll know in what position, where, and what time you learn best. When your learning isn't engaging, it's okay to stop. They'll also know what things are safe for you to do, especially when you taste, touch, and explore, particularly if you've got allergies, or other medical conditions. You will do things for yourself as much as possible, finding things, discovering, exploring, and making your own sounds or movements no matter how small. You should control things as much as possible. Independent discovery is the key to your learning and for you to make great progress. Whenever you're exploring, it's good for the person working with you to stop, wait, and see if you'd like to do something again or if you want more of something. You might have a way of doing this that's clear already or you might just be starting to do that. You'll need time. You might take a long time over this lesson, or a short time. It depends what you think to what we're exploring, or how you're feeling. You can repeat this lesson as many times as you like. The person working with you might need to wait quietly for you to work out what it is that you want to do. People sometimes call this processing time, because I know that your body doesn't do what you want it to do straightaway. I might use lots of words at the start of a lesson so that you and your learning partner know what it is that you're going to do, what it is that you need to get ready. But when you're learning together, they'll always be really clear in their language because you're just starting to know what words mean. If you've got a communication book or a device, the person working with you will help you practise using really helpful words like more and stop. Words like this are core words, and they're really useful for you to exert control. To help you understand new words, the person working with you can model these on your communication device, or communication book if you've got one. You might just be starting to notice things using your senses. The person working with you will know how you do this and when you're doing something new, or something really amazing. Sometimes we'll do things that you like and sometimes we'll do things that you don't like, that's okay, it's your chance to say "Stop," or "I don't like it" in whatever way you can. If it upsets you, or it isn't safe, it's really important to stop. If you belong to a school, I'm sure your teacher would love to hear about any brilliant work that you do during our Oak sessions. Hello, my name's Kate, and it's time for music. So that you and the person that you're working with know what you need for this lesson, everything's on the next slide. So if you pause, then you can get ready to do our work. In a moment, you'll pause the video to gather your resources together, things that you will need. There's more on the next slide too. An instrument that you can play yourself like bells, or you could even make your own, or find something that makes a noise you like. Something you can make a loud sound with like a drum, or even a saucepan or cardboard box. Something that feels soft. Feathers, or a nice soft piece of fabric. Things that you could get ready but aren't essential. A red and a green light or fabrics this colour with a torch shining through. A switch that you can record on to, the pieces of music that we're using today so that you can revisit these. You'll need an adult to help you find these. When you're ready, restart the video. Getting ready to learn, what you'll need. Some music to help you remember this lesson. You can choose what this is. Your instruments that you can play yourself, the support and activities that help you and your body to get ready to learn. Now to tell us that it's time for music, I'd like you to choose an instrument that you can play by yourself if you can, you can have some help if you need it too. Now you might want to choose oh a tambourine, you might want to choose, oh here, look, we've got some bells that you can wrap around your wrist. And you might be able to move your hand just a small amount so you can play them yourself. Or you might want to choose a maraca. Whatever you've got in your house and that you can play by yourself. I think today, I'm going to choose these bells. So to tell us that it's time for music, what we're going to say together is, it's time for music, it's time for music, let's get ready, let's get ready. It's time for music, it's time for music, let's get ready, let's get ready. Now I know that some of you, you might need a little bit of help getting your body ready to learn. So you might want to stretch your arms out, you might need to stretch your hands and your fingers out, there might be something else that you need to do to get your body ready to learn so that you're at your best. So what I'd like you to do is find a piece of music that's nice and calm or that you like, and that you can get ready for our work. So pause at the next slide to do that. So today for our music session, we're going to listen to two really different pieces of music. So the first one we're going to listen to is really loud and fast, and the one after is going to be really quiet and soft. So the first piece I'm going to choose that's really loud is a piece called "The Ride of the Valkyries" by a composer called Richard Wagner. Now, it's got a great story this song, it tells of warrior maidens returning from battle on their horses, and they ride to the top of the mountain where they shout their battle cry. So to make me think of this song, I've found a red light. So you might have one at home or you might be able to use a red piece of fabric. If you go under the red piece of fabric, everything turns red. So you might be able to do that. What I'm going to use as well, to make me think of this piece of music, is some instruments or some things that can make a really loud sound. So I've got I've got a drum. You might have a drum at home. Should we listen to the drum? 'Cause it can be really, really loud. So you might want to use a drum if you've got one. But I know some of you are at home. You might want to use something like a cardboard box. Now if you put this next to your body and you bang it you can make a really loud sound just like that drum. Using your voice and asking for more. Now, can you remember? In this story I told you about the warrior maidens shouting their war cry. So I want to see if you can use your voice. So the person working with you needs to make their best battle cry. So they could shout like this, . Or, they might want to shout like this. So they're going to do their best battle cry and I'd like to see if you can copy them. Now, you might just start starting to use your voice so it might be a quiet sound and that's okay, but the person working with you is going to pause and wait to see if you can make your own sound. If you make a sound, they're going to copy your sound. It might be the same pitch, or the same length. Now, for an extra challenge as well, the person working with you can stop the music, stop the drumming, and you might be able to say that you want more. Now you might just be starting to do this, you might be able to use a switch like this to say something like, oh, let's turn it on. To say something like, ready, steady, And that'll make the music start. Or you might be able to make a movement or make a sound. Now the person working with you is going to watch and see what you think and what you do. Because they might be watching for you saying, "Stop it. "I don't like it, no more." Or they might want to watch for you to say, "Yes, I really like this, let's do it again." Let's remember what we're going to do and learn today together. So now, it's your turn. So can you remember what we're doing? We've got our loud music, We've got our loud instrument. You might want to use a drum, or you might want to use something different, that's okay. You might want to listen to it, or you might be able to play it yourself. You're going to try and copy some sounds. So the person working with you might roar like a warrior maidens roar! That's also, the person working with you is going to stop the music and wait for you to see if you can say that you'd like more. You can either use your voice or you might want to press a switch just like this to say, So when you're ready, pause at the next slide so you can start your work. Pause the video now whilst you listen to and respond to your loud music. When you've finished start the video again. So for my different piece of music I chose a soft, slow piece of music played on the cello by Yo-Yo Ma. The piece is by Johann Sebastian Bach. And to make me feel calm, I've chosen some green light because it helps me feel calm. I've also got some soft velvet fabric that's really soft to touch. I've also got these feathers that are soft, and when you pick them up and drop them, they fall slowly down. You might want to explore a piece of fabric that's really light that rises up and down and can move slowly to your soft and slow piece of music. Now, it's your turn to do your work. So can you remember? You've got some things to explore, you've got some soft fabrics, you've got some gentle, soft fabrics moving up and down. You might want to use your voice and the person working with you can copy some gentle sounds that you make. The person working with you can stop the music too and stop what you're doing. And you can either say that you want more with your voice, or you might want to use a switch like this, and say, ready, steady for the music to start again. So when you're ready, pause at the next slide and you can start your work. Pause the video in a moment whilst you listen to and respond to your slow and gentle music that you've chosen. When you've finished, start the video again. Great work today for our music session. Hope you enjoyed it. You can do this session as many times as you like. So we've finished our work now. Bye, see you soon. Here are the pieces of music that you listened to today. Share your work with Oak National. If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging @OakNational and #LearnwithOak and share with your teacher at your school.

Lesson summary: Responding to music: Changes and transitions

In this lesson we learn about how music can sound different and how it can change.

Creative Arts

Responding to music: Changes and transitions

Video

Lesson summary: Responding to music: Changes and transitions

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