Key Stage 1 Changes within Living Memory

Music

Learn about some of the differences in how your grandparents would have experienced music and listen to some popular songs of the time.

Teaching Outcomes
To understand that the music their grandparents listened to was different; also that they listened to it on different devices and in a different way.
To recognise examples of songs and music of the time (1950s and 1960s) and become familiar with it by singing it.

Children will:

• Listen attentively and express opinions about music listened to.
• Recognise changes in living memory relevant to the lesson and order events and ask and answer relevant questions about post-war life in the1940s, 1950s and 1960s.
• Know that times were very different for grandparents.
• Be able to give examples of how things have changed.
• Have listened to a range of music and use voices expressively and creatively by singing songs.
• Know examples of songs and music of the period (Post-war 1950s and 1960s).

• Timeline: 1939-2014
• How have things changed? presentation

• Song words for Yellow Submarine and the Rock around the Clock chorus
• If possible have an old-fashioned wireless or gramophone to show the children

Bill Haley & his Comets – Rock Around the Clock (1955) – YouTube clip
The Beatles, Yellow Submarine with lyrics – YouTube clip
Glenn Miller, Pensylvania 6-5000 – YouTube clip
Chubby Checker, The Twist – YouTube clip

Consolidate your understanding of Granny and Grandpa’s music by looking at some popular styles of the time and create a poster reflecting the tastes of the time.

Teaching Outcomes
To understand that older relatives may have listened to a different style of music.
To recognise the differences in the art which accompanied the music of the 19050s and 60s.
To listen attentively and express opinions about the music. To remember songs we have learned previously and sing with expression and enthusiasm.
Create interesting designs based on images from album sleeves and posters from the period being studied; use colour creatively and expressively in the style of the time.

Children will:

• Know that their grandparents listened to a different style of music.
• Know that the art and images related to music had a different style from today.
• Create interesting designs based on images from album sleeves and pictures from the time.
• Use colour and lettering creatively and expressively in the style of that period.

• Images of record sleeves and posters

• Paints, felt pens or coloured pencils
• Selection of coloured paper
• A3 paper

1960s posters from google.co.uk
Here comes the sun – YouTube clip
Bill Haley & his Comets – Rock Around the Clock (1955) – YouTube clip
The Beatles, Yellow Submarine – YouTube clip

Learn about the differences between your grandparents’ and parents’ experience of music and how this would have differed to today’s experience. Listen to some popular songs of the time.

Teaching Outcomes
To show awareness of changes over the life-time of their parents.
Music: Identify the pulse in pieces of music; join in together.
To keep time with music through dance and rehearse and perform disco moves!

Children will:

• Identify the pulse and join in with the beat.
• Rehearse prescribed dance moves.
• Accompany music by dancing to the pulse or rhythm.
• Answer specific questions about their topic area.
• Place changes accurately on a time-line.

• Images of LPs, CDs, tapes

• Time-line (from last lesson)
• White-board & pens
• Space in which to dance

Michael Jackson, Rock With You – YouTube clip
Donna Summer, I Feel Love – YouTube clip
Marvin Gaye, Got to Give it Up – YouTube clip
Abba, Waterloo – YouTube clip
Village People, YMCA – You Tube clip

Consolidate your understanding of music your parents may have enjoyed by looking at some popular styles of the time and create a poster reflecting the style of disco!

Teaching Outcomes
To recognise changes within living memory and be aware of gradual but clear changes in the life-time of their parents.
To know and recognise examples of music of a certain time and genre.
To use words, phrases and styles to suit the poster.
To compare and develop ideas, methods and approaches in their work.

Children will:

• Place the poster in the correct decade on the time line.
• Recall songs
• Identify well-defined musical features.
• Say what they think about the images.
• Identify what is most effective in their own and others' work and suggest improvements.
• Organise and combine shapes, colours, patterns, textures, using mixed media.
• Write single words and phrases and write with spaces between words accurately.

• Images of Abba album covers
• ‘Abba’ and ‘Dancing Queen’ words to copy and cut out
• Images of disco dancers

• Large squares of coloured paper
• Coloured paper for cutting up
• Sparkly bits to add
• Time-line from previous session

Thank you for the Music, Abba – YouTube clip
Dancing Queen, Abba – YouTube clip

Compare how music has changed over the decades to some popular music of today. Explore how we experience music differently today.

Teaching Outcomes
To listen to a type of popular music from current times (rap music) and relate this to the time line previously constructed.
To create a simple rhythmic rap based on a chosen subject, (e.g. football).

Children will:

• Understand that our music time line continues until the present day.
• Accompany a chant or song by clapping or playing the pulse or rhythm of the words.
• Recall and perform rhythmic patterns to a steady pulse.

• Football rap

• Percussion instruments

Vegetable rap – YouTube clip
Happy, Pharrell Williams – YouTube clip

Consolidate the learning from this block by inviting outside visitors into the classroom and sharing your knowledge of the changes in music!

Teaching Outcomes
To relate popular music and the means of listening to it to a chronology over the last fifty years.
To create, introduce and perform all their work to an audience with confidence.
To present work to an audience, clearly and appropriately either as part of a group or as an individual.

Children will:

• Place the object in the correct decade on the time line.
• Identify some similarities within one decade and some differences between now and then.
• Find their singing voice and use their voices confidently.
• Sing with awareness of other performers.
• Respond physically when performing, composing and appraising music.
• Accompany a chant or song by clapping or playing the pulse or rhythm.

• Poster labels

• Completed time-line (from previous sessions)
• Posters made in sessions 2 and 4

There are no weblinks needed for this session.