Which national and musical cultures have shaped samba? What are Latin rhythms? The KING S Medium Term Plan - MUSIC. Y7 Programme

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1 The KING S Medium Term Plan - MUSIC Y7 Programme Module Samba Building on prior learning Using their knowledge of the durations, rhythm and ensemble skills, learners will now begin to enhance their understanding of world music and rhythm by playing and appraising unfamiliar musical styles. This module introduces the polyrhythmic style of Latin American Samba and identifies its roots in African and Spanish/Portuguese music. Concepts revised and visited include the importance of a steady beat/pulse as a foundation of rhythmic music, looping rhythms, polyrhythms, call and response and improvisation. Overarching Challenge question Which national and musical cultures have shaped samba? What are Latin rhythms?

2 Lines of Enquiry Week 1: What are the origins of Samba? Week 2: Which instruments are used in samba? Week 3: How did samba evolve? Bossa nova Week 4: Who is involved in the sambadrome carnival and how do we signal to sambistas? Week 5: Bateria training. Week 6: assessment week Week 7: gap teaching week Progress Objectives Learners will develop their understanding of rhythm by learning about Latin and syncopated ostinati. They will become aware of how history and nationalism shape music. Performance: learners will be given group performance opportunities in this module through performing as a sambista as part of a bateria. Learning strategies Appraising: Learners will take part in a weekly appraising task at the start of each lesson and improve their skills through verbal and written communication forms.

3 Knowledge and Skills Musical elements Durations Rests Time signatures Notation Samba Instruments World music Improving musical vocabulary Reasoning and opinion Appraising Performance instrumental skills Composition Summative Success Criteria BRONZE AWARD I know what off beat means I can name 2 samba instruments I can play a simple ostinato rhythm SILVER AWARD I know what syncopation means I can perform an example of syncopation I can perform in an ensemble of 4 people playing 4 different rhythms at the same time, maintaining my pattern most of the time. GOLD AWARD I know what syncopation means I can perform an example of syncopation I can perform as a large ensemble and maintain my rhythm all of the time I can respond to samba signals PLATINUM AWARD I can perform multiple syncopated ostinato I can perform as part of a large ensemble I can respond to samba signals, and lead as a mestre

4 Week 1 Lesson 1. Where lie the origins of samba? Hypothesis: Samba is the product of one country Progress outcomes: To make historical links to the slave trade between Portugal, Africa and Brazil. To understand the religious and cultural impact of two different cultures in Brazil To understand the geographical and socio-economic factors impacting Brazilians today Recognising samba as music of the people Learning activities: Historical analysis of the Portuguese slave trade Learners will consider enforced religion Learners will examine African traits in Brazilian music Learners will watch an extract of Brasil, Brasil. Student success criteria: I can identify different countries associated with Samba I can recall knowledge about the slave trade

5 Week 2 Lesson 2: Which instruments are used in Samba? Hypothesis: Samba is only performed on drums Progress outcomes: To learn the names of unfamiliar instruments To play Bateria rhythms To perform as an ensemble Learning activities: Appraising One Note Samba Singing Sambalele with a focus on 2 parts and syncopation Learning to perform syncopation and how to build a Bateria section using a selection of performance parts Student success criteria: I can perform syncopated rhythms I can sing a samba song in 2 parts (harmony)

6 Week 3 Lesson 3 Bossa nova Hypothesis: Bossa Nova is clearly different to Samba Progress outcomes: to compare and contrast similarities and differences between samba and Bossa nova Improvising in samba performance Learning activities: appraising The Little Train of Caipira and One Note Samba Performing as a samba ensemble and learning to improvise Student Success Criteria: I can appraise the similarities and differences between Samba and Bossa Nova I am starting to improvise in a samba performance

7 Week 4 Lesson 4 Carnival Hypothesis: Carnival is a spectacle Progress outcomes To understand the groups involved in Carnival To perform carnival Bateria rhythms To maintain a part in a multipart ensemble To recognise and respond to samba signals Learning activities: watching the national geographic documentary on Carnival Learning the mestre samba signals and applying them as a class game Designing their own float on King's/ASPIRE them Student success criteria: I understand samba signals I can respond to samba signals I know key words and facts related to Carnival

8 Week 5 Lesson 5 Bateria Hypothesis: a Bateria requires no training Progress outcomes: To be able to recognise a syncopated ostinati To perform as an ensemble Learning activities: Playing ostinati on the samba instruments Playing and marching as a Bateria in a carnival parade Building the ensemble into a polyrhythmic performance Student success criteria: I can play an ostinato pattern I can maintain my ostinato rhythm when other people play a rhythm that is different to mine.

9 Week 6 Lesson 6 Class performance assessment: Samba de Janeiro. Learners will reinforce their learning through an ensemble performance, followed by a written assessment. Week 7 Lesson 7 Gap teaching: based on performance assessment and reinforcement of the samba instruments. Key Words Bass Line, Beats, Call and Response, Chords, Improvisation, Melody, Polyrhythm, Rhythm, Texture, Agogo Bells, Break, Caixa de guerro, Rhythm Grid Notation, Samba Leader, Shakers, Surdo, Tamborim, Texture, Chocolo, Layers, Polyrhythm, Reco-reco, Repinique,, Surdo,, Tamborim, Unison Appropriate videos to reinforce learning (Inside Rio Carnival, National Geographic) Brasil, Brasil (BBC) (Samba/Bossa) ep.1 Brasil, Brasil (BBC) Tropical Revolution Ep.2 Brasil, Brasil (BBC) History of 4 cities Ep.3

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13 Extended learning opportunities Learners can reaffirm their learning through extra-curricular opportunities, such as choir and band. Learners can also start peripatetic music lessons.

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