ijam Level 1 KS2 PPA Cover

Transcription

1 ijam Level 1 KS2 PPA Cover Work Schemes Learning Objectives Key Skills

2 ijam KS2 PPA Cover Work Schemes Level 1 My Song Level 2 Dance Music Level 3 Hip Hop Music Level 4 The Remix Overview Our ijam courses have proved incredibly popular with students, as they are a simple and exciting way to introduce them to the world of modern music production. The workshops introduce children of various ages to music making using ipads. Our primary aim is to teach students about song structure (e.g. Intro Verse Chorus Verse etc.) beats and bars, tempo, instrumentation and pitch. We encourage children to think about what instruments they hear in popular music and which they think are the most important within a song, as well as discuss different genres and music from different cultures. The courses are very hands- on, allowing each student to create their own music and gain a comprehensive understanding of composition, instrumentation and digital music. Each level gives schools the option of steady progression over a number of terms: Level 1 My Song This is an introduction to basic song- writing skills using the GarageBand App. Students will work in pairs or small groups to create a short composition using a variety of instruments and sounds available within the App. Level 2 Dance Music Participants will begin by listening to a variety of popular dance music styles and analysing key elements that distinguish one genre from another. These findings will then be applied when students create a short composition in their chosen genre. Level 3 Hip Hop Music This workshop focuses on the origin and progression of Hip Hop as a musical movement. Students will create their own hip hop track and then record a rap over the top. Level 4 The Remix Students will apply all the skills learnt during the previous workshops to create a remix of an existing piece of music. They will also develop sampling and editing skills to create an original remix in a style of their choice. 2

3 Level 1 My Song Unit Length: 5 7 hours This is an introduction to basic song writing skills using the GarageBand App. Students will work in pairs or small groups to create a short composition using a variety of instruments and sounds available within the App. Learning Outcomes: Understanding Tempo, Rhythm, Melodic Patterns and Evaluation Skills. Level 1 My Song Apps Used Include: Garage Band Learning Session 1: Students will be introduced to music production with discussion on what music is, how it is made and what types of music the students enjoy. Focus will then be drawn to using Garageband' on the ipad, following instructions within small groups to navigate around the programme and learn how to listen, evaluate and select sounds that work well with each other. Pupils will be taught how to save and organise their work. Learning Session 2: Students will be discussing what they learned in learning Session 1. Following this they will need to plan what style of song they want to create. Students must follow instructions to ensure their song follows a pop structure using sounds to complement the genre they have chosen. Students will listen back to their work from the previous week and edit if required to fit the plan. Learning Session 3: Students will need to continue developing their song, paying particular attention to keeping to their plan. Students will create a breakdown to their songs making sure it stays in the same style to the rest of their songs. Learning Session 4: Students will need to create an ending to their songs. Again checking to make sure it fits the style and keeps to the structure outlined by the workshop leader. Students will need to carefully listen and communicate what sounds are too loud, quiet, stick out, etc and use 'Garageband' to edit the sounds. Learning Session 5: Students look more into mixing their songs, finishing off anything they may have overlooked. They will need to show advanced knowledge of using 'Garageband' to mix their song and make sure it references back to their plan or otherwise modify the plan and be able to communicate how it is different and why it did not stick. Learning Session 6: Students will showcase their finished tracks to the class for an evaluation session. Students will need to communicate effectively about what they like and don t like and what they would do to change parts when they write their next song. Contingency: Additional lesson plans are in place for less able students and higher ability students. 3

4 imedia Congratulations on booking your imedia sessions with Junior Jam. In this document we will provide you with key information relating to the PPA cover that you have booked. Secure Website We have created a login for your school on our website where you can access key information. We have found this is a quick and easy way to provide you with all of the information you require. Using this login you can access all of our risk assessments and insurance documents, as well as a copy of each staff member s CRB with a photo attached. You can view these by clicking on the documents tab at the top. The website address to access this information is below; please use the username and password details that are on your order confirmation. Space Requirements Our imedia lessons simply require the use of a classroom. Depending on the workshop type we may be required to move desks around to create a more effective space; the staff members will always return the classroom to the state it was found in. The idesign and ifilm workshops may also utilise outdoor spaces to add to the childrens learning; this will always be done with school permission prior to the session beginning. If a projector is available we ask to have access to it, as it is a great teaching aid. PPA Questionnaire Before the first PPA cover session our leader will arrive 30 minutes early to fill in a quick question sheet relating to your school and the classes they will be teaching. If you could arrange for either yourself, a deputy or a class teacher to sit down with our leader to run through this questionnaire it would be of great benefit to the lessons they run. Media Uploads and Feedback At the end of each imedia level, the work that has been produced will be uploaded to our secure website. Your order confirmation contains the login details; simply click on the media uploads tab to see the work that has been completed at the end of each half term. Whilst logged in you can see feedback from your pupils, filled out using our ipad app, so you can see how much the children have enjoyed their Junior Jam workshops. There is also a message board to communicate with the teaching staff at your school and they will be able to post feedback on how the sessions have gone. 4

5 Level 1 My Song Learning Objectives The learning pathways for each imedia subject are in line with the Curriculum 2000 programme of study. Consideration has been given to the new curriculum and units match the attainment targets. imedia levels are topic- based so students will be learning beyond these attainment targets and in real life contexts. The Curriculum 2014 subject content is outlined below, matching what will be covered over the My Song module. This is followed by the Curriculum 2000 learning objectives that tie in with each individual learning session. My Song Learning Purpose: To write a song using the app Garageband' Curriculum 2014 Computing Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Understand computer networks including the internet; how they can provide multiple services, such as the world- wide web; and the opportunities they offer for communication and collaboration. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behavior. Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Music Improvise and compose music for a range of purposes using the inter- related dimensions of music. Listen with attention to detail and recall sounds with increasing aural memory. Use and understand staff and other musical notations. Appreciate and understand a wide range of high quality live and recorded music drawn from different traditions and from great composers and musicians. Develop an understanding of the history of music. 5

6 Learning Session 1 Learning Objectives ICT Finding things out 1a. To talk about what information they need and how they can find and use it. 1b. How to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy. Developing ideas 2a. How to develop and refine ideas by bringing together, organising and re- organising text, tables, images and sound as appropriate. Exchanging and sharing information Music 3a. How to share and exchange information in a variety of forms, including e- mail. 3b. To be sensitive to the needs of the audience and think carefully about the content and quality when communicating information. Composing 2a. Improvise, developing rhythmic and melodic material when performing. 2b. Explore, choose, combine and organise musical ideas within musical structures. Appraising 3a. Analyse and compare sounds. 3b. Explore and explain their own ideas and feelings about music using expressive language and musical vocabulary. 3c. Improve their own and others work in relation to its intended effect. Listening, and applying knowledge and understanding 4c. How music is produced in different ways and described through relevant established and invented notations. Students will be introduced to music production with discussion on what it is, how music is made and what types of music the students enjoy. Focus will then be drawn to using Garageband on the ipad, following instructions within small groups to navigate around the programme and learn how to listen, evaluate and select sounds that work well with each other. Pupils will be taught how to save and organise their work. 6

7 Learning Session 2 Learning Objectives ICT Finding things out 1a. To talk about what information they need and how they can find and use it. 1b. How to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy. 1c. To interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions. Developing ideas and making things happen 2a. How to develop and refine ideas by bringing together, organising and re- organising text, tables, images and sound as appropriate. 2b. How to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them. 2c. To use simulations and explore models in order to answer What if...? questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships. Exchanging and sharing information 3a. How to share and exchange information in a variety of forms. 3b. To be sensitive to the needs of the audience and think carefully about the content and quality when communicating information. Reviewing, modifying and evaluating work as it progresses Music 4a. Review what they and others have done to help them develop their ideas. Composing 2a. Improvise, developing rhythmic and melodic material when performing. 2b. Explore, choose, combine and organise musical ideas within musical structures. Appraising 3a. Analyse and compare sounds. 3b. Explore and explain their own ideas and feelings about music using expressive language and musical vocabulary. 3c. Improve their own and others' work in relation to its intended effect. 7

8 Listening, and applying knowledge and understanding 4a. To listen with attention to detail and to internalise and recall sounds with increasing aural memory. 4c. How music is produced in different ways and described through relevant established and invented notations. Students will be discussing what they learned in Learning Session 1. Following this they will need to plan what style of song they want to create. Students must follow instructions to ensure their song follows a pop structure using sounds to complement the genre they have chosen. Students will listen back to their work from the previous week and edit if required to fit the plan. Learning Session 3 Learning Objectives ICT Finding things out 1b. How to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy. 1c. To interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions. Developing ideas and making things happen 2a. How to develop and refine ideas by bringing together, organising and re- organising text, tables, images and sound as appropriate. 2b. How to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them. 2c. To use simulations and explore models in order to answer 'What if...?' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships. Exchanging and sharing information 3a. How to share and exchange information in a variety of forms. 3b. To be sensitive to the needs of the audience and think carefully about the content and quality when communicating information. Reviewing, modifying and evaluating work as it progresses 4a. Review what they and others have done to help them develop their ideas. 8

9 Music Composing 2a. Improvise, developing rhythmic and melodic material when performing. 2b. Explore, choose, combine and organise musical ideas within musical structures. Appraising 3a. Analyse and compare sounds. 3b. Explore and explain their own ideas and feelings about music using expressive language and musical vocabulary. 3c. Improve their own and others' work in relation to its intended effect. Listening, and applying knowledge and understanding 4a. To listen with attention to detail and to internalise and recall sounds with increasing aural memory. 4c. How music is produced in different ways and described through relevant established and invented notations. Students will need to continue developing their song paying particular attention to keeping to their plan. Students will create a breakdown to their songs making sure it stays in the same style to the rest of their songs. Learning Session 4 Learning Objectives ICT Finding things out 1b. How to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy. 1c. To interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions. Developing ideas and making things happen 2a. How to develop and refine ideas by bringing together, organising and re- organising text, tables, images and sound as appropriate. 2b. How to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them. 2c. To use simulations and explore models in order to answer 'What if...?' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships. 9

10 Exchanging and sharing information 3a. How to share and exchange information in a variety of forms. 3b. To be sensitive to the needs of the audience and think carefully about the content and quality when communicating information. Reviewing, modifying and evaluating work as it progresses Music 4a. Review what they and others have done to help them develop their ideas. Composing 2a. Improvise, developing rhythmic and melodic material when performing. 2b. Explore, choose, combine and organise musical ideas within musical structures. Appraising 3a. Analyse and compare sounds. 3b. Explore and explain their own ideas and feelings about music using expressive language and musical vocabulary. 3c. Improve their own and others' work in relation to its intended effect. Listening, and applying knowledge and understanding 4a. To listen with attention to detail and to internalise and recall sounds with increasing aural memory. 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. 4c. How music is produced in different ways and described through relevant established and invented notations. Students will need to create an ending to their songs. Again checking to make sure it fits the style and keeps to the structure outlined by the workshop leader. Students will need to carefully listen and communicate what sounds are too loud, quiet, stick out and use 'Garageband' to edit the sounds. Learning Session 5 Learning Objectives ICT Finding things out 1b. How to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy. 10

11 1c. To interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions. Developing ideas and making things happen 2a. How to develop and refine ideas by bringing together, organising and re- organising text, tables, images and sound as appropriate. 2b. How to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them. 2c. To use simulations and explore models in order to answer 'What if...?' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships. Exchanging and sharing information 3a. How to share and exchange information in a variety of forms. 3b. To be sensitive to the needs of the audience and think carefully about the content and quality when communicating information. Reviewing, modifying and evaluating work as it progresses Music 4a. Review what they and others have done to help them develop their ideas. 4b. Describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others. Composing 2a. Improvise, developing rhythmic and melodic material when performing. 2b. Explore, choose, combine and organise musical ideas within musical structures. Appraising 3a. Analyse and compare sounds. 3b. Explore and explain their own ideas and feelings about music using expressive language and musical vocabulary. 3c. Improve their own and others' work in relation to its intended effect. Listening, and applying knowledge and understanding 4a. To listen with attention to detail and to internalise and recall sounds with increasing aural memory. 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. 4c. How music is produced in different ways and described through relevant established and invented notations. 11

12 Students look more into mixing their songs, finishing off anything they may have overlooked. They will need to show advanced knowledge of using 'Garageband' to mix their song and make sure it references back to their plan or otherwise modify the plan and be able to communication how it is different and why it did not stick. Learning Session 6 Learning Objectives ICT Exchanging and sharing information 3a. How to share and exchange information in a variety of forms. 3b. To be sensitive to the needs of the audience and think carefully about the content and quality when communicating information. Reviewing, modifying and evaluating work as it progresses Music 4a. Review what they and others have done to help them develop their ideas. 4b. Describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others. 4c. Talk about how they could improve future work. Appraising 3a. Analyse and compare sounds. 3b. Explore and explain their own ideas and feelings about music using expressive language and musical vocabulary. 3c. Improve their own and others' work in relation to its intended effect. Listening, and applying knowledge and understanding 4a. To listen with attention to detail and to internalise and recall sounds with increasing aural memory. 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. 4c. How music is produced in different ways and described through relevant established and invented notations. 4b. How time and place can influence the way music is created, performed and heard. Students will showcase their finished tracks to the class for an evaluation session. Students will need to communicate effectively about what they like and don t like and what they would do differently when they write their next song. 12

13 My Song Contingency Lower KS2 Upper KS2 Advanced Lower Key Stage 2 Loop based lesson focusing on structure, instrumentation, timbre and tempo. Children who pick this up quicker should be shown some of the Upper Key Stage 2 elements. Upper Key Stage 2 Lessons should follow a similar structure to the Lower Key Stage 2 lessons. However, there will be a couple of added sections. Instead of using the drum loops, children should be instructed to programme their own drums using smart drums. Following this the first song should be loop based to teach the element mentioned in Lower Key Stage 2. Once students have completed the first song there will be a stand- alone session looking at smart instruments. During this lesson students will be taught about texture, dynamics and the pitch of certain. It is important that during this session students can experiment with the limitations of each instrument but remember to bring the lesson back to a discussion about what sounds good. Are there any notes that did not work? The lesson should start to focus on notation and chord selection. Students should be tasked with starting a new song just using smart instruments. Students should use no more than four chords and try to use notes within the key outlined in settings. To simplify, students set their instruments to notes and choose the major, minor or pentatonic scale (this should be outlined by the workshop leader). Advanced If needing to add extra activities for students going at a faster pace, elements from level 2 can be used. During the breakdown students can be shown the DM1 app to allow advanced drum programming techniques to be taught. Instead of smart instruments, advanced students should use the other instruments such as keyboard, drums and sampler, looking at applying filters and adding effects to enhance particular sounds and creating more interesting textures. 13

14 My Song Key Skills 14