This is a series of 10 popular Classroom Ensembles, which can be used in Key Stage 2. Each ensemble contains at least 4 differentiated parts. •a Piano part (two hands), •Glockenspiel (treble clef) •untuned Percussion in each ensemble. There are also words for singing as a class or while playing the instruments. Instrumental resources in each school vary and the teacher is given complete freedom to modify which instrument plays the various parts e.g. Glockenspiel.

A resource that teaches beat and rhythm.

This is a series of forty eight interactive appraising activities available for use in Key Stage 2. The activities have been divided into six separate sections, each one containing eight activities. •Vocal combination •Texture •Pace •Dynamics •Naming the instruments •Instrumental combination This resource has been designed primarily to encourage discussion / group work. However, extension tasks can be undertaken so that pupils can record their answers.

This is a second series of 10 Classroom Ensembles, which can be used during Key Stage 2 . Each ensemble contains at least 4 differentiated parts •a Piano part (two hands) •Glockenspiel (treble clef) •untuned Percussion in each ensemble. Instrumental resources in each school vary and the teacher is given complete freedom to modify which instrument plays the various parts.

A resource that teaches beat and rhythm.

This activity provides opportunities for exploring graphical notation. Although written recording of music is not a current requirement of the primary curriculum, recent school inspections in Wales have referred to the need for schools to explore the process.

This interactive activity provides opportunities for the exploration of structure in musical composition. It features a character called Dewi the Dragon. The activity teaches pupils how the order of sounds in a sequence may be changed to create different compositions. Pupils are asked to create their own sequences using instrument sounds they have selected and are then asked to perform these sequences. Pupils are able to use pictorial resources to help them sequence their musical ideas.

This is a series of interactive appraising activities available to use with Area of Study 2; Music Structure (WJEC) or general appraising. The activities have been divided into eight activities. This resource has been designed primarily to encourage discussion / group work. However, extension tasks can be undertaken so that pupils can record their answers. Blank work sheets have been prepared and are included for this purpose. They are available in WORD format so that teachers can adapt the work sheets as required.

The following are a series of Ensembles, mainly to be used in Key Stage 4 / GCSE. They all connect with the areas of study in the GCSE specification. The instrumentation is very flexible in most of the ensembles, and you can adapt for your own purpose by changing the instrumental combination. Even in vocal parts 'Guantanamera', the parts can be changed / adapted to instruments.

Using Smetana's piece Vltava - this guides you through making a tone poem about the Usk

Sing or play Sosban Fach.

This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - texture. The resource explains that texture is built up in layers. A variety of audio examples are provided to illustrate differences in texture. Pupils are given the opportunity to arrange a piece, selecting and deselecting layers to alter the texture and see how the piece builds. Pupils are also given the opportunity to compose their own piece using layers to build texture.

Interactie whiteboard activities that introduce pupils to the pentatonic major scale.

This resource is aimed at Year 7 students. It includes a detailed lesson plan and accompanying music files. Students will begin to produce an instrumental backing track to accompany a group rap piece by: Identifying key features in a backing track Learning how to input a basic drum pattern on Cubase Learning how to input a basic bass riff on Cubase Copying, pasting and looping motifs Altering the tempo as necessary

Learn to sing Crawshay Bailey's engine. A good resource for encouraging boys to sing.

This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - pitch. Through careful and focussed listening they will identify differences in pitch. Visual illustrations are used to show different pitch patterns. The aim is to enable pupils to begin recognising subtle changes in pitch in order for them to appraise pieces of music more accurately.

Performing and composing as a group with minibeasts making up the music. [Correct teacher notes now uploaded.]

Here are 4 Classroom Ensembles to be used during Year 9 and are original compositions by Jenny Rimmer. Each ensemble contains a variety of differentiated parts for tuned & untuned percussion instruments, Keyboard and orchestral instruments. Instrumental resources in each school vary and the teacher is given complete freedom to modify which instrument plays the various parts. Pupils, most certainly, should be encouraged to bring in orchestral instruments to the lessons and a number of the ensembles include parts for instruments in B and E flat.

This resource introduces the polyrhythmic style of Latin American Samba and identifies its roots in African and Spanish/Portuguese music. Through performing Samba pupils will learn the sounds and understand the roles of each instrument used in Samba and experience the exhilaration and physical impact of percussion ensemble music. This unit is based on 6 hour long sessions, but this can be altered to suit the teaching requirements. The sequence of learning activities have been written only as a guideline.

This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - texture. The resource explains that texture is built up in layers. A variety of audio examples are provided to illustrate differences in texture. Pupils are given the opportunity to arrange a piece, selecting and deselecting layers to alter the texture and see how the piece builds. Pupils are also given the opportunity to compose their own piece using layers to build texture.