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Ideas for the development of The DaCapo Interactive Whiteboard resource for schools

Ideas for the development of The DaCapo Interactive Whiteboard resource for schoolsFoundation and Key Stage One 2011The DaCapo Music Foundation

Example given is song no 1 of 12Activities for nursery Level 1

The scope of the Interactive Whiteboard resource and all the layers Levels become active as others are completed

This is a map representing the structure and extent of the activities.

12 songs, 7 areas of teaching, 8 activities per area, 3 levels and 3 terms over 4 years: this equates to the 4 years in Foundation and Key Stage 1 in infant schools.

The selection of activities would be made by teacher via the song, activity and stage.

This is not the first Slide of the resource.

Home screen for navigationEasy to singIntermediateIntermediateIntermediateIntermediateIntermediateHarder to singHarder to singEasy to singEasy to singEasy to sing

All activities are selected via a song represented by the picture.

Voice: Choose a song.

Home screen for navigationEasy to singIntermediateIntermediateIntermediateIntermediateIntermediateHarder to singHarder to singEasy to singEasy to singEasy to sing


You have chosen Rabbits in the Rain.

Navigation Page having chosen the songIntroducing the songRhythmPulsePitchExpressionMovementImprovising and composingLiteracyInstrumentsPerformance

1a1a1a1a1a1a1a1a1a1b1c1b1b1b1b1b1b1b1c1c1c1c1c1c1b1cTeachers notes/screen1c

It is optional to view this slide on screen as it is a navigation point and could be kept as the teachers tool.

Voice: which area or activity would you like to explore?

NextBack

Rabbits in the Rain - Introduction to the song. 1/i

Look at the picture and discuss the song. Extract vocabulary from the picture so that when the children sing the song, they already have the words.The animated character can say the words and could be a preference option (instructor on/off) or the teacher could read them from the teachers notes, leaving only the picture on the screen.

Voice: what can you see in the picture?

Are the rabbits friendly or fierce?NextBack

Rabbits in the Rain - Introduction to the song. 1/ii

Looking at the picture and discuss the song. Extract vocabulary from the picture so that when the children sing the song, they already have the words.

Voice: are the rabbits friendly or fierce?

What are the rabbits doing?NextBack

Rabbits in the Rain - Introduction to the song. 1/iii

What are the rabbits doing?

What is the weather like?NextBack

Rabbits in the Rain - Introduction to the song. 1/iv

Voice: whats the weather like?

Why is the rabbit at the front of the picture looking sad?NextBack

Rabbits in the Rain - Introduction to the song.

Voice: why is the rabbit at the front of the picture looking sad?

It is raining hard todayFriendly rabbits hop and playJump in puddles 'til they getFreezing cold and soaking wet

RepeatBackIntroducing the songRhythmPulsePitchExpressionMovementImprovising and composingLiteracyInstrumentsPerformance

Teachers notes/screen

Sound file of the music that plays all the way through.The ball can bounce on the words to show where we are as the song plays.

The left hand icons should be small and at the bottom of the page. Or on the teachers pages?

Voice: Listen to the song and follow the words.

Navigation Page having chosen the songIntroducing the songRhythmPulsePitchExpressionMovementImprovising and composingLiteracyInstrumentsPerformance1a1a1a1a1a1a1a1a1a1b1c1b1b1b1b1b1b1b1c1c1c1c1c1c1c1b1c


As you move the mouse over the areas (pitch, pulse etc.) they animate and open up the levels available in that section.


1a1b1ci-ivv-viiiix-xiixiii-xvi-ivv-viiiix-xiixiii-xvi-ivv-viiiix-xiixiii-xvYou will need Heartbeatsv-viiiTeachers notes/screenPulse

Lets remind ourselves of the songNextRepeatBack

ToolBox Level - Pulse Level 1a /i.

Rabbits in the Rain - recap the song

Voice: lets remind ourselves of the song.

Ready to singNextRepeatBack



Voice: Ready to sing.

NextBack

Pulse Foundation 1a/iiIt is possible that the next set of slides would work well on one screen

Voice: Use the heart beat to show the speed of the music.

NextBack


Voice:Ready to sing

NextBackChoose a different speed to sing the songShall we go slower?

Pulse Foundation 1a/iii

Voice: Shall we go faster ?

Heart beat animated to the new speed.



Voice:Ready to sing




Voice:Shall we go slower?




Voice:Ready to sing


NextBack

Pulse Foundation 1a/iv

Voice: who can show a slow speed with their heart beat?

NextBack


Voice:Who can start us off by singing ready to sing at the new speed?

NextBack

Pulse Foundation 1a/v

Voice: who can show a faster speed with their heart beat?

NextBack


Voice:Who can start us off by singing ready to sing at the new speed?

Back


Voice: where shall we beat time now? On your head or your shoulders?

BackIntroducing the songRhythmPulsePitchExpressionMovementImprovising and composingLiteracyInstrumentsPerformance



Voice: Who can start us off by singing ready to sing at a new speed?

Navigation Page having chosen the songIntroducing the songRhythmPulsePitchExpressionMovementImprovising and composingLiteracyInstrumentsPerformance1a1a1a1a1a1a1a1a1a1b1c1b1b1b1b1b1b1b1c1c1c1c1c1c1c1b1c



Match the sound to the instrumentInstruments15432

Ideally all 5 instruments on the same page so that they choose which instrument they hear.

Voice: Match the sound to the instrument.



Voice: Match the sound to the instrument

Bell tree




Bassoon

13245Move the pictures into the boxes to make the instruments play together

Various options for activities:Voice: move the pictures into the boxes to make the instruments play together.

Listen to the music. Can you hear all of the instruments as they play together?

Voice: Listen to the music. Can you hear all of the instruments as they play together?

23Stand up when you hear the bassoon Choose a game to play

Voice:1) Stand up when you hear the bassoon start to play and sit down when it stops.

13Choose a game to playCan you stamp your feet when the cymbals play?


12Which instrument plays the last two notes?Choose a game to play


This is an example of another activity: Rhythm cards.

These have been put onto an interactive board and the children move them around selecting an order and clapping and saying the rhythm names.

On the final resource it would be necessary for each rhythm card to have a sound file that said the rhythm pattern on the card (eg tikatika titi tikatika ta) .

This is an example of another activity. Children write music on the board filling in the missing bits.

It would be important for the final resource to be able to play back what has been written on the board.

Example given is song no 1 of 12Activities for nursery Level 1

This is a map representing the structure and extent of the activities.

12 songs, 7 areas of teaching, 8 activities per area, 3 levels and 3 terms over 4 years: this equates to the 4 years in Foundation and Key Stage 1 in infant schools.

The selection of activities would be made by teacher via the song, activity and stage.

This is not the first Slide of the resource. All activities are selected via a song represented by the picture.

Voice: Choose a song.


You have chosen Rabbits in the Rain.

It is optional to view this slide on screen as it is a navigation point and could be kept as the teachers tool.


Rabbits in the Rain - Introduction to the song. 1/i

Look at the picture and discuss the song. Extract vocabulary from the picture so that when the children sing the song, they already have the words.The animated character can say the words and could be a preference option (instructor on/off) or the teacher could read them from the teachers notes, leaving only the picture on the screen.

Voice: what can you see in the picture?Rabbits in the Rain - Introduction to the song. 1/ii

Looking at the picture and discuss the song. Extract vocabulary from the picture so that when the children sing the song, they already have the words.

Voice: are the rabbits friendly or fierce? Rabbits in the Rain - Introduction to the song. 1/iii

What are the rabbits doing?

Rabbits in the Rain - Introduction to the song. 1/iv

Voice: whats the weather like? Rabbits in the Rain - Introduction to the song.

Voice: why is the rabbit at the front of the picture looking sad? Sound file of the music that plays all the way through.The ball can bounce on the words to show where we are as the song plays.

The left hand icons should be small and at the bottom of the page. Or on the teachers pages?

Voice: Listen to the song and follow the words. As you move the mouse over the areas (pitch, pulse etc.) they animate and open up the levels available in that section.




Voice: lets remind ourselves of the song.



Voice: Ready to sing.


Voice: Use the heart beat to show the speed of the music.


Voice:Ready to sing


Voice: Shall we go faster ?



Voice:Ready to sing



Voice:Shall we go slower?



Voice:Ready to sing



Voice: who can show a slow speed with their heart beat? Pulse Foundation 1a/iv

Voice:Who can start us off by singing ready to sing at the new speed? Pulse Foundation 1a/v

Voice: who can show a faster speed with their heart beat?


Voice:Who can start us off by singing ready to sing at the new speed?Pulse Foundation 1a/v

Voice: where shall we beat time now? On your head or your shoulders?


Voice: Who can start us off by singing ready to sing at a new speed?



Voice: Match the sound to the instrument.



Bell tree



Bassoon

Various options for activities:Voice: move the pictures into the boxes to make the instruments play together.

Voice: Listen to the music. Can you hear all of the instruments as they play together?




This is an example of another activity: Rhythm cards.

These have been put onto an interactive board and the children move them around selecting an order and clapping and saying the rhythm names.

On the final resource it would be necessary for each rhythm card to have a sound file that said the rhythm pattern on the card (eg tikatika titi tikatika ta) .This is an example of another activity. Children write music on the board filling in the missing bits.

It would be important for the final resource to be able to play back what has been written on the board.

Education

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