Studying Scotland through Music: ‘The Boy and the Bunnet’ learner... Learning Journey Overview

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Studying Scotland through Music: ‘The Boy and the Bunnet’ learner journey
First level - Focus on Music/Language
Learning Journey
Overview
The context for study is traditional Scottish music through ‘The Boy and the Bunnet’ (story and music). It is designed to teach
children working within first level about traditional Scottish music e.g. waltz, march, strathspey, reel etc. The story takes the
reader on an adventure where each character has a musical theme/motif attributed to them. Learners will use their listening
skills to differentiate between high/low, fast/slow and some learners may begin to discuss different instruments used and the
different timings of the traditional music e.g. 3/4 4/4 etc.
The learning journey begins by engaging learners with the story of ‘The Boy and The Bunnet’. The story is written chiefly in
Scots and therefore comparison between Scots and English words can be highlighted. Learners should be encouraged to
think about their own language use and begin to make links in their talking and listening activities into any independent written
work they carry out.
Experiences and outcomes
explored
I have listened to a range of music and can
respond by discussing my thoughts and feelings. I
can give and accept constructive comment on my
own and others’ work.
EXA 1-19a
As I listen or watch, I can identify and discuss the
purpose, key words and main ideas of the text,
and use this information for a specific purpose.
LIT 1-04a
Responsibility of all areas which
could be addressed in this learner
journey:
English and Literacy
Mathematics
To help me understand stories and other texts, I
ask questions and link what I am learning with
what I already know.
LIT 0-07a/LIT 0-16a/ENG 0-17a
When I engage with others, I know when and how
to listen, when to talk, how much to say, when to
ask questions and how to respond with respect.
LIT 1-02a
www.educationscotland.gov.uk/studyingscotland
Interdisciplinary opportunities
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Technology
Social Studies
Studying Scotland through Music: ‘The Boy and the Bunnet’ learner journey
First level - Focus on Music/Language
Learning Journey
An interdisciplinary approach
Interdisciplinary learning is an important element within Curriculum for Excellence. It constitutes one of the four contexts for learning in 'Building the Curriculum 3':
o
o
o
o
Life and ethos of the school as a community
Curriculum areas and subjects
Interdisciplinary Learning
Opportunities for personal achievement
All of these contexts are crucial if the potential of children and young people as successful learners, confident individuals, effective contributors and responsible citizens is
to be fully developed.
Interdisciplinary learning enables practitioners and learners to:

Make connections across learning through exploring clear and relevant links across the curriculum.

Support the use and application of what has been taught and learned in new and different ways.

Provide opportunities for deeper learning, for example through answering big questions, exploring an issue, solving problems or completing a final project.

Focus on curricular areas where there are coherent links and an opportunity to deepen understanding. (not all curricular areas working together or suspension of
timetables.)
On the next page, the summary of learning opportunities builds on the overview document and exemplifies a possible interdisciplinary approach which could be used
when planning. This links directly to the scene setter for this context and the experiences and outcomes explored. These suggested learning opportunities explore
only aspects of the experiences and outcomes identified. However, each experience and outcome should be revisited in other ways and contexts for depth of
learning.
www.educationscotland.gov.uk/studyingscotland
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Studying Scotland through Music: ‘The Boy and the Bunnet’ learner journey
First level - Focus on Music/Language
Learning Journey
EXPRESSIVE ARTS
LITERACY AND ENGLISH
TECHNOLOGY
Scots
Talking and Listening
Listen to the story summary and discuss the
characters and adventures.
*Listen to the Scots words and make a word bank
with English/Gaelic/Polish etc translations.
Reading
Read the descriptions of the Craw, Stag, Urisk and
the Selkie in the educational resources
(Languages) and draw using the descriptions.
Writing
Create adventures for the Boy and the other
characters.
Related experiences and outcomes: LIT 1-02a, LIT
1-04a, LIT 1-13a/LIT 1-14a and ENG 1-31a
MATHEMATICS
The Boy and the Bunnet is a resource created by ‘Creative Learning’
with many free materials. Follow the links below to see more.
Music
Music
Listen to the clips of the characters in the story and respond,
considering musical terminology e.g. high, low, fast, slow etc. They
may even begin to discuss different instruments and meet the
musicians.
Dance
Engage with different traditional Scottish dances like the jig,
strathspey, reel, durge, waltz and march (using the character music.)
Art and Design
There are lots of opportunities to use various media to create pieces
of artwork, either using the characters as stimuli or the created texts
in Writing.
Related experiences and outcomes: EXA 1-19a, EXA 1-10a and
EXA 1-02a
3D shape could be taught here to help learners to
make their technology map in 3D.
Make a map of the story including 3D models
of the locations.
Create the map on a computer program using
the 3D map as a stimulus.
Learners could animate the story using basic
animation programs.
Related experiences and outcomes: TCH 114a, TCH 1-03a and TCH 2-09a
SOCIAL STUDIES
Consider the landscape of the story. They
could then compare it to their own landscape –
Is it similar or completely different?
Consider ‘the bunnet’ as a Scottish article of
clothing – they may then learn about traditional
hats/clothes from different countries and plot
them on a map of the world.
Related experiences and outcomes: SOC 113a and SOC 1-14a/(2-14a)
Using the map, learners could begin to give
directions, describe journeys the characters have
made with associated language.
Related experiences and outcomes: MTH 1-16a
and MTH 1-17a
*These learning opportunities are further exemplified and broken down into the learning, skills taught and possible evidence on pages 5, 6 and 7.
www.educationscotland.gov.uk/studyingscotland
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Studying Scotland through Music: ‘The Boy and the Bunnet’ learner journey
First level - Focus on Music/Language
Learning Journey
Overview of learning in lead curriculum area
Possible prior experiences
One learner had attended the
Celtic Connections production of
‘The Boy and the Bunnet.’
He explained the Boy and the
Bunnet to the other learners in the
class.
Learners may have had
experience of dancing to
traditional Scottish music.
Possible learning
opportunities
Skills for learning, life and
work
Possible evidence
Scottish traditional music.
Communicating
Word bank
Characterisation using music.
Problem Solving
Recordings of the children
discussing the characters
Scottish traditional dances.
Co-operating
Correct identification of
instruments being played
Scots language.
www.educationscotland.gov.uk/studyingscotland
Complete maps, correctly
explaining positions
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Studying Scotland through Music: ‘The Boy and the Bunnet’ learner journey
First level - Focus on Music/Language
Learning Journey
Learning opportunity A: Create a Scots word bank
Trigger for learning
Resources
One learner went to see the 'The Boy and the Bunnet' at Celtic
Connections, the class were very interested in his experience and
wanted to learn more.
The Boy and the Bunnet
http://www.theboyandthebunnet.com/resources.html
Scots dictionary
http://www.scotsdictionaries.org.uk/
The Boy and the Bunnet became a Scottish context for learning.
Skills
Learning opportunities
Comparing (between Scots and English.)
Learners listened to the story summary and made a Scots word
bank.
Discussing (What are the characters like)
Possible evidence
Learning
Word bank, pictures of learner drawings with annotation using Scots
Words, Recordings of the children discussing the characters.
Scots nouns – selkie, craw, stag, bunnet.
www.educationscotland.gov.uk/studyingscotland
5
Studying Scotland through Music: ‘The Boy and the Bunnet’ learner journey
First level - Focus on Music/Language
Learning Journey
Learning opportunity B: Predicting using musical cues
Trigger for learning
Resources
One learner went to see the 'The Boy and the Bunnet' at Celtic
Connections, the class were very interested in his experience and
wanted to learn more.
The Boy and the Bunnet resources
http://www.theboyandthebunnet.com/characters.html
http://www.theboyandthebunnet.com/songs.html
The Boy and the Bunnet became a Scottish context for learning.
Skills
Listening, Communicating, Predicting, Justifying
Learning opportunities
Learners listen to the musical excerpts and predict which character
they belong to making comments about what they hear and the
relevance to the character in the story. Learners could also listen to
instruments used.
Possible evidence
Observation of comments, correct identification of instruments being
played.
Learning
Names of traditional Scottish music (reel, strathspey, march etc.)
Names of instruments being played.
www.educationscotland.gov.uk/studyingscotland
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Studying Scotland through Music: ‘The Boy and the Bunnet’ learner journey
First level - Focus on Music/Language
Learning Journey
Learning opportunity C: Making a map and using directional vocabulary
Trigger for learning
Resources
One learner talks about the setting of the story and asks ‘Where
does the Granny live?’
The Boy and the Bunnet resources
Learning opportunities
Skills
Learners decide to make a map of the setting for the story in
groups. They then use directional vocabulary to explain where
different places are.
Remembering, identifying, creating, communicating and
collaborating.
http://www.theboyandthebunnet.com/EducationFiles/BATB_Ed
ucation_numeracy.pdf
Possible evidence
Learning
Observation of group work, complete maps, correctly explaining
positions.
Directional vocabulary (right, left, across, through etc.)
www.educationscotland.gov.uk/studyingscotland
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