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 1 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 2 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 3 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 4 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 6 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 7