Exploring Sounds – Storybook
FIRST LEVEL ACTIVITY
First
LEVEL
ACTIVITY
Learning intentions
•
We are learning how to represent characters or places in a story using musical sounds and
patterns.
Success criteria
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•
•
I am able to select sounds to demonstrate the way a character moves.
I am able to select sounds to represent a character’s personality.
I am able to play a musical effect on cue during the retelling of a story.
Resources
•
•
•
Story eg The Gruffalo
Range of tuned/non tuned percussion
Different items which can be used for beaters
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are developing an understanding of how to use
sound to communicate their interpretation of a
character.
Learners will be able to:
• explore musical structure
• create sounds in response to
stimuli
• repeat short rhythmic and
melodic patterns
• respond to a cue
• use music technology.
How learners are communicating: Learners
are playing their composition on cue during a
story re-telling.
Musical building blocks: Learners are
developing an understanding of repetition,
variation and structure.
Experiences and outcomes
Links to other areas of the curriculum
Expressive arts:
Health and wellbeing; Literacy
•
•
I can use my voice, musical instruments
and music technology to discover and
enjoy playing with sound, rhythm, pitch
and dynamics. EXA 1-17a
Inspired by a range of stimuli, and
working on my own and/or with others, I
can express and communicate my ideas,
thoughts and feelings through musical
activities. EXA 1-18a
Useful links
https://www.youtube.com/watch?v=gjyWP2LfbyQ
Process/next steps
In the lead up to this activity, here is a suggested literacy lesson:
As a class, or in groups, read a story which has a variety of interesting characters.
1) In small groups, give children time to explore a character of their choice from the story using the
instruments provided. Share ideas as a class.
2) Talk about how a character could be represented musically. Film composers often use this as a
technique, for example, in Frozen.
3) Assign a different character to a small group of children. Using instruments/sound makers/voices
groups should try out different musical ideas to represent a character from the story.
4) Once they have experimented and created a short composition, read the story together and the
children can play their music each time their character appears.
5) Capture through film or audio recording by asking a child or adult to assist.
6) Next, split the class into smaller groups and allow the groups to pick a story to work from. Provide
a recording advice for children to use whilst re-telling their story with sound effects.