Lincolnshire Music Service
Myle Cross Centre, Macaulay Drive, St Giles, Lincoln, LN2 4EL
Magna Carta Project
2015
Hilary Miles
INTRODUCTION
This music resource contains songs, composition suggestions and notes for
teachers and children.
All of this has come in response to a project led by musicians from Sinfonia Viva
with children from Monks Abbey Primary School, Nettleham Junior school and
Lincoln Castle Academy.
The children visited Lincoln Castle to see Magna Carta and to find out why it is so
important.
The musicians, led by Filipe Sousa taught the group a work song ‘Ain’t Gonna Let
Nobody’ which was also used by the equal right protestors in the 1960’s.
Filipe and the professional musicians supported the children composing songs,
chants and instrumental pieces inspired by the history surrounding Chapter 39 of the
Magna Carta and its relevance today.
All of these pieces were performed at a concert alongside a programme of music
specially chosen and performed by SinfoniaViva for the 800th Anniversary
Celebrations of Magna Carta.
The inspiration for this material came from the children’s words and songs, chants,
body percussion and instrumental ideas. One line ‘I dream to be free’ became very
significant.
CONTENTS:
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Teacher Notes – ‘How to’ starter activities
Song words – word document
Song words – ppt for whiteboards
Recordings of songs:
Ain’t gonna let nobody
We are fighting for freedom
We are dreaming
Backing tracks of songs
Composition notes for teachers
Composition notes for children
Composition ppt for whiteboard
Glossary of terms
TEACHER – ‘HOW TO’ STARTER ACTIVITIES
WARM UP:
 Physical:
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Focus:
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Vocal:
Ask children to copy you as you shakes hands, flap hands, shake feet, arms
and elbows, middle etc
Ask children to copy you as you model various vocal or body percussion
sounds [ stamp, clap, rub hands together, smack lips, ooo, click fingers etc]
Buzz lips, and snort like a horse.
‘Whoo’ like a train whistle; Take a line for a walk and follow the contours
vocally using vowel sounds ‘ah’; ‘eh’; ‘ih’; ‘o’ [ as in dog ]; ‘oo’ [as in school];
‘uh’ [as in bud ]
Tongue twisters: Ninety knights knitted nine gnomes for nobles
For more ‘warm-ups’ use those published in song books, or online music education resources, or
create your own.
Ask the children to suggest ways to prepare for music lessons – physical or vocally.
MODEL FIRST:
To create vocal ostinati, model some ideas first e.g.
DEVELOPMENT:
Exchange vocal sounds for different instrument sounds:
Tambourine, would block, tambourine, bell.
DEVELOPMENT:
Ask the
their own
patterns. Ask
movements to
patterns.
1
2
3
4
tgtg
beep beep
tgtg
boo
children to create
vocal ostinato
them to create
match the vocal
MODEL FIRST:
Create ostinato patterns from words or short sentences:
King John, dead and gone! King John, dead and gone!
King John, dead and gone! King John, dead and gone!
Chant these words in time, chant and play un-tuned instruments, then exchange the words for the
instruments. These ostinato patterns [ chanted or played ] can be used to accompany raps,
chants, or songs.
DEVELOPMENT:
CREATE AN INSTRUMENTAL PIECE:
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Write words, or use vocal ostinato to create instrumental patterns.
These can be built into a sequence to create a very effective piece of music [composition]
which could also be used with other performance pieces. Rehearse conducting groups to
stop or start playing. Decide on a beginning, middle and an end.
Put groups of the same instruments together to play their patterns and build up or take
away layers to make interesting textures and timbres.
TEACHER – ‘HOW TO’ LEARN SOME NEW SONGS
WARM – UP:
Physical:
Vocal:
Stand with legs slightly apart, hands loosely by side, shoulders over hips, head
looking forward. Put hands together linking fingers, take them up over the head and
stretch. Yawn as you let your hands go back to hang loosely. [ Repeat twice more ]
Humming gently – follow contours suggested by undulating hand, [ Feel the buzz in
your lips ]
Change to ‘ah’ and repeat the exercise.
Sing down a scale to the words: ‘Yum, yum, yum, yum, yah’ [feel the jaw drop down]
Sing down the scale to the sounds: ‘oo – ee – oo- ee- oo’ [ feel the mouth stretch
sideways ]
LEARNING NEW SONGS:
Try different approaches to learning songs, here are some suggestions.
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Listen to a recording of the song. [Without words]
Can children tell you anything about the words, or the music itself [ story line, repetition,
structure – verse, chorus, texture, melodic shape/contour?]
Learn by rote with lots of repetition of words or phrases until they are correct. Sing the lines
quietly to encourage attentive listening. Sing the lines loudly to encourage confidence with
the melody.
Listen to the song with the words displayed. What do they notice about the rhymes?
Which words or phrases are the most important?
Which words or phrases are louder, higher, lower?
Does the song begin and end on the same note?
Is the song accompanied or unaccompanied? What instruments can you hear? Can you
clap the rhythm of one of the instrument parts?
Listen to the chorus: learn one line at a time. Listen to make sure that the notes are correct.
Repeat the melody of the chorus, particularly any parts that seem a little ‘tricky’.
Sing two lines and then repeat. Sing the whole chorus.
Sing and hold the first note of each phrase, particularly after a short instrumental passage.
If there are some actions or body percussion with the song, learn those first whilst listening
to the singing.
Repeat the song with actions several times, and the try singing the melody. [Learn verse
and chorus separately.]
Read the words out loud. Speak the difficult parts slowly but in rhythm, repeat increasing
the tempo until they can be clearly annunciated.
Speak the words in ‘silly’ voices - squeaky, whisper, high, low, with a crescendo [ getting
louder]. This should help to learn the words and will help with expression in the voice.
Ask the children where they think the words should be louder, or quieter. Ask how they
should put expression into their singing.
How should they perform the song to communicate well with their audience? [ Look at the
audience, use facial expressions, smiles, eyebrows, open mouth?]
SINGING IN PARTS:
 Listen to the part with the rest of the song. Listen to the part on its own. Does it start on a
higher or lower note than the main melody?
 Learn a phrase at a time. Practice singing the first note of the part with the main melody.
 Listen carefully to how the parts fit with the main melody. Do they have the same rhythm?
 Perform the melody with the harmony part. Listen all the time to how each part fits together.
repeat where necessary if there are any ‘wobbly’ notes.
 Do the melody and parts balance in volume?
LINCOLNSHIRE MAGNA CARTA PROJECT
SONG: Ain’t gonna let nobody – This traditional song was used in the equal rights protest
marches in the 1960’s.
Ain’t gonna let nobody turn me around, turn me around, turn me around
Ain’t gonna let nobody turn me around,
I’m gonna keep on walking, keep on talking,
Keep on marching till the freedom land.
Ain’t gonna let injustice turn me around, turn me around, turn me around
Ain’t gonna let injustice turn me around
I’m gonna keep on walking, keep on talking,
Keep on marching till the freedom land.
Ain’t gonna let no hatred turn me around, turn me around, turn me around
Ain’t gonna let no hatred turn me around
I’m gonna keep on walking, keep on talking,
Keep on marching till the freedom land.
Keep on marching till the freedom land.
BODY PERCUSSION PATTERN:
This rhythm works well with this song. It will also work on African drums.
1 & 2 & 3 & 4 & 1 & 2 & 3 & 4 &
Hand
X
X
X
X
Clap
Thigh
X X
X X
Slap
Foot
X
X
X
Stamp X
KS1:
WE ARE DREAMING
We’re dreaming, we’re dreaming, we’re dreaming about freedom
We’re dreaming, we’re dreaming, we’re dreaming about freedom
We are marching, [clap, clap, clap] we are marching [clap, clap, clap]
We are marching, [clap, clap, clap] for freedom [clap, clap, clap]
We are marching, [clap, clap, clap] we are marching, [clap, clap, clap]
We are marching for freedom [[clap, clap, clap]
We’re writing, we’re writing, we’re writing for freedom
We’re writing, we’re writing, we’re writing for freedom
We are talking, [clap, clap, clap] we are talking, [clap, clap, clap]
we are talking [clap, clap, clap] for freedom [clap, clap, clap]
We are talking, [clap, clap, clap] we are talking, [clap, clap, clap]
we are talking [clap, clap, clap] for freedom [clap, clap, clap]
We’re singing, we’re singing, we’re singing for freedom
We’re singing, we’re singing, we’re singing for freedom
1
Hand
Clap
Thigh
Slap
Foot
Stamp
2
XX
3 4
X
X
X
KS2 SONG:
FIGHTING FOR FREEDOM [ but not with guns!]
Chorus:
We are fighting for freedom in our words and deeds
We are fighting for freedom, it’s what the world needs
We are fighting for freedom And we don’t need guns
We are fighting for the freedom of everyone.
Verse 1:
1 Our Magna Carta,
2 King John’s great charter
1 The rules that led the way
2 And keep us free today
We are talking for freedom in our words and deeds
We are talking for freedom, it’s what the world needs
We are talking for freedom and we don’t need guns
We are talking for the freedom of everyone.
Verse 2:
1 We showed such bravery
2 We showed such bravery
1 To outlaw slavery
2 To outlaw slavery
We are dreaming, for freedom in our words and deeds
We are dreaming for freedom, it’s what the world needs
We are dreaming for freedom and we don’t need guns
We are dreaming for the freedom of everyone.
I dream to be free
I dream to be free
Dream, dream
Dream
Verse 3:
1 The sixties dream quest
2 The sixties dream quest
1 And equal rights protest
2 And equal rights protest
We are writing for freedom in our words and deeds
We are writing for freedom, it’s what the world needs
We are writing for freedom and we don’t need guns
We are writing for the freedom of everyone.
Verse 4:
1 A young girls’ dedication
2 A young girls’ dedication
1 To have an education
2 To have an education
We are walking for freedom in our words and deeds
We are walking for freedom it’s what the world needs
We are walking for freedom and we don’t need guns
We are walking for the freedom of everyone.
Verse 5:
1 The long walk to be free
Dream of freedom
Dream of freedom
Dream, dream
Dream, dream
2 The long walk to be free
1 To live in harmony
2 To live in harmony
Walk free
Walk free
Last verse:
Melody part
Harmony 1
Harmony 2
We are singing for freedom
in our words and deeds
We are singing for freedom,
it’s what the world needs
We are singing for freedom
and we don’t need guns
We are singing for the
freedom of everyone.
We are singing for freedom
in our words and deeds
We are singing for freedom,
it’s what the world needs
I dream to be free
Dream for freedom
I dream to be free
Dream for freedom
Dream, dream,
Dream, dream
Dream
Dream
I dream to be free
Dream for freedom
I dream to be free
Dream for freedom
COMPOSITION IDEAS: Create a rap, chant or song about the life of one of the people who
have also tried to create new rules and laws to ensure that everyone is treated fairly.
RESEARCH:
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1.
Find out as much as you can about King John and Magna Carta
Find out about rules and laws which try to make things fair for everyone
Find out about famous people who have campaigned to make rules fairer for everyone of
every race, colour and creed. E.g. Wilberforce [slavery]; Martin Luther King [civil rights];
Nelson Mandela [apartheid]; Mulala Youdsafzai [right to education for girls]
Find out about the legend Robin Hood. What was he trying to do to help people?
Write some words for your rap or your song based on the research that you have done:
e.g.
Robin Hood, Robin Hood,
Robbed the rich it’s understood
Paid the money to the poor
Now he’s wanted by the law.
2.
Create a backing rhythm for your rap or chant. Try starting with vocal sounds e.g. f, t, sh, k
even some beat boxing sounds e.g. “boots ‘n’ cats ‘n’” Really emphasise the consonant
sounds to make them percussive.
3.
4.
Play the rhythms that you have created on hand held percussion.
Use the rhythms as a backing for your rap or chant.
Plan how you start your rap/chant. Does your rhythm pattern start first?
Do you have all the instruments playing all the way through?
Does your rap or chant work as a round?
Robin Hood,
Robin Hood
[One
part starts and the next part starts a bit later]
Boots n cats n
Boots n cats n
Have you written more than one verse?
Robbed the rich it’s understood
Can
you
perform
your verses with the rhythm
Boots n cats n
Boots n cats n
patterns played between each verse?
Paid the money to the poor
5.
Band
o
o
o
o
o
Boots n cats n
Boots n cats n
Now he’s wanted by the law
Boots n cats n
Boots n cats n
Using Garage Band on iPads [ or Walk
on Tablet ]
Open the ‘Smart Drums’.
Choose the drum sound you want to use: Hip hop; Classic Drum Machine; House Drum
Machine; Classic Studio Kit; Vintage Kit or Live Rock Kit.
Set your bass drum and snare drum rhythms – you have a choice of dynamics [ Loud or
Quiet], and a choice of rhythms [ Simple or Complex]
Add other percussion to the sound from those available.
Listen to the drum rhythm you have created. Make changes if you think it is too loud, or too
complex.
Record and save your drum rhythm to use as a backing for your rap
or chant.
MUSICIANS:
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In medieval times there were groups of musicians who travelled
around the country going from village to village.
They would write and sing songs about the courts of the Kings and
Queens and would tell news about what was happening around the
country. [ It was a bit like a slow version of ‘twitter’] The songs were
of chivalry and love. [ Chivalry was the rules which the knights had to
obey. ]
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Write some words for a song about a news story today. The story could be from your
school, or local community, or it may be a story that has been in the national news.
Are you going to write words for a chorus [ words and music which repeats between each
verse], or are you going to write a story which has the same melody for each verse. A song
that tells a story in this way is known as a ballad. They can be serious, funny or romantic
and in any style of music.
Find out about well known ballads. e.g. The Lady or Shallot; Timothy Winters; Robin Hood.
INGREDIENTS FOR A SONG:
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Some words written as a poem, but it doesn’t have to rhyme
Read out the words and listen to the rhythm – sometimes words move quickly, sometimes
words last longer.
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Pulse or beat: – this can be regular [ 3 or 4 beats in a bar –count 1, 2, 3, 4], or the pulse
can be free, and change to suit the content of the words.
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Pitch: – you need some notes for your song. The words will need a melody or tune. To
create choose your notes to play, [ or just sing them out loud ]. Melodies can stay on the
same note, move by step, or leap from low to high, or high to low.
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Accompaniment: This is the chords or rhythms that go with your melody. Some
accompaniments can be body percussion, hand held percussion, or notes played together
on glockenspiels, xylophones or guitar, or piano/keyboard.
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Chords: These are pitches or notes which can be played together e.g.
Dm [ D minor ] = D F A;
C [ C Major ] = C E G
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To help you get started use a ‘home’ note for each chord. Home note ‘D’ for Dm and C for
C major.
METHOD: This is one way of writing a song.
1
2
3
4
Write the words
Play the three notes of your chords together – start on Dm – repeat until you have the
notes in your head. Play the chord of C repeat until you have the notes in your head.
Try singing your words over the chord of Dm, and change to C. Can you hear a melody
developing? [ Try playing around with the notes D E F G A for Dm, starting or ending
on D; or C D E F G for C major starting or ending on C.]
Repeat your melody several times. Write down the notes you have used under each
word, or record into sound recorder.
CHANT - PLANNING SHEET
List all ideas about the Magna Carta and the freedom chapter.
Here are some examples from the children in Monks Abbey and Nettleham Schools:
Living in a world of darkness and fear.
This is our world, we are fighting for fairness and equality.
I dream because I am free.
King John, give us our freedom!
We will fight for our rights – we should all be the same.
CREATE A SEQUENCE OF SENTENCES AND WORDS
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Decide on your order of ideas
Rehearse saying each line clearly.
Think about the emphasis of each syllable
Share the lines amongst students either individually or in small groups
Rehearse the complete sequence
Would the lines be better expressed with some movement, or some props?
Are you using any sounds or instruments as part of the chant?
Would any lines feel better if they were sung?
Can you create a backing rhythm to accompany your chant?
Learn the lines from memory and speak clearly to the back of the room
Do you have a competent instrumentalist who could improvise as a backing to some of your
words?
STARTING YOUR CHANT:
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Does your chant start in silence?
Can you create an atmospheric effect either using voices, or technology to build the sound
for the spoken voice to appear from
Could the chant emerge from lots of murmurings and whispering?
Plan how the chant will build – perhaps have everyone chanting certain lines
FINISHING THE CHANT:
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Does the chant end abruptly?
Does it fade on a repeated line?
Do you go back to the sounds before the start of the chant?
Do you lead straight into some rhythmic backing to link into the rap, or the songs?
PERFORMANCE:
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Set the stage and atmosphere before beginning your performance
Are you using lighting?
GLOSSARY
Pitch
The relative notes in a scale. Notes which can be higher frequency
or lower frequency.
Rhythm
Texture
Timbre
Structure
The grouping of notes into beats. These patterns can repeat or they
can continually change.
Layers of different sounds: from one voice or instrument, to a whole
choir or orchestra.
The different sound qualities made by voices or instruments or other
sound sources. [ Bowed, plucked, struck, shaken, blown etc..]
The plan of the music. Verse chorus, or ABA and other more
complex plans
The speed of the music – fast, or slow.
How loud? Quiet or loud
The regular beat of the music into which the rhythm patterns fit.
Tempo
Dynamics
Pulse or beat
Chords
One or more notes sounding together.
Accompaniment The support part for a song played on piano, guitar, percussion
Ostinato
Ostinati
Harmony
Melody
Drone
Instruments or sometimes sung.
A repeated pattern or rhythm
More than one ostinato!
The layers of a piece which sound together – often voice parts in
a song.
The way the pitches or notes move: step by step, staying the same
or leaping up or down.
One or two notes which are repeated continually throughout a piece
of music, or throughout one section of the music.