Year 5 Music - Autumn 1

Victorians
Objectives (adapted from CQ Milestone 3)

Performing
Sing and play expressively
- taking solos and in ensembles
- performing melodic ostinato
- playing instruments skillfully

Composing
Composing songs with verse and chorus
Composing rhythmic patterns, considering timbre and duration
Combining melody, rhythm and chords
Composing ostinato
Considering the relationship between lyrics and melody

Transcribing (writing music)
Understanding different time signatures 4/4 and
Using symbols for note lengths semi-brieves, minims, crochets, quavers
Begin to place notes on a stave

Listening and appraising
Describe the effectiveness of different songs lyrics, melody, sense of occasion

Resources:
Food Glorious Food
Where is Love?
Poverty Knock
Everyday Blues
Written extracts from Oliver, Street Child
Film of Oliver the Musical



















Year 5 Music - Autumn 1
Victorians
1. To perform Food Glorious Food with rhythm patterns

Watch section of Oliver the Musical from the workhouse (Food Glorious Food).
Discuss historical context. Read extract from Real Reads version of Oliver.

Display lyrics and listen to song again. Clap / stamp the beat does it stay the
same throughout? (it gets quicker in the chorus why? This reflects the lyrics of
the song; they are downtrodden and then become excited at the prospect of food
the tempo of the song reflects this!). Get children to march to the beat of the
song, paying attention to tempo changes, and discuss the link between the tempo
and the lyrics.

What is the time signature for this song? 4/4
Remind children about the rhythm work we did in maths last year.
4/4 means that in music, each bar is split into 4 beats. Each beat is called a
crochet / quarter note. Play the song again. This time, get children to stamp on
beat one and clap on beats 2,3,4 so they internalise the feel. (They will need to
speed up in the chorus!)

Have example rhythm grid for the verse, demonstrating

Semi-breives (a note that lasts for all four beats)
Minims (a note that lasts for 2 beats)
Crochets (a note that lasts for 1 beat)

Ask for volunteers to play each line. There is nothing in some boxes, because the
note in the bar preceding it continues into that box.

Practise in small groups on unturned percussion; perform the rhythm grid

1 2 3 4









Year 5 Music - Autumn 1
Victorians
2. To create own rhythm grid accompaniment to Food Glorious Food

Split class in 2. Sing FGF again, half singing verse and half singing chorus. The
alternate half keeps the beat by stamping on beat 1 and clapping on 2,3,4.
Revise rhythm work done last week display example rhythms using semi-
brieves, minims and crochets. Ask for volunteers to play each one.
Today children will create their own 4 beat rhythmic patterns to accompany
FGF.

Demo using a rhythm grid for this. Each box is a beat.


Is it worth the waiting for?

If we live 'til eighty-four

All we ever get is

gru...el!



This example shows the extension challenge using quavers, and using rests to
signify that we dont play on that beat..

Children are given a number 1-4. They are given a rhythm grid that corresponds
to this part of the verse. They compose their rhythm and practise it.

Is it worth the waiting for?
If we live 'til eighty-four
All we ever get is
gru...el!

Ev'ry day we say our prayer --
Will they change the bill of fare?
Still we get the same old
gru...el!

There's not a crust, not a
crumb can we find,
Can we beg, can we borrow, or
cadge, but there's

nothing to stop us from
getting a thrill
When we all close our eyes and
imag...ine
Year 5 Music - Autumn 1
Victorians

Performing
Get into groups containing a 1,2,3,4.
Practise playing their rhythms one after the other without a gap in between.
The rest of us sing, while they play.

Success criteria
Can you create a rhythm grid using crochets, minims, semi-brieves
Extension
Can you create a rhythm grid also using quavers and rests?







































Year 5 Music - Autumn 1
Victorians
3. To perform a Victorian song using chords

Sing through the song with the backing, marking the three beats in a bar for the
first eight bars.
Discuss meaning of song. Link to Victorian topic weavers. What was there
job? Find a video to demo what they did.
Clap the beat how is this different to Food Glorious Food? It has 3 beats in a
bar the time signature is 3/4.

1 2 3 4 1 2 3 4

1 2 3 1 2 3
Sing again, this time, stamp on beat 1, clap on 2 and 3 to internalise feel.
Show the chord sheet for this song
(G)
Poverty Poverty Knock ,
(C) (D)
My Looom it is saying all day
(G)
Poverty Poverty Knock ,
(C) (D)
the gaffers to skinny to pay
(G)
Poverty Poverty Knock ,
(C) (D)
Keeping one eye on the clock
(G) (C)
I know I can Guttle when I hear my shuttle say
(G) (D) (G)
Poverty Poverty Knock

Practise on ukulele / iPad smart instruments for class performance.
Year 5 Music - Autumn 1
Victorians
4. To compose ostinato patterns to accompany Poverty Knock
Sing through part of the sing again, clapping on first beat.
Can anyone play this rhythm grid below?
Means a one beat rest dont play on this beat!






Poverty




Poverty



Knock







Give time to compose their own rhythm grids.
Explain that this grid will repeat all the way through a repeating rhythmic
pattern like this is called an ostinato pattern.

Split into 4 groups.
A Performance could look like this, with all ch. singing a chorus between each
verse

GROUP 1 GROUP 2 GROUP 3 GROUP 3
VERSE 1 PLAY
RHYTHM
SING SING UKE
VERS3 2 SING SING UKE PLAY RHY
VERSE 3 SING UKELELE PLAY RHY SING
VERSE 4 UKELELE PLAY RHY SING SING



1 2 3







Year 5 Music - Autumn 1
Victorians
5. To transcribe our ostinato patterns onto a musical stave

Show the sheet music for Poverty Knocks.
Sing the first two lines, moving your finger across each note. What do children
notice? When the tune goes u so do the dots, and visa versa.

Show pic below each note has a name, depending on which line it is drawn on.


Children will try to write their rhythm onto a stave for the phrase Poverty
poverty knock, using one of two notes (show on stave; how could we find these
notes?)

G
D

Which note they use will depend on which word is said as they play that part of
their rhythm.

If this was their rhythm, heres what they would write








Children write their rhythm onto score template. Each line of their rhythm grid is
1 bar on the score.

Extension confident children would continue for next line, which contains a C
chord.

Year 5 Music - Autumn 1
Victorians
6. To write own lyrics for a Street Child song

Watch Where is Love? song from Oliver. Sing song with lyrics.
How does musics slow pace and gentle flow pull on our heartstrings?

Discuss his thoughts and feelings.

What if a musical were to be made of Street Child?

Show pic / read section from Street Child where he is abandoned. How would he
be feeling at this point? What has he been through? What would he be wishing?
Brainstorm ideas in groups.

Look at lyrics for Where is Love.
Discuss structure:

Eight beat phrases
Where it rhymes
Number of beats in a bar (4).

Share write a new version as if it is being sung by the Street Child.

Split class into 4 groups. Each group will write 4 lines (dividing a verse / chorus
into 4 bits).

Once lyrics are written, combine into groups to make class songs.

Transcribe lyrics underneath score version of song.



Listen to further songs from musicals in a similar theme (Maybe from Annie,
Castle on a Cloud from Les Mis); children explain which they like the best using
language of lyrics, melody, sense of occasion

---------------
7.
Possible further activity, if time -

Using structure for Poverty Knocks write new lyrics about a different Victorian
job.
Could write new tune, retaining chord structure?