Coventry Schools' Cultural Cantata
Teaching notes
The Cultural Cantata is a magical, musical tour for young people living in Coventry today; an invitation to sing (dance/play) through the history of our city, and celebrate its characters and culture, from the present day back to the times of the Countess of Mercia. Journey through the ages and experience the war-time blitz; meet Sir Frank Whittle, recall the age of the motor car, the bicycle, celebrate the importance of Coventry’s industrial heritage before arriving in the times of the iconic Lady Godiva.
Here is an opportunity for schools to offer musical experiences to their pupils and exposure to performing which has been understandably lacking in the last two years. However, we should not shy away from the challenges of the Cultural Cantata. There is much to be gained from engaging with the materials which may seem challenging initially, but with application will pay dividends. Children should be encouraged to have a go! Encourage your young people to use the resources within these pages as a starting point for their own self-led exploration.
Here is an opportunity for schools to offer musical experiences to their pupils and exposure to performing which has been understandably lacking in the last two years. However, we should not shy away from the challenges of the Cultural Cantata. There is much to be gained from engaging with the materials which may seem challenging initially, but with application will pay dividends. Children should be encouraged to have a go! Encourage your young people to use the resources within these pages as a starting point for their own self-led exploration.
Use our MUSIC mnemonic - Musicality, Understanding, Singing, Instrumental Skills and Curriculum links - to help you discover the learning potential of each song, and to explore the common musical ideas and concepts running through the cantata.
KS1 pupils should sing/chant the melody/lead part starting with songs 3, 6, 7, 8 and 10 and then work through the parts marked KS1 in the others. Be familiar with as many songs as possible (except 9).
KS2 pupils should aim to learn to sing all the songs and divide (wherever possible) for harmony parts.
Our recommended approach is to share the 'vocal video' of each song in its entirety to allow children to learn through immersion, repetition and familiarisation; be wary of focusing on detail too early as many of the initial challenges will resolve themselves using this approach. Then, as with all areas of learning, you can tackle any persistent errors. Move on to the BT video when your singers have developed vocal independence and confidence.
KS1 pupils should sing/chant the melody/lead part starting with songs 3, 6, 7, 8 and 10 and then work through the parts marked KS1 in the others. Be familiar with as many songs as possible (except 9).
KS2 pupils should aim to learn to sing all the songs and divide (wherever possible) for harmony parts.
Our recommended approach is to share the 'vocal video' of each song in its entirety to allow children to learn through immersion, repetition and familiarisation; be wary of focusing on detail too early as many of the initial challenges will resolve themselves using this approach. Then, as with all areas of learning, you can tackle any persistent errors. Move on to the BT video when your singers have developed vocal independence and confidence.
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Musicality Demonstrating children’s ability to express themselves in music through performance in a choral ensemble (+ untuned percussion instruments).
Understanding Exploring the song’s character/structure and learning to communicate the meaning of the song through sensitive phrasing and an awareness of how the melody fits with the music around it.
Singing skills
Developing specific vocal techniques and styles; breathing, pitching, harmonising, listening to each other. Instrumental skills Improving coordination by clapping and playing percussion rhythmically with control (on the beat, off the beat, in canon).
Curriculum links Letting the learning flow into other areas of the curriculum through discussion and research.
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