Toolkit: activities, LESSON PLANS AND RESOURCES
This is the centrepiece of our research: a searchable toolkit of activities, lesson plans and resources covering music, English language and spoken word. It also includes some materials for use in drama lessons. It is designed for teachers in formal settings as well as artist-educators in cultural organisations. It is our contribution to effective pedagogical approaches in and between our two subject areas.
We have also included lessons that we have adapted for delivery in a virtual environment. These lessons have the word 'online' included in their title.
We have assessed the level of our lessons in two ways:
- Using a scale of 'Beginner', 'Intermediate' and 'Advanced' for music proficiency.
- Using the Common European Framework of Reference for Languages for English language proficiency.
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|Subject area(s)||Age(s)||Level(s)||Lesson title and plan||Keywords||Accompanying presentation and resources|
|Music||11-12 / 12-13||Beginner||African drumming||African drumming, djembe, dundun, Ghana, West Africa, singing, drumming, Tongolon, Nigeria, Mali, call and response, djeebo|
|English language||13-14 / 14-15 / 15-16 / 16-17 / 17-18||B1, B2||Alien||Alien, bullied, bullying||Alien accompanying teacher presentation|
|Music||11-12 / 12-13 / 13-14 / 14-15 / 15-16 / 16-17 / 17-18||Beginner / Intermediate||Create your own body percussion song||Body percussion, create, make music, rhythm, pattern|
|English language||12-13||A1, A2||Describing places with adjectives||Adjectives||Describing places with adjectives accompanying teacher resource|
|Music and English Language||15-16||Music: Advanced, though the lesson can be taught to beginner and/or intermediate level students by adapting the language level of the lesson.
English language: A1, A2, B1, B2
|Do you know what a soundscape is?||Soundscape, landscape, nature sounds, singing, muttering, blowing, whistling||Do you know what a soundscape is accompanying teacher presentation|
|English language||13-14 / 14-15 / 15-16||B1||‘Down to Earth’ by Peter Gabriel||Analysis, evaluation of an English song, environment, misheard lyrics|
|English language||13-14 / 14-15 / 15-16 / 16-17 / 17-18||B1, B2||Get connected with nature||Nature, heads-up, riddles, guessing, literature, advertisements, adverts|
|Music||11-12 / 12-13||Beginner||Graphic score||Graphic score, notation, music score, music notation, notating, symbols, score|
|Music and English language||17-18||Music: advanced, though the lesson can be taught to beginner and/or intermediate level students by adapting the language level of the Haikus used in the activity.
English language: A1, A2, B1, B2, C1, C2
|Haikus in war times||Haikus, poetry, words, voice, sounds, music texture, word painting||Haikus in war times accompanying teacher presentation|
|English language||11-12 / 12-13 / 13-14 / 14-15 / 15-16 / 16-17 / 17-18||B1, B2, C1, C2||Idioms||Idioms, idiomatic expressions, pair work, group work|
|English language and music||13-14 / 14-15 / 15-16 / 16-17 / 17-18||A1, A2, B1, B2, C1, C2||Irony||Listening comprehension, Irony, Music, Vocabulary, creative writing|
|English language||11-12 / 12-13 / 13-14 / 14-15 / 15-16 / 16-17 / 17-18||A1, A2, B1, B2, C1, C2||Meet in the middle - spare time activities||Co-operative learning, collaborative learning, meet in the middle, speaking, spare time activities|
|Music||11-12 / 12-13 / 13-14 / 14-15 / 15-16 / 16-17 / 17-18||Intermediate / Advanced||Moldova||Smetana, Moldova, classical music, painting, listening to music||
|English language and music||14-15 / 15-16 / 16-17 / 17-18||A2, B1, B2||Moods and feelings
||Moods, feelings, lyrics, poems, Poe, Eminem, Kovacs, writing|
|Music||13-14 / 14-15 / 15-16||Intermediate||Moods in music: creating a mood||Describing/creating moods in music, introduction to parameters, analysis, method, working with keyboard, apps||
|English language||11-12 / 12-13 / 13-14 / 14-15 / 15-16 / 16-17 / 17-18||A1, A2||Music and feelings||Feelings, emotions, adjectives|
|Music||11-12 / 12-13 / 13-14 / 14-15||Beginner / Intermediate||Music ensemble performance: xylophone||Ensemble, performance, improvisation, riff, structure, differentiation|
|Music||11-12 / 12-13 / 13-14 / 14-15||Beginner / Intermediate||Music Masterchef||Composition, arrangement, soundscape, soundtrack, Foley, group work, group performance, group composition|
|English language||14-15||B1, B2||Nature: poetry doesn't have to be difficult||Nature, environment, poetry, acrostic poems|
|English language||13-14 / 14-15 / 15-16 / 16-17 / 17-18||B1, B2||Nature and poems (online)||Nature, environment, poems, Mentimeter, Padlet, online|
|English language||14-15 / 15-16 / 16-17 / 17-18||B1, B2, C1, C2||Nature at risk: solutions to global warming||Global warming, group discussion, argumentation, vocabulary|
|Music||14-15 / 15-16||Intermediate||Programme music||Describing music, programme music, motif|
|Music||11-12 / 12-13 / 13-14 / 14-15||Beginner / Intermediate||Rhythm train: ensemble and composition performance||Rhythm, ensemble, performance, composition, ostinato, elements of music|
|English language and drama||14-15 / 15-16||B1, B2, C1||Walking with Shakespeare||Verbs of movements, English, Drama, English Literature, Shakespeare, As You Like It, Group work||Walking with Shakespeare (offline) accompanying lesson resource 1|
|English language and drama||14-15 / 15-16||B1, B2, C1||Walking with Shakespeare (online)||Verbs of movements, English, Drama, English Literature, Shakespeare, As You Like It, Group work, Google Classroom, Google Meet, Jamboard|
|English language and music||12-13 / 13-14 / 14-15||Beginner / Intermediate||Word and rhythm: semantic fields||Vocabulary, semantic fields, stressing words, rhythm, song writing||
The lesson plans and accompanying resources were developed by teachers across the partnership, a majority of whom speak English as a second or third language. Users of our toolkit are asked to bear this in mind when using the resources.
Where we have used resources created by other practitioners, we have endeavoured to credit the source. If we have missed a credit or have mistakenly credited the wrong practitioner, please contact us so that we may correct our mistake.