K S 2 M U S I C - U N I T 8 – M A C H I N E M U S I C L P 1

LEARNING OBJECTIVES LEARNING OUTCOMES

(Pupils should know/understand/be able to do/be aware
of by the end of the lesson)
 Learn about the sounds made by steam
engines and trains and how these differ in
terms of rhythm, tempo and duration
 Explore the use of texture when creating
vocal sounds that resemble steam engines
and trains
LESSON STRUCTURE
ActivityStarter
(The evidence to show that pupils have achieved the
learning objectives)
Level 2 (working towards) All Pupils :
Identify different sounds created by steam engines and trains and
recreate these using vocal sounds performed as part of a group
Follow a graphic score when listening to a train-inspired piece of
music
Level 3 (working at) Most Pupils
Follow a graphic score when performing vocal steam engine and
train sounds as part of a group
Identify regular and irregular rhythms and describe how
composers have used instruments to recreate sounds made by
steam engines and trains
Level 4 (working beyond/GAT) Some Pupils :
Take on a leading role, such as the conductor, in a class
performance creating effective vocal sounds to recreate the
sounds made by steam engines and trains.
Compare and contrast two different pieces of music which
describe steam engines and trains, identifying musical features.
NC KS2 POS

Listen with attention

Introducing Steam Engine and Train Sounds – Audio 1 to detail and recall
Without any introduction, play Audio 1, which features recordings of a steam train sounds with
increasing aural
starting first at the foot of a steep incline and then travelling “full steam ahead”. Ask memory
pairs to discuss what they have just heard and invite feedback:
(First extract: engine starting off, irregular rhythm of steam, men shouting, gaining
speed, moving away; Second extract: engine moving steadily, regular rhythm but not
fast. In both, additional sounds of hissing and clunking). (5 mins)
ActivitiesCore Main

Play and perform

1. Performing “Train Departure” – Score 2 in solo and
Link the starter to the development of the lesson by either copying, enlarging and ensemble contexts,
using their voices
displaying or distributing copies of Score 2, a graphic score of vocal sounds to describe and playing
musical
a steam train departing from the station. Begin with Part 1, explaining how the instruments with
TEXTURE of the piece is divided into 4 groups – each group begins with a “Ha!” sound increasing
accuracy, fluency,
and then enters with three vocal sounds: “Tchi-aw”; “Pah” and “Ommm”, the last of control and
expression
which is sustained to form a sound of LONG DURATION (breathing when pupils need
too!) Briefly discuss how pupils could make each of the three vocal sounds given in Improvise and
compose music for
Part 1 to resemble a steam train departing, referring back to sounds heard during the a range of
purposes using the
starter activity. Next, divide the class into four groups and assume the role of the inter-related
conductor. Begin with a simultaneous “Ha” (perhaps the brakes being taken off the dimensions of
music
engine?) and then indicate to each group when they should enter (note: group 1 omits
the “Ommm” sound and signifies to other groups when to stop). Invite suitable pupils to Use and
understand staff
take on the role of the conductor and rehearse and perform Part 1 of “Train Departure”. and other musical
notations
Next, move onto Part 2 and ask pupils what do they notice about the way in which
each of the 4 groups enter? This time, group 1 begins with the groups entering in
reverse sequence. Part 2 describes the train gathering speed – each part can increase
in TEMPO, before the train lets out a burst of steam on the “Shhhhhh” – ending with all
groups performing a “Ha!” sound. Point out how the “Chew pah pah pah” RHYTHM is
shown in dots which get closer together: how could pupils interpret this? – by
performing the rhythm with increasing tempo. Rehearse Part 2 of “Train Departure”
and then perform Parts 1 and 2 one after each other either taking on the role of the
conductor or allowing suitable pupils (see GAT below) to lead the performance.
(25 mins)

continued…..

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K S 2 M U S I C - U N I T 8 – M A C H I N E M U S I C L P 1

continued…ActivitiesCore Main
Listen with
2. Listening to “The Little Train of the Caipira” – Worksheet 4 & Audio 17 & Audio attention to detail
18 and recall sounds
with increasing
Explain that composers have been influenced by the sounds created by steam engines aural memory
and trains when writing their own music. Distribute Worksheet 4 which contains a Use and
listening map and accompanying questions to “The Little Train of the Caipia” by Villa- understand staff
and other musical
Lobos and introduce the piece using the following information: notations
Caipira (pronounced ‘kye-peera’) was a nickname given to migrant workers on the fruit
Appreciate and
plantations in the Brazilian hills. Villa-Lobos apparently wrote this piece while he was understand a wide
range of high-
riding on a steam engine that took caipira to work. Picture the little train as a rickety quality live and
old thing that takes a while to build up steam and get moving, especially as the track recorded music
drawn from
must have had a long incline (slope) to reach the hilly areas. Once the engine reaches different traditions
and from great
“full steam ahead”, it keeps going for a while and we can settle into the journey. composers and
Halfway through, however, the music suddenly changes – ask pupils to use their musicians

imaginations as to what happens here. Finally, the train pulls into the station with a Develop an
understanding of
great deal of noise and then, as if totally exhausted, it gradually grinds to a halt (listen the history of music
for the high-pitched squealing of the brakes on the metal wheels) and releases its
excess steam.
Begin by playing Audio 17 which is an extract of the main MELODY of the piece. Ask
pupils for words which they can use to describe the melody – the melody features
SYNCOPATION, but OFFBEAT or IRREGULAR can be used to describe it too without
going into too much detail! Next play Audio 18 and encourage pupils to follow the
listening map “along the train track” pointing out the different sections in the music as
they occur (timings are given on Worksheet 4). Play Audio 18 and either ask pupils to
complete the questions as they occur on Worksheet 4, or stop the track at appropriate
points and discuss the questions as a class. (20 mins)
Plenary

Listen with
Watching/Listening to another train-inspired piece of music – “Pacific 231” by attention to detail
Honegger – Video 2 or Audio 16 and recall sounds
with increasing
End the lesson by allowing pupils to watch or listen to another piece of train-inspired aural memory
music – “Pacific 231” by Honegger by watching Video 2 or listening to Audio 16. After Appreciate and
pupils have watched/listened to the piece, briefly discuss: understand a wide
range of high-
 How has this composer (Honegger) created steam engine and train sounds in quality live and
recorded music
his music? drawn from
 What similarities are there between this piece and “The Little Train of the different traditions
and from great
Caipira”? composers and
musicians
 Which of the two “train-inspired pieces” do pupils think most effectively
Develop an
represent the sounds created by a steam engine/train? Why? understanding of
(10 mins) the history of music

CROSS CURRICULAR - LITERACY/ NUMERACY/CITIZENSHIP/ICT EAL/SEN/GAT


Science/Design & Technology – engines, steam (GAT) Higher ability pupils could take on the role of the conductor
power, trains & transport and lead the class performance of “Train Departure” bringing in
 History – steam engines and early transport groups at appropriate points.
 Geography - Brazil
LANGUAGE FOR LEARNING - spell/use/understand HOMEWORK SUGGESTIONS
Duration, Graphic Score, Melody, Rhythm, Sound, Pupils could be asked to research any other pieces of music or
songs with a “steam engine” or “train” related theme.
Sound Effect, Tempo, Texture
LESSON RESOURCES – video projection equipment and hardware/software capable of playing .mpg videos or access to the
Musical Contexts YouTube® Channel (if using the video in the plenary activity)
KS2U8A1 – Steam Train Sound Effects KS2U8S2 – Train Departure Vocal Graphic Score
KS2U8W4 – Listening to “The Little Train of the Caipira” KS2U8A17 – The Little Train of the Caipira (melody)
KS2U8A18 – The Little Train of the Caipira KS2U2VID2 – Pacific 231 - Honegger
KS2U8A16 – Pacific 231 – Honegger

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