This exciting resource provides two sides of basic melodies, chords progressions and rhythms for the song, 'In The Jungle (Wimoweh)', as heard in Disney's, The Lion King. Pupils/ students can use a variety of instruments (djembe's/ drums, tuned percussion, keyboards/ pianos, ukuleles, stringed instruments) to learn and perform each individual part. When using this resource, I split my class into groups of 4/5, encouraging each ensemble to include a variety of instruments during their performance. With regards to expectations, I outline the following ... LA - To perform a basic rhythm and/ or play the chord progression correctly and in time with their ensemble MA - To perform a more complex part (melody) on the ukulele, tuned percussion or keyboard/ piano, while also playing the accompanying chord progression HA/ G+T - To conduct their ensemble and lead the performance. To attempt playing an instrument they are unfamiliar with. To sing the lyrics and melody, and play fluently alongside their peers. NOTE: It is an expectation that pupils/ students can read and work-out the notation; unsupervised. Teachers can, however, support those that are struggling. This sheet also provides the opportunity for G+T/ HA pupils/ students to assist their peers. Finally, side two of the worksheet is slightly more complex for differentiation purposes and to stretch and challenge those that are more capable.

In this resource, students get a broad overview of Minimalism with background and context exploration, a case study on Tubular Bells, a composition exercise, and a theory-based assessment. In slides 1-2, students learn about Tubular Bells and how Mike Oldfield used layering, rhythmic displacement and cellular movement to develop several motifs and sections within his music. Students have the option of learning this on the piano or guitar. These slides may extend beyond 2 lessons depending on the progress of your class, and performances can be used as a formative assessment. In slides 3-5, students explore the music of Steve Reich and understand how Gamelan shaped his musical identity and the music that he composed. From this, they move onto a compositional exercise, developing tone rows that form the basis of their compositions. Again, this could take you much longer than two lessons (it took me a whole month with my class!) In slide 6, the students sit an assessment on Minimalism, reflecting on key terms (augmentation/diminution, addition/subtraction, rhythmic displacement, layering, instrumentation, cells/ostinato, transformation, etc.) This will take the whole lesson and is accessible via a Microsoft Form, which can be duplicated and used as formative data.