and split back into groups. They can decide whether it is an old-fashioned stream train, a modern locomotive or even something futuristic.

If any children feel they are stuck on body percussion explain that next week everyone will be on an instrument.Recap the pulse and all of the rhythms you have worked on so far using just body percussion. Villa-Lobos was inspired by another BBC Ten Pieces composer J.S. This piece is packed full of the bustling sounds of Brazil – it’s folk music and local instruments. If you are singing it ask them to come up with some simple words such as those above. whenever they feel like it.Villa-Lobos places a sound in between each beat of the pulse.

Encourage the rest of the class to wave at the train every time they hear the downward swoops of the woodwind instruments. Can they quickly decide on a similar ‘disruption’ in their piece – this should be created by the sound effects team and should cause the train to stop.

Don’t worry at this stage about specific pitches or this random selection of instruments, this is just a useful way of letting everyone have a go on the instruments and get used to them. Tell your class that the music is i.e.

and ask your class to think about the speed and movement of the train. Villa-Lobos had a really eventful life. Either way, don’t worry about changing when this is achieved, end the session by putting all your ideas together to make your first version of the train. Write a story about an imaginary journey through Brazil on this little train and have a look at images of the real train and journey online. try layering up the ideas you have worked on in this session. As you clap the pulse (or ask one of your drummers to softly play it) encourage the class to repeat their sentence on top fitting it to the pulse like this: on a xylophone using just the following pitches (borrowed from Villa-Lobos): (with these notes) as you have available and try out children on this until you have a team who can play it confidently and in time. just like you did at the end of the last lesson. Can they work out which one?Reveal that the name of the piece is ‘The Little Train of Caipira’.Give out paper and art materials. As your class work on this keep the music playing in the background for inspiration. 2. it tells a story Villa-Lobos led the way, bringing the melodies and sounds of music from his home country, Brazil, into a traditional orchestral settingcreate their own piece of music using instruments and voiceplay and perform in ensemble contexts, using voices and playing musical instrumentsimprovise and compose music for a range of purposes using the interrelated dimensions of musiclisten with attention to detail and recall sounds with increasing aural memoryAccelerando - Gradually getting faster (opposite: ritenuto or rallentando)Crescendo - Gradually getting louder (opposite: decrescendo or diminuendo)Motif - A very short musical ‘idea’ – often just a sound or a rhythm. Naomi Wilkinson explores The Little Train of the Caipira by Heitor Villa Lobos. if they can remember what happened to the speed of Villa-Lobos’ piece and therefore the speed of the train being described. encourage some of your children to show their artwork to the class and discuss it. to think about what happens in the middle – can they add this on to their artwork?

2, The Little Train of the Caipira (finale) by Heitor Villa-Lobos.Explore and download powerpoint slides for six weeks of learning and activities for Heitor Villa-Lobos – Bachianas brasileiras No. Ask for suggestions as to how you might make these sounds with the instruments you have left over. He began to learn the cello at the age of six and, as a teenager, enjoyed playing guitar with the street musicians of Rio. You might like to refer them back to their artwork from lesson 1 or listen to Villa-Lobos’ piece again. His pulse cleverly speeds up, settles and later slows down again. The aim is to start and stop together as a team. by Johann Sebastian Bach – a composer who was a huge inspiration for Villa-Lobos. During travels around Brazil, including trips through the Amazon, Villa- Lobos discovered the folk music of his home and the tribal songs of its peoples. to play this and try all three rhythms together, like this: also adds some clanking, banging machine sounds to the beginning as the train starts to move and a ‘hissing’ sound to the end of his piece when the train has stopped. Challenge them to put their ideas together to make a piece with a similar structure to Villa-Lobos’: Train moves for a while at a steady pace (the train’s whistle and horn are heard occasionally) end this session with your first run-through of this shape and write down carefully what you have done and who played what.Sit the children in a circle and recap all the elements you have created so far using just voices and body percussion. about what you have just heard and seen. They may also wish to draw the landscape the train is travelling through or the people on board. Can they work out what it is? 2, The Little Train of the Caipira (finale).Upload your creative responses to the Ten Pieces repertoire for your chance to feature in the Ten Pieces creative showcase.You can also download the lesson plans as a PDF with accompanying powerpoint slides.The ‘best-known South American composer of all time’ Bachianas brasileiras No. Talk through your structure too. Feel free to adapt it to suit your children and the resources you have available.Listen with attention to detail and recall sounds with increasing aural memoryAppreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musiciansListen with attention to detail and recall sounds with increasing aural memoryAppreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musiciansListen with attention to detail and recall sounds with increasing aural memoryImprovise and compose music for a range of purposes using the interrelated dimensions of musicPlay and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expressionPlay and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expressionImprovise and compose music for a range of purposes using the interrelated dimensions of musicListen with attention to detail and recall sounds with increasing aural memory Play and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expressionImprovise and compose music for a range of purposes using the interrelated dimensions of musicPlay and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expressionImprovise and compose music for a range of purposes using the interrelated dimensions of musicExplain to your class that you are going to begin a six-week music project focusing on a fantastic piece of music by a Brazilian composer called Villa-Lobos and watch the full orchestral performance online.