Before starting this unit, you might want to check that the children can recall:

• How to work in a group to prepare a good performance.
• How to make sure they play in time.
• How to record music on paper.

Watch the video about the Hindu festival of Holi on link: BBC Teach: Religious Studies KS2: Celebrating the festival of Holi.

If you have any Hindu children in your class, invite them to share their experiences of Holi.

Play the video on link: Seeker: What's it like to hear colours? A VR 360^o synesthesia experience on VideoLink (4:19 minutes). This is a 360^o video, so you can click and drag the screen to show different views. Do this when the presenter invites you to at 2:58 minutes.

Draw out the similarities between the visual representation of the way the musician sees colour and the visuals of the children throwing paint in the video about Holi in the Attention grabber.

Hand out a set of the coloured pieces of cards to each pupil.

Explain to the children that you are going to play them three pieces of music and that they should think what colours they associate with the music and then hold up the corresponding piece or pieces of coloured card. Stress that there is no right or wrong answer.

Use the link 'Movement 4 (Saltarello/Tarantella)' from the Italian Symphony by Felix Mendelsshon and the audio files below for this activity.

Audio: ‘Morning’ – Peer Gynt Suite by Edvard Grieg

Audio: ‘Homeland’ Arr by Julian Gallant, Jeff Gallant, Jeff Meegan, David Tobin and Rob Kelly

As a guide, the children may associate the following colours with the music:

• ‘Movement 4 (Saltarello/Tarantella)’ from the Italian Symphony by Felix Mendelsshon – red, purple, black.
• ‘Morning’ from the Peer Gynt Suite by Edvard Grief – yellow, orange, pink.
• ‘Homeland’ Arr by Julian Gallant, Jeff Gallant, Jeff Meegan, David Tobin and Rob Kelly- blue, green.

Choose and play a piece of music that you think represents a particular colour and discuss it with the children.

Encourage your pupils to use musical terminology to support their colour choices. For example, ‘The dynamic is loud and the key is minor, so I thought it needed a strong, dark colour like black’.

Is there a consensus or is everyone picking different colours?

If the colours chosen are different, how different are they? For example, perhaps everyone picked bright colours or dark colours.

Explain that they are now going to flip this activity on its head and do the opposite.

Hold up one of the colour cards and ask the children to suggest musical features that would go with it. For example:

• A red card might go with bright, loud, bold music.
• A blue card might go with quiet, slow, sad music.

Remember, there is no right or wrong answer. You just want the children to be able to justify their choices in musical terms.

Note: The aim of this exercise is to develop the idea that musical features can be described using colours. It is not to diagnose pupils with synesthesia.

Show other colour cards and ask pupils to suggest music that would match each one in turn. They could hum or sing known or made up songs or simply describe the features again.