EDUCATION RESOURCE PRIMARY Written by Hornsea School & Language College An initiative of Supported by The European Fisheries Fund

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1 KEYSTAGE 3 EDUCATION RESOURCE PRIMARY Written by Hornsea School & Language College An initiative of Supported by Supported by The European Fisheries Fund

2 PRIMARY LESSON 1 ENGLISH & MUSIC LEARNING OBJECTIVES To know what a Sea Shanty was and the different types To understand the importance of a Sea Shanty to its crew To be able to create their own Sea Shanty that includes typical features SHARE THE BIGGER PICTURE WHAT ARE WE LEARNING AND WHY? ALL children will know what a shanty was used for. MOST children will be able to sing a choral sea shanty. SOME children will write their own versions. MAIN ACTIVITY Let the children get into small groups to discuss what they know already about a sea shanty making notes on what they say. This will be used to inform learning in the plenary. Once you have this information tell them that shanties (singular shanty, also spelled chantey; delivered from the French word chanter, meaning to sing ) were shipboard working songs. Shanties flourished from at least the fifteenth century through the days of steam ships in the first half of the 20th century. Most surviving shanties date from the nineteenth and eighteenth centuries. Ask why the children think would need a song to be sung at all.

3 In the days when human muscles were the only power source available aboard ship, sea shanties served a practical purpose: the rhythm of the song served to synchronize the movements of the ship workers as they toiled at repetitive tasks. They also served a social purpose: singing, and listening to song, is pleasant; it alleviates boredom, and lightens the burden of hard work, of which there is no shortage on long voyages. Most shanties are call and response songs, with one voice (the shantyman) singing the line and the chorus of sailors bellowing the response. For example, the shanty Boney : SHANTYMAN: Boney was a warrior ALL: Way, hey, ya! SHANTYMAN: A warrior and a terrier, ALL: Jean- Francois! The crew would then pull of the last syllable of the response in each line.

4 SEA SHANTIES INFORMATION SHEET CATEGORIES Shanties may be divided into several rough categories: SHORT DRAG SHANTY Short drag or short haul shanties were for tasks that required quick pulls over a relatively short time, such as shortening or unfurling sails. When working in rough weather these songs kept the sailors in a rhythm that got the job done safely and efficiently. LONG DRAG SHANTY Long drag or halyard shanties were for work that required more setup time between pulls. It was used for heavy labour that went on for a long time, for example, raising or lowering a heavy sail. This type of shanty gave the sailors a rest in between the hauls, a chance to get a breath and a better grip, and coordinated their efforts to make the most of the group s strength for the next pull. This type of shanty usually has a chorus at the end of each line. CAPSTAN SHANTY Capstan (or windlass) shanties were used for long or repetitive tasks that simply need a sustained rhythm. Raising or lowering the anchor by winding up the heavy anchor chain was their prime use. This winding was done by walking round and round pushing at the capstan bars, a long and continuos effort. These are the most developed of the work shanties.

5 PUMPING SHANTIES All wooden ships leak somewhat. There was a special hold (cargo area) in the ships where the leaked-in water (the bilge) would collect: the bilge hold. The bilge water had to be pumped out frequently; on period ships this was done with a two-man pump. Many pumping shanties were also used as capstan shanties, and vice versa, particularly after the adoption of the Downton pump which used a capstan rather than pump handles moved up and down. Examples include: Strike The Bell, Shallow Brown, Barnacle Bill the Sailor, Lowlands. FORECASTLE SHANTIES In the evening, when the work was done, it was time to relax. Singing was a favored method of entertainment. These songs came from places visited, reminding the sailors of home or foreign lands. Naturally the sailors loved to sing songs of love, adventure, pathos, famous men, and battles. Of course after all the hard work just plain funny songs topped their list. STAMP - N - GO SHANTIES These were used only on ships with large crews. Many hands would take hold of a line tug-of-war style and march away along the deck singing and stamping out the rhythm. Alternatively, with a larger number of men, they would create a loop -- marching along with the line, letting go at the end of the loop to take hold again for another trip. These songs tend to have longer choruses similar to capstan shanties. Examples: Drunken Sailor, Roll the Old Chariot.

6 Stan Hugill, in his Shanties from the Seven Seas writes: (Drunken Sailor) is a typical example of the stamp - n - go song or walkaway or runaway shanty, and was the only type of work-song allowed in the King s Navee at halyards; the crowd would seize the fall and stamp the sail up. Sometimes when hauling a heavy boat up the falls would be married and both hauled on at the same time as the hands stamped away singing this rousing time. WHALING SHANTIES Life on a whaler was worse than on any other type of vessel; your life might be shorter on a pirate s ship, but the work wouldn t be so hard! Voyages typically lasted from two to three years, and sailor s lives were filled with unrelenting, dangerous work and the ever-present stench of whale oil. Whalers risked maiming and death when giving chase in small boats that were often overturned or even smashed by the whale s tail in the fight! Songs helped give these men the will to go on in the face of their ful circumstances. The only rule almost always followed was that songs that spoke of returning home were only sung on the homeward leg, and songs that sung of the joys of voyaging were only sung on the outward leg.

7 THE SHANTYMAN The Shantyman was a sailor who led the others in singing. He was usually self-appointed. A sailor would not generally sing on as a shantyman per se, but took on the role in addition to their other tasks on the ship. Nevertheless, sailors reputed to be good shantymen were valuable and respected- it was a good professional skill to have, along with strong arms and back. Funny Fact: the theme song from the television show SpongeBobSquarePants has been taken from a sea shanty. Have a go at singing a shanty. Once learnt could children change words to incorporate different jobs on a fishing boat? Catch the fish cast the nets, haul them in, sort the fish, row the boat, hoist the sails etc; Could draw a boat /fish to write their sea shanty upon PLENARY Tell me :- What you have learnt today. What you have done well. What your group has done well. What you would like to find out more about. What you know now that you didn t know fifty minutes ago.

8 SEA SHANTIES BLOW THE MAN DOWN I'll sing you a song, a good song of the sea With a way, hey, blow the man down And trust that you'll join in the chorus with me Give me some time to blow the man down There was an old skipper I don't know his name With a way, hey, blow the man down Although he once played a remarkable game Give me some time to blow the man down His ship lay becalmed in the tropical sea With a way, hey, blow the man down He whistled all day but in vain for a breeze Give me some time to blow the man down. This is a good song for teaching about a sailor's life. It is a sea shanty, which a rhythmic song is used to keep the sailors working in unison when doing tasks such as hoisting sails. To blow a man down meant to knock him down. You can also explain to the children the seriousness of being becalmed. USEFUL INFORMATION Maritime Museum in Scarborough Shanty info:

9 SEA SHANTIES A DIFFERENT VERSION OF WHAT SHALL WE DO WITH THE DRUNKEN SAILOR? What shall we do with a drunken Sailor? What shall we do with a grumpy fisherman? What shall we do with a grumpy fisherman? What shall we do with a grumpy fisherman? Early in the morning Hooray and up she rises Hooray and up she rises Hooray and up she rises Early in the morning Do a little jig and make him smile Do a little jig and make him smile Do a little jig and make him smile Early in the morning CHORUS Make him walk the plank till he starts to wobble Make him walk the plank till he starts to wobble Make him walk the plank till he starts to wobble Early in the morning CHORUS Tickle him till he starts to giggle Tickle him till he starts to giggle Tickle him till he starts to giggle Early in the morning

10 PRIMARY LESSON 2 WRITING A PIECE OF FILM STIMULI LEARNING OBJECTIVES Use writing and language knowledge in new format WHAT ARE WE LEARNING AND WHY? SHARE THE BIGGER PICTURE ALL children-will watch film and write about what they have seen setting it out in a narrative style. MOST children will produce a simple script to be read during the film. SOME children will write a longer narrative piece which could be acted out. MAIN ACTIVITY In small groups let the children :- Discuss different styles of writing already aware of e.g. persuasive, recount,recall, leaflet etc. What a script is/does On interactive whiteboard or in computer suite let the children watch Mayflower yorkshirefilmarchive.com/. This is a short seven minute black and white film showing Bridlington Fishermen. Ask for thoughts and reflections on the piece-make a note Ask children to work in small groups to write a script /narrative to accompany film. Remind them that it will have to be short, fast paced and informative.

11 Might be useful to give them an allotted minute to focus on rather than the full seven minutes. This way no-one feels overwhelmed Use script worksheet for children to write on. PLENARY Tell me one thing you remember but is different to what previous person said Ask what they remember from the film. What they thought was important. Did it make it feel different because of lack of colour? USEFUL INFORMATION yorkshirefilmarchive.com/ has a vast library of films search for fishermen fishing Follow on activities Hot seat a character from the clip Act out the script which evolves from the film. Change style of writing to a news report

12 PLAYSCRIPT NAME: TITLE OF PLAYSCRIPT: CAST LIST: SCENE 1 STAGE DIRECTIONS: CHARACTER DIALOGUE HINTS Set the scene as to where the action is taking place Include colons after characters names: Use brackets ( ) to give your character stage directions and how they must say their lines Remember punctuation!!!???,,,

13 PRIMARY LESSON 3 P.E - FISH WARM UP GAME FOLLOWED BY PIRATE P.E. LEARNING OBJECTIVES Encourage all children to listen to instructions WHAT ARE WE LEARNING AND WHY? SHARE THE BIGGER PICTURE ALL children will be able to play MOST will realize the need to co operate and work as a team. SOME will start to emerge as natural leaders that are able to direct play. Others may find it difficult to cope with the excitement. Get them to be reasure keepers so they are still involved. WARM UP (Can be used as a warm up for drama,circle time or P.E. etc; ) Children sit in a circle facing outwards Each child given a name: Cod Shrimp Crab Lobster

14 3. Teacher calls out name of 1,2 or 3 fish not 4 As this cause circle shape to be lost. Always start off in a clockwise direction Teacher shouts out The tide turns children change direction. Repeat this several times Teacher calls The sea is calm children keep running in current direction and sit down in their original places MAIN Equipment Mats Benches-up turned and regular placement Small balls to be used as treasure Spread the mats around the hall. Have a small number of pupils on. Pupils must move from mat to mat, without falling in the shark infested custard (the hall floor). If they get caught by the pirate they must stand still, legs apart, and arms by their side as if they are frozen. Any pupil still moving can now de-tig them by tapping them on the shoulder and the process starts again. The aim is for the pirates to also capture treasure (balls). A game of strategy and team building as players realize that they need to work together to keep treasure.

15 COOL DOWN - SLEEPING WITH THE FISHES All children lie down and close eyes. Encourage to do some deep breathing. Slowly tap on shoulder and the go and get changed. OUTCOME When back in the classroom take a chance to discuss findings who found it difficult to listen to instructions, why this might be the case for instance.