THE BEATLES STORY LEARNING RESOURCE PACK - A Comprehensive Guide for Key Stage 1 and 2
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THE BEATLES STORY
LEARNING
RESOURCE PACK
A Comprehensive Guide
for Key Stage 1 and 2
www.beatlesstory.com
Britannia Vaults, Albert Dock, Liverpool L3 4AD
Tel: +44 (0)151 709 1963 Fax: +44 (0)151 708 0039 E-mail: info@beatlesstory.com
CONTENTS 1 Introduction 2 Booking your visit 3 Learning Aims, Objectives and Outcomes 4 History at Key Stage 2 6 Art at Key Stage 2 7 Discovery Zone Curriculum Links at KS2 11 Political, Economic and Social Influences 1940 – 1950 13 Political, Economic and Social Influences 1950 – 1960 15 Influences on Popular Music of the 1960’s 17 Beatles Time Line 18 John Lennon Fact Sheet 19 Paul McCartney Fact Sheet 20 George Harrison Fact Sheet 21 Ringo Starr Fact Sheet 22 Suggested Classroom Activities - Ideas for History 23 Suggested Classroom Activities - Ideas for Music 24 Suggested Classroom Activities - Ideas for Literacy 25 Suggested Classroom Activities - Ideas for Art 26 Worksheets A-D 37 Geography: River Walk Map KS1 and KS2 40 Pre-Visit Quiz 41 Post-Visit Quiz 42 The Beatles’ Discography 1962 - 1970 tel:0151 709 1963 www.beatlesstory.com
INTRODUCTION
Located within Liverpool’s historic Albert Dock, We have linked the story of the Beatles, their
the Beatles Story is a unique visitor attraction early lives, their fame and combined creativity
that transports you on an enlightening and to selected areas of the National Curriculum:
atmospheric journey into the life, times, culture history, literacy, art and music to actively
and music of the Beatles. encourage and involve children in their own
learning.
Since opening in 1990, the Beatles Story has
continued to develop our learning resources to Whether your school follows established
create a fun and educational experience for all. schemes of work or is working towards
Our commitment to life-long learning ensures a creative approach to the curriculum the
every guest has a valuable experience, whatever Discovery Zone can support learners in
their age or ability. developing skills in communication and group
work, information technology, enquiry and
Our hands-on, interactive Discovery Zone is creative thinking.
designed to stimulate and inspire students,
giving them the tools and opportunity to learn This pack contains useful information on
and develop their own skills in a creative preparing, planning and booking your visit as
environment on an individual, small group or well as suggested activities for the classroom
class size basis. and homework.
1 tel:0151 709 1963 www.beatlesstory.com
BOOKING YOUR VISIT
Please note that all group visits should be the entrance foyer. A lift for disabled visitors is
booked in advance to ensure your safety and situated next to the main entrance. Because of
comfort. strict fire restrictions the number of wheelchair
users we can accommodate in the building at
On average a visit will take 3 hours. This any one time is carefully controlled.
incorporates a viewing of the main exhibition
areas, an audio tour and a session in the Arrival
Discovery Zone. A lunch room facility in our Our staff will advise you on the best route to the
Chillout Zone is available for pre-booking. You area you have booked. Please ensure you allow
may also like to visit our special exhibition at our enough time to visit toilets etc. so that you can
Pier Head site. Exhibition varies, please see our begin your session on time. Please be aware that
website for more information. if you arrive late we may not be able to run your
session because of other bookings.
Please let us know if you have wheelchair users
or others with special needs in your group. Toilets
There are toilets – and wheelchair accessible
We recommend that you make a complimentary toilets.
familiarisation before bringing your group.
Cloak Room and lunch room facilities
To make a booking or to arrange a This is located in our Chillout Zone and provides
complimentary visit please contact: accommodation for storing coats etc and for
Charlotte Martin, Groups Officer eating packed lunches. This facility is allocated
Tel: 0151 709 1963 ext 220 according to a timetable and must be booked in
E-mail: charlotte@beatlesstory.com advance. Kids lunch boxes and goody bags can
Opening hours be pre-ordered on request.
Summer:........... Every day from 9.00am to 7.00pm Shop
Winter:............Every day from 10.00am to 6.00pm Please organise your party into groups with
Last admission at 5.00pm accompanying adult to enter the shop.
Admission Prices Light Levels
Children (5-16yrs)............................................ £6.75 In some areas light levels are reduced in order to
Under 5’s........................................................... Free create an ambient experience or to protect the
Teachers/guardians ......................................... Free objects on display.
Parking Photography
Coaches should drop off and pick up in Gower Photography is allowed but no flash or tripods
Street. Coach parking is available in Kings Dock please. Photography may not be allowed in
adjacent to Albert Dock. certain areas – there will be notices advising you
Parking is available at Kings Dock or in the pay- of this.
and-display car parking around the Albert Dock. Further copies of our FREE learning recourse pack
Access and risk assessment forms can be downloaded
The main entrance for group visits is located in from our website – www.beatlesstory.com
Britannia Vaults opposite the New Echo Arena
and Conference Centre and is clearly identified
by banners and signage. There are steps into
2 tel:0151 709 1963 www.beatlesstory.com
LEARNING AIMS,
OBJECTIVES AND OUTCOMES
Aims Learning Objectives Learning Outcomes
To provide learners working • To increase knowledge Students will:
at Key Stages 1 and 2 with and understanding of the • Be critical about the music
an interactive creative teenager, their fashion tastes, of the Beatles and about
experience. For KS1 schools the influences on their music the words of their songs
in Merseyside this will link and the opportunities that and express their views and
in with the local study of were available to young opinions verbally and in
significant historical events, people in the 1950’s and written form
people and places in their 1960’s
own locality. For both KS1 • Reflect on the impact of fame
• To give a glimpse into the on the Beatles themselves
and KS2, looking changes lives of the war babies
within living memory and and on teenagers in Britain
changes in national life • To understand how and around the world
with particular focus on individuals lives do change • Recognise the legacy of the
Bealtemania and teenagers. and the part played by others Beatles songs and music
in that change
Students will: • Appreciate the contribution
• Students will have individuals make towards
• Learn chronologically about opportunities to write for
the lives, the developing changes in cultural tastes
different audiences including
fame and the music of the fan mail, news reports, • Place events in the lives of
Beatles interviews and poems the Beatles in chronological
• HISTORY: Experience order
• Students will understand that
how much the Beatles history is partly about the • Consider the development
lives changed from their study of famous people and of their artwork and suggest
first performance to the the impact they can have on different purposes for their
phenomena known as social and cultural change work and where it might be
Beatlemania used
• Students will explore the
• MUSIC: Compare early and reasons for the break-up of
later music of the Beatles and the Beatles
understand what influenced
the change • Students will have the
opportunity to create an
• ENGLISH: Have the individual piece of art
opportunity to explore the applying their experiences
music and words of some of of materials and developing
the greatest hits of the 60’s control of tools and
• ART: Create their own techniques
posters, advertisements and
record sleeves using various
mediums and materials
3 tel:0151 709 1963 www.beatlesstory.com
HISTORY AT KS1 AND KS2
History Activities: significant events, people and KS2:
• Knowledge and understanding places in their own locality, • For Liverpool schools; A local
of events, people and using The Beatles rise to history study. A study of an
changes in the past fame. aspect of history or a site
• Historical interpretation • Lives of significant individuals dating from a period beyond
• Historical enquiry in the past who have 1066 that is significant in the
contributed to national and locality. Schools can look at
• Organisation & communication international achievements Liverpool as a city, Mathew
• Britain since 1930 - look at the life and times Street and the Cavern Club
of John Lennon and the • Extend pupils chronological
Possible links to the National Beatles and how they helped knowledge beyond 1066
Curriculum programme of study: to change music forever. using a theme from British
Look also at the changes to history; look at the life and
A chronological look at
fashion, consumerism, art and times of The Beatles music
Britain since 1930
the ‘birth’ of the teenager. and how this changed society.
KS1:
• Changes within living
• For a local History topic for memory, reveal aspects
Liverpool schools, the Beatles of change in national life;
Story offers an insight into Beatlemania
Section Objective Outcome Audio Exhibit
Who was • To identify John Lennon • Know about John Lennon from 100 • Early
John Lennon from pictorial evidence information extracted from pictures 1 influences
and what and extract information and what the teacher has told them 2
• Skiffle music
was his • Find out and record details of everyday
• To investigate, using and the
childhood life in the 1950’s
secondary sources, Quarrymen
like?
some characteristic
features of the 1950’s
How did • To carry out personal • Demonstrate knowledge of the 1960s 12 • Cavern Club
he (John research from their reports on the details of 13
• Beatlemania
Lennon) their personal research 22
• To identify key reasons
become 23 • American
for the growth in • Identify the range of different sources
famous and 35 Invasion
popularity of pop music of evidence used
why did
the Beatles • To compare primary • Discuss the value of different types
become so and secondary sources of sources the children have used –
popular? of information about memories, eyewitness stories and
the Beatles secondary account – and ask which
sources are the most useful
4 tel:0151 709 1963 www.beatlesstory.com
HISTORY AT KS1 & KS2
Section Objectives Outcomes Audio Exhibit
How did • To identify characteristic ideas in • Make inferences about the 16 • Cavern Club
the Beatles consumer marketing and design Beatles from the evidence 17 • Abbey Road
promote from the 1960’s collected/shown 19
• Sgt. Pepper
themselves • To compare these ideas with • Identify characteristics of
and how did • Yellow
current image building of style and design from the
this change Submarine
celebrities in the music business period
over time?
• To sequence a series of pictures • Sequence the pictures in a
and identify changes in image chronological order
• To compare differences between • Compare and contrast the
images from different periods images of the 1960s with
those from the 1990s and
today
What was • To extract information from • Demonstrate knowledge 32 • Going Solo
John Lennon reference material including the of the life and work of the
known for internet and CD-ROMs Beatles and John Lennon
after the • To find out about aspects of from a range of sources
Beatles? political awareness and protest • Link the lyrics of the song to
in the 1970s other events and activities
• To use music as a source of from his life
historical information
How did • To examine the portrayal of a • Recognise similarities and • Going Solo
people react key event from contemporary differences between reports • White Room
to the death newspaper and TV news reports in different media and give
of John • To provide an account of a reasons for the differences
Lennon? historical event based in more • Produce a factual account
than one source of the events, drawing on
appropriate sources
What impact • To place events in a • Summarise the key events • Going Solo
did John chronological sequence and use of John Lennon’s life in a • White Room
Lennon appropriate vocabulary to relate chronological sequence,
have on the these events to markers of time using appropriate time
history of • To compile a historical narrative conventions
this period? • In discussion, assess the
• To select information to
represent key aspects of a significance of John Lennon’s
biography life
• To begin to evaluate the impact
of an individual on the history
of time
5 tel:0151 709 1963 www.beatlesstory.com
ART AT KS1 & KS2
Learning Aims Learning Objectives Curriculum Links
To gain an understanding • Learners will develop knowledge National Curriculum Art &
of the importance of Pop of Art History and the use of Art Design
Art as a movement and its language. • Exploring and developing ideas
place in Art History
• Learners can increase knowledge of • Investigating and making Art,
different artists and their work. Craft & Design
To explore and develop
creative thinking through • Learners create their own artwork • Knowledge and understanding
practical based activity through the use of different activities • Breadth of study
and techniques.
The Discovery Zone has a special activity area In the ‘Lucy in the Sky with Diamonds’ area,
called ‘Lucy in the Sky with Diamonds’ where children can learn about works of artists such
children can create their very own Beatles as Roy Lichtenstein (large comic strips), Andy
inspired artwork. Warhol (soup tins, dollar bill and celebrities of
the time), Robert Indiana (advertising signs),
This is linked directly to the movement in art David Hockney (swimming pools) and the work
known as Pop Art. In the 50’s and 60’s there was of sculptor Claes Oldenburg (fast food).
a revolution not just in music but in fashion and
art as well. Pop Art began in the late 50’s and Looking at John Lennon’s work and being given
encapsulated everyday objects in an artistic way. specific art terms and what they mean, children
At the same time advertising was becoming an can then describe Lennon’s work and then
art form in itself. Pop Art took it one step further develop and create their own piece of work in
and enhanced the artistic elements to become his style. The children can use the Discovery
motifs which appeared over and over again. Zone art space to build upon their literacy skills
through the use of specific art vocabulary.
They will also gain confidence in working with
others and communication skills.
The learners are then able to make links with
what is happening on the art scene at the same
time as the rise of the Beatles and gain some
knowledge of art history.
6 tel:0151 709 1963 www.beatlesstory.com
DISCOVERY ZONE
CURRICULUM
LINKS
This section provides a brief description of the exciting new features the Discovery Zone can offer.
Links to the National Curriculum programmes of study are provided although activities can be enjoyed
by both younger and older children.
PAPERBACK WRITER
Activity Description Curriculum Links
This literary activity Children will have the National Curriculum links:
is delivered through opportunity to contribute to • Poetry – Language Play
interactive digital a newspaper report, write a • Non-Fiction – Persuasive Texts
technology and allows poem, design a persuasive • Non-Fiction – Persuasive Texts
students to choose from advertisement for a Beatles • Non-Fiction – Journalistic writing
either a creative or non- concert or shop merchandise or
fiction option. edit an interview with one of ENGLISH
the Beatles. Speaking & Listening
• Group discussion and interaction
The activities allow for
groups to work together and Reading
are suitable for a range of • Reading strategies
abilities. Using either a cloze • Understanding texts
procedure format (non-fiction) • Reading for information
or composing a poem from • Non-fiction and literary texts
a given selection of words Writing
children will be given an insight • Composition, planning & drafting
into certain aspects of life as a • Language structure
Beatle and can explore related
ICT
vocabulary while practising/
• Finding things out
using literacy skills.
• Developing ideas and making
All work completed can be things happen
saved and forwarded to your • Exchanging & sharing information
school.
7 tel:0151 709 1963 www.beatlesstory.com
DISCOVERY ZONE
CURRICULUM LINKS
AT KS1 AND KS2 -
EXTENDING CHRONOLOGICAL
KNOWLEDGE BEYOND 1066
BABY, YOU CAN DRIVE MY CAR
Activity Description Curriculum Links
This activity explores the Using a touch screen timeline Suggested KS1 and KS2 National
wider social, historical and students can choose to watch Curriculum links:
cultural features of the and listen to newsreels, ENGLISH
period 1940-1980. information reports and Speaking & Listening
photographs from key dates in • Group discussion and interaction
the lives of the Beatles.
Reading
An interactive quiz allows • Understanding texts
students to use their knowledge • Reading for information
to answer questions on places, • Non-fiction and literary texts
events, fashion and transport of HISTORY
the times. • Chronological understanding
• Knowledge & understanding of
events, people & changes in the
past
• Historical interpretation
• Organisation & communication
For schools in Liverpool: This
feature could also support a local
history study looking at how
the locality was affected by the
Beatles both at the time and in
the intervening period.
ICT
• Finding things out
• Developing ideas and making
things happen
• Exchanging & sharing information.
8 tel:0151 709 1963 www.beatlesstory.comDISCOVERY ZONE
CURRICULUM LINKS
AT KS1 AND KS2
WE CAN WORK IT OUT
Activity Description Curriculum Links
This is a fun, interactive The centrepiece of the activity Suggested Curriculum links:
music and memory is a large projected piano ICT
activity suitable for all keyboard that can be triggered Finding things out
ages and abilities. by touch and is usually ‘played’
with the feet. MUSIC
• Controlling sounds through singing
Children will aim to successfully and playing - performing skills
play the melody from a • Creating and developing musical
recognisable phase of a Beatles ideas - composing skills
song. This will be achieved • Listening, and applying
through memory and repetition, knowledge and understanding
aided by highlighted keyboard • Breadth of study
notes and a simplified musical
score.
9 tel:0151 709 1963 www.beatlesstory.comDISCOVERY ZONE
CURRICULUM
LINKS KS1 & KS2
LUCY IN THE SKY WITH DIAMONDS
Activity Description Curriculum Links
In this activity children Using paper collage Suggested curriculum links:
will be given the chance techniques the second ART & DESIGN
to create their own activity takes the album
artworks based on various designs of Peter Blake • Exploring and developing ideas
artists of the 1960s. (including the iconic • Investigating and making art, craft &
Sergeant Pepper cover) as design
children create their own • Knowledge & understanding
record sleeve. • Breadth of study
DESIGN & TECHNOLOGY
POP ART: Using Andy
Warhol for inspiration, • Developing, planning and
children can create their communicating ideas
own Beatles pop art. • Working with tools, equipment and
different materials.
NEMS BOOTH
Activity Description Curriculum Links
This feature allows Children can choose which Suggested curriculum links:
students to experience track they listen to and are MUSIC
listening to music in a then prompted by a series • Responding and reviewing-appraising
recreation of the booth in of questions displayed skills
Brian Epstein’s around the area to reflect
NEMS shop. on / think about what they • Listening and applying knowledge and
have heard. understanding
10 tel:0151 709 1963 www.beatlesstory.comPOLITICAL, ECONOMIC AND SOCIAL
INFLUENCES 1940-1950: A
CHRONOLOGICAL TIME LINE OF EVENTS
The Beatles were all born during the Second Rationing
World War. Rationing was introduced in January 1940 as
Ringo Starr......................................... 7th July 1940 the war had caused a shortage of suppliers,
John Lennon................................ 9th October 1940 especially food. When the war ended in
Paul McCartney...............................18th June 1942 1945 people looked forward to a better life but
George Harrison.......................25th February 1943 things did not improve immediately.
The war had been very expensive for the
The Second World War Government to fund and there was terrible
The Second World War began in September bomb damage all over the country. Britain
1939. In 1940 and 1941 Liverpool suffered had borrowed millions of pounds for food and
hundreds of raids by German bombers. This materials and now owed huge amounts of
became known as the Blitz, which is short for money to the USA. Rationing continued long
Blitzkrieg (lightening war). after the war was over and by 1948 rations were
Liverpool was heavily targeted as it was a major lower than they had been during the war.
shipping port and naval base. It was also home Food rationing finally came to an end in 1954,
to the Western Approaches Command, a strategic 9 years after the Second World War had ended.
base for planning the Battle of the Atlantic. After
London, Liverpool was the worst hit area in the Post-War Reconstruction
country. One of the first important changes after the
war was a change of Government. The all-party
Evacuation Coalition Government led by Winston Churchill
In the summer of 1939, from the day that was swept aside in the 1945 General Election.
Germany invaded Poland, more than 1.5 million The Labour Party was voted into power with
women and children from Britain’s cities and a policy of social and economic reconstruction.
ports were evacuated to stay with families living Ordinary people were once again optimistic
in the safer countryside areas. after the dark days of the Second World War.
11 tel:0151 709 1963 www.beatlesstory.comPOLITICAL, ECONOMIC AND
SOCIAL INFLUENCES
1940 - 1950: LOCAL STUDY
The Welfare State Housing
In 1942 a civil servant called William Beverage After the war there was an acute shortage of
wrote a report about poverty in which he said houses as thousands had been made homeless
Britain faced 5 giant evils: by the bombings.
• DISEASE – There was no free medical treatment. By the 1950’s new housing estates were being
Many people could not afford to see a Doctor if built on the outskirts of Liverpool in Kirkby,
they were ill. Maghull, Huyton and Speke. It was an exciting
time as many people looked forward to living in
• WANT – Many people were poor often through modern houses on bright new estates.
illness or unemployment.
The Role of Women
• IGNORANCE – Most children left school at or During the war many women took on jobs that
before the age of 14. previously had been considered men’s work.
They became bus conductors, railway workers,
• SQUALOR – There was not enough council welders, joined the Armed Forces, worked in
housing available and many people were living factories or did useful war work.
in slum conditions without running water.
When the war ended many returned to their
• IDLENESS – At least 10% of the workforce lives as housewives or mothers. It was not until
before the war had been unemployed. the 1960’s that women began to change their
role within the family and seek employment.
Beverage believed that it was the Government’s
responsibility to help people ‘from the cradle to
the grave’. His report became the basis of some
of Britain’s most important post-war legislation.
Between 1944 and 1951 the Welfare State
began, introducing free medical treatment
for all, raising the school leaving age to 15,
family allowance, unemployment benefits and
improved pensions for the elderly.
12 tel:0151 709 1963 www.beatlesstory.com1950 – 1960
‘YOU NEVER HAD IT SO GOOD!’:
A SIGNIFICANT TURNING POINT IN
BRITISH HISTORY
The 1950’s was a prosperous time for most In 1959 the Conservative Prime Minister, Harold
people. Changes in the workplace and Macmillan, told the British people “you’ve never
mechanisation in industry meant that people had it so good”.
worked fewer hours than they had done in the
previous decade. For most there was a 5 day Teenagers
week, an 8 hour day and 2 weeks paid holiday Until the 1950’s many young people, or youths
each year. Wages had increased and there were as they were called, left school at 14 or 15 and
plenty of jobs. went into the adult workplace on low wages
and long apprenticeships. The prosperity of
New, mass produced goods flooded the the 1950’s meant that young people had more
market. Washing machines and fridges became money to spend. Film, television, magazines and
commonplace creating more leisure time for Rock and Roll music turned youths into a new
housewives. Many people were able to afford an force called teenagers.
annual holiday usually to a British resort. Popular
destinations for Liverpudlians were Colwyn Bay, Soon teenagers had their own fashion, music
Rhyl and Llandudno. and language. Fashions were always changing.
Those who were in fashion were ‘with it’ or
Rationing had come to an end in 1954 and ‘cool’. Those who did not fit in were ‘squares’.
people were now able to buy the luxuries they A generation gap began to grow between
had missed. People were healthier; food was parents and their teenage children.
better and more plentiful than it had been in the
war years. The implementation of the National
Health Service not only provided free medical
and dental care for all, it initiated a vaccination
programme against childhood illnesses.
13 tel:0151 709 1963 www.beatlesstory.com1950 – 1960
‘YOU NEVER HAD IT SO GOOD!’
Teddy Boys incidents along the south coast of England
Teddy Boys first appeared in the early 1950’s and at Brighton and Hastings.
they were easily recognisable in their drape or
knee-length jacket with velvet collar and cuffs. 1960 Fashions
They wore drainpipe trousers, brocade By 1964 London had become the fashion capital
waistcoats, shoe-string ties, bright socks and of the world. New, synthetic materials were
thick soled suede shoes. Their hair was greased being used. PVC was used for coats and dresses.
and styled into a large quiff and they grew long Mini skirts were created and became shorter and
sideburns. shorter which shocked many older people.
Girls began wearing tights rather than stockings.
The Teddy Boy look was seen to be a rejection of Men began wearing brightly coloured clothes
the functional suits of the 1940’s and the revival and allowed their hair to grow long. Wide kipper
of the elegant suits of the Edwardian era (1901- ties became fashionable.
1910). Teddy Boy clothes were not cheap and
were often made to measure. One outfit might Ban the Bomb
cost anything between 1 and 3 months wages. Young people became more politically aware.
A new suit indicated to peers just how well an The 1960’s was an exciting time for teenagers
individual was doing money-wise. who were optimistic that they could change
the world and make it a better place. Many
The Teddy Boy uniform gave them group universities and colleges were built or extended
identity. They often formed into gangs and fights during the 1960’s and the student population
broke out between rival groups. Teddy Boys increased considerably. The 1960’s saw the
followed Rock and Roll music. Artists such as Bill beginning of student demonstrations throughout
Hayley, Buddy Holly, Eddie Cochran, Jerry Lee the world. University students joined protests
Lewis, Chuck Berry, Tommy Steele, Cliff Richard, about apartheid in South Africa, the nuclear
Billy Fury and Marty Wilde became their idols. bomb and the Vietnam war.
Photographs of John Lennon at this time show
him dressed in a Teddy Boy outfit. The Beatles were part of this change. John was
perhaps the most outspoken of the 4 Beatles
Mods and Rockers and in the lyrics of his songs he called for social
Lots of Teddy Boys rode motorbikes in the 1950’s. and political change.
The Rocker style was born from those who
wore leather on their bikes. Mods on the other
hand spent money on stylish clothes. Unlike the
Rockers they travelled on scooters covered with
badges, pennants and lamps. Many wore khaki
parkas when travelling on their scooters. They
listened to the music of The Who, The Small
Faces and The Kinks.
On Bank Holidays Mods and Rockers often
descended upon seaside resorts and fought
pitched battles. In 1964 there were major
14 tel:0151 709 1963 www.beatlesstory.comINFLUENCES ON POPULAR
MUSIC OF THE 1960’S
Popular music is constantly changing to meet Along came Ronan O’Rahilly, a young
the demands of an ever younger market. entrepreneur, who after managing emerging
However, in the 1940’s the musical choices pop groups and creating his own Indie record
were determined by the entertainment industry label realised the way forward was to have
that was run by an older generation. The music his own radio station to play the music of the
enjoyed by the Beatles and their contemporaries teenager. He researched other radio stations
was the music of their parents, songs from who were operating off-shore on ships sailing
Hollywood musicals, music from variety shows in international waters. He purchased his own
and music halls, ballads, big band sounds and vessel, converted it into a suitable studio and
novelty songs. named her Radio Caroline after President
Kennedy’s daughter.
Radio
In the early 1950’s young people could only On Easter Monday in 1964, presenters Chris
listen to what their parents were tuning in to. On Moore and Simon Dee announced “This is Radio
the radio, a show called Family Favourites played Caroline, your all day music station” and UK radio
the standard classics of Gershwin, Rogers and changed forever. Now the teenager could listen
Hart and Cole Porter. The Workers Playtime show to pop music all day long without interruptions,
would play catchy songs by Mitch Miller and Ray speeches, lectures, gardening tips, cooking
Conniff. On Housewife’s Choice the whole family suggestions or adult discussions. As a result
would sit around the radio and listen to Danny Radio Caroline had more listeners than the 3 BBC
Kaye, Bing Crosby, Frank Sinatra and of course, networks combined. The teenager had not only
the favourite of the Armed Forces, Vera Lynn and changed the sound of music but also how it was
Gracie Fields. broadcast.
Radio Luxemburg
Music was not only played on the BBC but on
Radio Luxemburg too. Young people tuned in
late in the evening once their parents had gone
to bed. Teenagers were beginning to develop
their own tastes in music and would listen to
the American music played by Radio Luxemburg.
Performers like Buddy Holly, Little Richard, Elvis
Presley and Jerry Lee Lewis had an enormous
influence on teenagers in the mid 1950’s, which
encouraged them to form groups of their own.
Radio Caroline
By the 1960’s more and more talented young
groups who had been influenced by American
music began to develop a sound all of their own.
However, it was not always easy to get their
music heard on the airwaves or by record
companies.
15 tel:0151 709 1963 www.beatlesstory.comINFLUENCES ON
POPULAR MUSIC OF THE 1960’S
Cinema Skiffle
Cinema was dominated by American movies, Lonnie Donegan was a guitarist in Chris Barber’s
Westerns and thigh slapping cowboys and Jazz Band. He recorded Rock Island Line which
cowgirls singing into the sunset. Musicals like became and enormous hit. His brand of music
South Pacific with amazing choreography and was known as Skiffle and was easily replicated
witty songs provided escapism for those living in on a wash-board and a double bass made from
the aftermath of the war. Cinema goers would a broom stick and tea chest. These makeshift
come out of the shows singing and whistling instruments enabled young groups to set
the soundtracks all the way home. British films themselves up without the high cost of buying
focused on flying heroes, great escapes and the guitars. Skiffle groups started performing in
music was serious and atmospheric. church halls and youth clubs around the country.
This style of pop music became the first music
Television culture for young people on a mass scale.
As TV sets became more affordable and a popular
addition to the home, the shows they screened Many pop groups sprang up in the 1950’s with
began to influence musical tastes. Programmes handsome young men as lead singers such as
were mainly aimed at adult audiences, including Cliff Richard and the Drifters, Tommy Steele and
the popular Saturday night variety show which the Steelemen and Adam Faith. Although they
featured many big bands. Artists such as Joe were popular in Britain, it was American pop
Loss, Victor Sylvester, Billy Cotton and Ted Heath music making the biggest impact.
enjoyed many years of fame and fortune due to
their television appearances. It was not until the Beatles got their act together
did British pop explode across the country,
Stars also travelled from America to appear on catapulting the Beatles to global and everlasting
the Saturday night shows. This was the first fame. Over the past 50 years the Beatles have
opportunity for Ella Fitzgerald, Frankie Lane, had over 50 number 1 hits, all around the world.
Johnny Ray and Les Paul who pioneered the
electric guitar. They sang familiar ballads, gentle
jazz and the occasional up-beat song to excite
viewers.
America
After the Second World War many young men
took jobs with the large ocean liners. The White
Star Shipping Line sailed from Liverpool and
carried passengers between Britain and America.
The young men worked as cabin crew or waiters
and would spend their free time in American
nightclubs and bars. The new music they heard
was exciting and reflected their thoughts and
feelings at the time. They would buy the records
and introduce them to their friends and families
at home to enjoy.
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1926
Jan 26 - George Martin is born. 1926
1934 Sep 19 - Brian Epstein is born
Jun 23 - Stuart Sutcliffe is born 1940
Jul 07 - Ringo Starr is born. Jun 18 - Paul McCartney is born.
Ringo’s real name is Richard Starkey.
1942
Oct 09 - John Lennon is born.
1943
Jul 6 - Paul McCartney
Feb 25 - George Harrison is born. 1957 first meets John Lennon at
Woolton Village Fete. Paul
joins the Quarrymen a
Feb - George Harrison joins 1958 few days later.
The Quarrymen.
Aug 29 - The Casbah
Coffee Club opens. This is 1960 Jan - John Lennon asks his friend, Stuart
where John, Paul, George Sutcliffe, to join the Quarrymen. The
and Ringo meet Pete Best. band changes its name to the Silver Beetles.
Aug 16 - Pete Best becomes the
1961
band’s official drummer and the
Mar 21 - The Beatles first play at the Cavern Club.
band travel to Hamburg.
Jun - Stuart Sutcliffe quits the band.
Jul - Bill Harry starts the Mersey Beat newspaper. Aug 18 - The band first play under their
new name “The Beatles” in Hamburg.
Nov 9 - Brian Epstein visits the Cavern
Club to watch the Beatles perform.
1962 Jan 01 - The Beatles audition for Decca.
Dec 3 - Brian Epstein becomes manager.
Jun 06 - The Beatles audition for
George Martin.
Aug 16 - Pete Best leaves the Beatles.
Jan 11 - The Beatles release their 1963 Aug 18 - Ringo Star Joins the Beatles.
second single, Please Please Me. Sep 04 - The Beatles record their first
Feb 16 - Please Please Me becomes song, Love Me Do, with George Martin.
the Beatles’ first number one Oct 05 - Love Me Do is released in the
charts and reaches number 17.
Mar 22 - The Beatles first album,
Please Please Me, is released. 1964 Feb 07 - The Beatles first visit America.
Aug 03 - The Beatles last performance Jul 06 - The film A Hard Day’s Night is premiered in London.
at the Cavern Club.
Dec 04 - Beatles For Sale, their fourth album is released.
Nov 22 - Their second album is 1965
released, called With The Beatles.
1966 June - Yesterday is released.
Aug 06 - The fifth album, Help!, is released. Aug 05 - Revolver is released.
Aug 16 - The Beatles play their biggest concert 1967 Nov 08 - John meets Yoko Ono for the first time.
ever at Shea Stadium, USA to over 55,000 fans.
Aug 27 - The Beatles meet Elvis Presley. 1968 Jul 17 - The premier of the Yellow Submarine film.
Dec 03 - The sixth album, Rubber Soul, is released. Aug 30 - Hey Jude/Revolution released.
Nov 22 - The White Album is released.
Jun 01 - Sgt Pepper’s Lonely Hearts Club Band released.
Aug 27 - Brian Epstein dies.
Sep 01 - The Beatles announce they are managing 1969 Jan 30 - The Beatles last live performance
themselves from now on and forming their together on top of the Apple office.
own company, Apple. Mar 20 - John married Yoko Ono.
Nov 07 - Magical Mystery Tour released. Sep 26 - Abbey Road released.
1970
Jan 04 - The Beatles Apr 03 - Ringo’s April 10 - Paul April 17 - Paul’s first May 8 - Beatles last Nov 15 - Paul files
have their last first solo album is publicly announces solo album released. album, Let It Be, lawsuit to officially
recording session at released. the break-up of the released. break up the
Abbey Road. Beatles. Beatles.Born: John Winston Lennon, 9th October 1940 at Liverpool Maternity Hospital.
father: Alfred (Freddie), a ship’s steward.
Mother: Julia Stanley, a cinema usherette.
sisters: Julia, Jackie and Victoria.
early years: Freddie
loses job and leaves his family. John moves to live with Aunt
Mimi and Uncle George at 251 Menlove Avenue, called “Mendips”.
education: MosspitsLane Primary, Dovedale Road Primary, Quarry Bank High School
John is bright but rebellious and failed his final exams. His Headmaster
recognises his talent and secures John a place at Liverpool College of Art.
key DaTes:
1955 - Uncle George dies.
1956 - Julia buys John a guitar at Frank Hessy’s music store and forms his first group,
the Quarrymen, with pals Pete Shotton, Nigel Whalley, and Ivan Vaughan.
july 6, 1957 - John meets Paul McCartney at the Woolton Parish Church in Liverpool during
a performance by the Quarrymen. John, impressed by Paul’s ability to tune a guitar and by
his knowledge of song lyrics, later asks Paul if he wants to join the group as lead guitarist.
1957 - John’s mother is killed on Menlove Avenue by a speeding
car when crossing the road after visiting John at Mendips.
august 23, 1962 - John marries Cynthia Powell in Liverpool.
april 8, 1963 - John’s first son, Julian, is born.
january 1965 - John composes “Help!”
March 20, 1969 - John and Yoko marry in Gibraltar.
october 9, 1975 - Birth of John’s second son, Sean.
october 23, 1980 - John’s first new single, “(Just Like) Starting Over,” is released.
December 8, 1980 - John is assassinated in New York by a crazed fan.
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www.beatlesstory.comBorn: James Paul McCartney, 18th June 1942, Walton General Hospital.
father: James (Jim) had own band called the Masked Melody Makers
(known later as Jim Macs Jazz Band).
Mother: Mary was a midwife.
Brother: Michael was born 1944.
Lived at 20 Forthlin Road from age of 13. Paul’s mother sadly dies in
early years:
October 1956 so Paul and Michael were cared for by their father.
education: Stockton Primary School, Joseph Williams School, Gateacre,
Liverpool Institute High School for Boys. Paul excelled at Art and English
and gained 5 “O” levels and 1 “A” level.
career: Jim wanted Paul to be a teacher, but he was more interested in music.
He had temporary jobs at Lewis Department Store and Massey Coggins factory.
key DaTes:
july 6, 1957 - Paulmeets John Lennon and shortly thereafter joins The Quarrymen.
1961 - Stuart Sutcliffe leaves the band. Paul switches from playing lead guitar to bass.
november, 1967 - Paul directed The Beatles promotional film Hello Goodbye.
March 12, 1969 – Paul marries Linda Eastman in London.
summer, 1970 - Paul begins a solo career with the release of “McCartney.”
March, 1997 - Paul is knighted by Queen Elizabeth II.
May, 1997 - Paul releases new album entitled “Flaming Pie.”
april 17, 1998 – Paul’s wife, Linda McCartney, dies. She had been fighting Cancer.
june 11, 2002 - Paul marries Heather Mills
early 2008 – Paul and Heather divorce
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www.beatlesstory.comBorn: George Harrison, 25th February 1943 at family home, 12 Arnold Grove.
father: Harry, a steward on the White Star Shipping Line until 1936 then bus conductor.
Mother: Louise, assistant in greengrocer shop.
siblings: Louise born 1931, Harold 1934, Peter 1940.
Dovedale Road Primary (did not know John due to age difference)
education:
Liverpool Institute High School for Boys. George disliked school intensely.
He was rebellious, flouted regular school uniform and wore own clothes.
career: George left school without any qualifications at 16.
He became an apprentice electrician at the Blacklers Department Store.
key DaTes:
february, 1958 - George joins the Quarrymen.
january, 1966 - George marries Patti Boyd.
september, 1966 - George leads The Beatles to visit the Maharishi Mahesh
Yogi in India, and there develops his lifelong passion for Indian music and mysticism.
january, 1969 - George and Paul argue during the filming of the movie Let It Be.
George storms out of Abbey Road Studios, but is later coaxed back by Paul.
june, 1977 - George divorces Patti Boyd.
august 1, 1978 - George and Olivia are the proud parents of a son whom they name Dhani.
august 8, 1978 - George and Olivia get married.
1979 – George jointly creates Handmade Films production company. This was initially
created to fund a Monty Python movie, but also continued to produce a number
of other successful films including Withnail and I.
1988 - George joins a new band, “The Travelling Wilburys,” with Bob Dylan, Tom Petty,
Jeff Lynne and Roy Orbison. Their debut album is released to much critical acclaim.
january, 1994 - George is reunited with Paul and Ringo to work on two new Beatles’ songs,
“Free As A Bird” and “Real Love,” and he becomes involved in the Anthology project.
november 29, 2001 - George dies of cancer in Los Angeles.
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www.beatlesstory.comBorn: Richard Starky (Ringo Starr), 7th July 1940, at home in 9 Madryn Street, Dingle.
1943: Ringo’s parents separate. Ringo and his mother, Elsie, move to 10 Admiral Grove.
education: St. Silas C of E Primary. Ringo misses much schooling due to illness and
truancy. Dingle Secondary school. Ringo then contracts pleurisy and spends two
years in a children’s hospital on Wirral.
key DaTes:
1955 – Ringo leaves school and works as railway messenger, barman on Mersey Ferry and
an apprentice joiner. He is nicknamed “Ringo” for wearing many rings.
December, 1957 – Ringo’s father buys him his first set of drums.
november, 1959 - Ringo joins a band called Rory Storm and The Hurricanes.
october, 1960 – Ringo leaves for Hamburg, Germany with Rory Storm and The Hurricanes,
where he meets The Beatles for the first time.
august 18, 1962 - Ringo replaces Pete Best as the drummer for The Beatles.
1964 - Ringo is most popular Beatle in America.
february 1965, - Ringo marries Maureen Cox.
april, 1971 - Ringo releases “It Don’t Come Easy”/”Early 1971” the first of a string of hit singles.
1975 - Ringo divorces Maureen Cox.
1981 - Ringo marries Barbara Bach.
june, 1998 - Ringo releases “Vertical Man,” a new album
featuring many stars, including Paul and George.
january 2008 – Ringo returns to Liverpool to launch the beginning of Capital of Culture.
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www.beatlesstory.comsuggesTeD classrooM
srooM acTiViTies acTiViTies
ory iDeas for hisTory
activity 1
ivity 1 ASK THE CLASS WHAT THEY THINK FAME MEANS. WRITE ON THE
THE CLASS WHAT THEY THINK FAME MEANS. WRITE ON THE BOARD SOME OF THEIR SUGGESTED DEFINITIONS. ASK PUPILS
RD SOMEUNDERSTANDING
OF THEIR SUGGESTEDWHAT DEFINITIONS.
FAME ASKTO USE A THESAURUS OR A DICTIONARY TO FIND ALTERNATIVE
PUPILS
USE A THESAURUS OR AITDICTIONARY
IS AND HOW CAN EFFECTTO ANDFIND ALTERNATIVEFOR THE WORD FAME.
WORDS
RDS FOR THE WORDAN
CHANGE FAME.
INDIVIDUAL’S LIFE.
Ensure they include the following:
ure they include the following:
The following 2 activities are
intended to open up a discussion CELEBRITY TALENT STARDOM GREATNESS REPUTE ESTEEM
about fame
BRITY TALENT and to GREATNESS
STARDOM encourage the REPUTEPOPULARITY
ESTEEM
ULARITY class to express their opinions
about fame and what they think Once a list has been complied ask if all the words mean the
it means to be famous.
e a list has been complied ask if all the words meansame.theAsk the class to give a definition for each of the words.
e. Ask the class to give a definition for each of Can
the any of these words be used to describe famous people the
words.
any of these words be used to describe famous people theand love? Finally, ask the class which of the words
class know
s know and love? Finally, ask the class which of they would like to be used to describe themselves.
the words
y would like to be used to describe themselves.
activity 2
ivity 2 ASK THE CLASS TO WRITE A LIST OF PEOPLE WHO ARE OR ONCE
THE CLASS TO WRITE A LIST OF PEOPLE WHO AREWERE FAMOUS. WRITE SUGGESTIONS ON THE BOARD. DISCUSS
OR ONCE
E FAMOUS. WRITE SUGGESTIONS ON THE BOARD. DISCUSS CLASS WHY THESE PEOPLE ARE OR WERE FAMOUS.
WITH THE
ASK THE CLASS THE FOLLOWING:
H THE CLASS WHY THESE PEOPLE ARE OR WERE FAMOUS.
THE CLASS THE FOLLOWING:
• How does a person become famous?
ow does a person become famous? • Is fame forever?
fame forever? • How can you become famous?
ow can you become famous? • How important is it to be famous?
ow important is it to be famous? • Would they like to be famous?
ould they like to be famous? • Can an individual be famous for only good things?
n an individual be famous for only good things?
Activities 3 and 4 focus on the Beatles, how they became
famous, how their fame developed and how fame changed them.
vities 3 and 4 focus on the Beatles, how they became
ous, how their fame developed and how fame changed them.
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msuggesTeD classrooM acTiViTies
iDeas for hisTory
activity 3
ASK THE CLASS TO COLLECT AS MANY IMAGES OF THE BEATLES AS
THEY CAN. MAKE SURE THEY ExTEND ACROSS THE WHOLE CAREER
OF THE BEATLES.
Ask pupils to put the images in order from the start of the
Beatles career to their last performance together. Discuss with
the class the changes they can see and ask if they can give
reasons for the changes.
Reasons being: Fashion
Age
Influence of others (managers, girlfriends etc)
Individual interests
Travel and exposure to other customs
activity 4
ASK THE FOLLOWING QUESTIONS:
• Did the Beatles change when they became famous
and if so, how?
• Were they able to enjoy their privacy or were
there always fans and photographers around?
• Could the Beatles come and go as they pleased?
• Did they enjoy all the publicity?
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www.beatlesstory.comsuggesTeD
suggesTeDclassrooM
classrooMacTiViTies
acTiViTies
iDeas
iDeasfor
forMusic
Music
PopPop
music
music
became
became
popular
popular in the
in the
1950’s.
1950’s.
Records
Records
became
became cheaper
cheaper
than
than
they
they
hadhad
been been
before
before andand
more
more
people
people
were
were
ableable
to buy
to buythem.
them.
Cheap,
Cheap,
portable
portable
record
record
players
players
were
were
made
made
for for
thethe
firstfirst
timetime
andand
by by
thethe
1960’s
1960’s
LP’sLP’s
(Long
(LongPlaying
Playing
records)
records)
hadhad
been
been
created.
created.
Throughout
Throughoutthethe
1950’s
1950’s
andand
1960’s
1960’s
television
television
programmes
programmes such
such
as Juke
as Juke
BoxBox
Jury,
Jury,
Ready
Ready
Steady
Steady
Go Go
andand
later
later
TopTop
of the
of the
Tops
Tops
played
played
an an
important
important
part
part
in bringing
in bringing
poppop
music
music
to the
to the
masses.
masses.
activity
activity 1: 1: activity
activity
2: 2:
Worksheet
Worksheet a a Worksheets
Worksheets B, cB,and
c and
D D
On On
thethe
JukeJuke
BoxBoxJuryJury
show show records
records werewere
played
played andand a jury
a jury of 3ofpeople
3 people gavegave
themthem
a score
a score between
between 1 (very
1 (very bad)bad)
to 5to(very
5 (very
good).
good). If the
If the total
total score
score waswas good,
good, thethe
record
record waswas a hit,
a hit, butbut
if itifwas
it was
badbad it was
it was Recently
RecentlythetheGovernment
Government hashas
supported
supported
a miss.
a miss. TheThe programme
programme waswas popular
popular thethe
national
nationalsinging
singing
programme,
programme, SingSing
with
with many
many people
people joining
joining in home.
in at at home. Up Up
(www.singup.org)
(www.singup.org) which
which
improves
improves
children’s
children’sconfidence,
confidence,
numeracy
numeracy skills,
skills,
• Appoint
• Appoint a jury
a jury of 3ofto3 5topupils
5 pupils motor
motorskills
skills
andand
language
languagedevelopment.
development.
• Choose
• Choose 1 or1 2orBeatles
2 Beatles songs
songs andand
1 1
or 2ormore
2 more recent
recent poppop songs
songs Why Whynotnot
print
print
outout
a favourite
a favourite Beatles
Beatles
songsong
andand
• Listen
• Listen to each
to each songsongandandmakemake notes
notes encourage
encouragethetheclass
class
to sing
to sing
along.
along.
To make
To makethethe
about
about it it tasktask
more
more
challenging
challenging omitomit
some
someof the
of the
words
words
• Give
• Give eacheach
songsong a score
a score between
between 1 and
1 and 5 5 andandaskask
thethe
class
class
to fill
to in
fillthe
in the
blank
blank
spaces.
spaces.
• List
• List anyany similarities
similarities andand differences
differences
between
between thethe records
records
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www.beatlesstory.comsuggesTeD classrooM acTiViTies
iDeas for liTeracy
activity 1: activity 2:
formal letter Writing Informal Letter Writing
The Beatles were rejected by several
The Beatles were probably the most
major record labels before being accepted
popular group of all time. They had
by the small company, Parlophone.
a huge international fan base. Many
people had a favourite Beatle.
AS A CLASS:
• Listen to some of the early Beatles
• Discuss ‘Beatlemania’ in the 1960’s
recordings from 1962-1963
• Write a fan letter to your
• Discuss the use of persuasive
favourite Beatle
language in letter writing
• Introduce yourself
• What do you like about their music?
IN SMALL GROUPS OR INDIVIDUALLY:
• Do you have a favourite song?
• Write a letter from Brian Epstein to one • Say what you feel about
of the record companies at the time. them as a person
Try to persuade them to come and hear • Politely ask for a response
the Beatles play in the Cavern Club. or signed photograph
L
ICA
activity 4:
OG Worksheet e
NO L
:
v it y 3
ac t i
CH RO
N ON -
O R T eport
R EP logic
-
al r
no
chro azine.
o n
an mag Using the worksheet provided, challenge
Write history eatle
s? individual students to identify which
fo r a the B
ho were they do? e them? statements are fact and which are
• W at did ople lik opinion. Using the fact sheet ask the
• Wh y did pe students to discuss the differences
• Wh between music in the 1940’s and 1960’s.
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www.beatlesstory.comsuggesTeD classrooM acTiViTies
SUGGESTED CLASSROOM
iDeas for arT
suggesTeD classrooM ACTIVITIES
acTiViTies
IDEASfor
iDeas FORarT
ART
In the 1950’s and 1960’s there was a revolution Some of the greatest exponents of this movement
in music, fashion and art. The Pop Art movement were Roy Lichtenstein (large comic strips), Andy
began in the late 1950’s drawing on everyday Warhol (soup tins, dollar bills and celebrities of the
In the 1950’s
Insubject
the 1950’s and
matter
andand1960’s therethem
investing
1960’s there wasaawith
was revolution
a
revolution Some
Some ofofRobert
time), the
thegreatest
Indiana
greatest exponents
exponents ofofthis
(advertising signs),
this David
movement
in music,
commercial fashion and
element. art.
At The
the Pop
time Art
Pop
in music, fashion and art. The Pop Art movement movement
Art was movement
Hockney were
(swimmingRoy Lichtenstein
pools) and (large
sculptor
were Roy Lichtenstein (large comic strips), Andy comic
Claes
began in
born, in
began the late
advertising 1950’s drawing
had become
the late 1950’s on everyday
drawinganonarteveryday
form in itself. strips), Andy
Odenburg
Warhol (soup Warhol
(fast (soupbills
food).
tins, dollar tins,and
dollar bills of the
celebrities
Pop Artmatter
subject took itand
matter oneinvesting
and step further
investing them
them and enhanced
with
with aa the and celebrities
time), of the time),
Robert Indiana Robert signs),
(advertising IndianaDavid
artistic
commercial elements
commercial element. to
element. Atbecome
At the motifs
thetime
timePop which
PopArt appeared
Artwas
was Collage
(advertising was
Hockney (swimming a popular medium,
pools)
signs), David perfected
and sculptor
Hockney by
Claes
(swimming
over advertising
born, and over again.
advertising had
had become
becomean anart
artform
formin itself. artists
Odenburg
pools) like Peter
and sculptor Blake
(fast food). and Richard Hamilton.
Claes Odenburg (fast food).
Pop Art took It was Hamiliton who famously described
in itself. Pop itArt
one
tookstep further
it one stepand enhanced
further and the Collage
Pop Art wasas abeing:
popular medium,
Popular, perfected
transient, by
expendable,
artistic Collage was a popular medium, perfected by
enhanced the artistic elements to becomeappeared
elements to become motifs which motifs artists like
low-cost, Peter Blake
mass-produced, and Richard Hamilton.
young, witty, gimmicky,
over and over again. artists like Peter Blake and Richard Hamilton.
which appeared over and over again. ItItwas
wasHamiliton
glamorous
Hamilitonandwhobig famously
famouslydescribed
whobusiness. described
Pop
Pop Art as being: Popular, transient,expendable,
Art as being: Popular, transient, expendable,
Activity
activity1:1: activity mass-produced,
low-cost, 2:
low-cost, mass-produced,young, young,witty,
witty, gimmicky,
gimmicky,
glamorousglamorous and big business.
and big business.
activity 1: activity
Activity 2:
INSPIRED COLLAGE
insPireD collage
PeterBlake
Peter Blakedesigned
designedthe the1967
1967cover
coverforforthe
the Beatles’
Beatles’ Sgt. Sgt. Pepper’s Lonely Hearts
Pepper’s Lonely Hearts Club Band insPireD arTWork
insPireD
Club Bandcollage
album. He used images of
album. He used images of past celebrities and Andy Warhol used silk screen printing
past Blake
Peter celebrities
designedand incorporated
thepop1967 coverthem
for
incorporated
with pop and them with and film stars of the techniques to obtain repeated images of
the Beatles’ Sgt.film stars ofLonely
Pepper’s the day.
Hearts INSPIRED
insPireD COLLAGE
day.
Club Band album. He used images of familiararTWork
objects e.g. Campbells soup cans
Materials:
past celebrities and incorporated them and popular
Andy personalities
used
Warhol used silk of the
silk screen
screen time techniques
printing
printing e.g.
Materials:
• Large sheets ofstars
heavy paper toMarilyn
obtain Monroe,
techniques repeated Elvis
to obtain Presley
images and Liz objects
of familiar
repeated images Taylor. e.g.
of
with
• Largepopsheets
and fiof lm heavy of the day.
paper or card, ideally A1
or card, ideally A1 size familiar
Campbellsobjects
soup e.g.
cansCampbells
and popularsoup cans
personalities of
size
• Scissors, glue, magazines and other
Materials: •
and Using a
popular digital photograph
personalities of of
the themselves,
time
the time e.g. Marilyn Monroe, Elvis Presley ande.g.
•• Scissors,
materials
Large glue,
sheets ofmagazines
suitable
heavy and other materials
for paper
collage the children
Marilyn Monroe,produce 4 images
Elvis Presley and on Liz an A4
Taylor.
Liz sheet
Taylor.
of paper.
suitable for collage
or card, ideally A1 size
• Ask the class
Scissors, glue,tomagazines
collect celebrity images
and other •• •Using
Usingaasoftware,
Using digital paint, colouring
digital photograph
photograph of pencil or the
of themselves,
themselves,
Ask
fromthe class
the 1950’s
materials to collect
suitable celebrity
collagepresent dayfrom
andfor1960’s, images crayon
the change
children the
produce colours
4 images on each
onA4anphotograph
A4 of
children produce 4 images on an sheet
the 1950’s
icons and and 1960’s, present
photographs day icons and
of the children. to produce a
sheet of paper. Warhol style artwork.
paper.
photographs of the children.
Ask the class to collect celebrity images • Using software, paint, colouring pencil or
Working in small groups, • Using
crayonsoftware, paint, colouring pencil or
from the 1950’s and 1960’s,create a day
present change the colours on each photograph
Working
Sgt. in
Pepper small
style groups,
collage.
icons and photographs of the children.create a Sgt. Pepper crayon
to change
produce the colours
a Warhol on each photograph
style artwork.
style collage. to produce a Warhol style artwork.
Working in small groups, create a
Sgt. Pepper style collage.
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