Music - B2
Charanga
Embedded Files
Terms 3 & 4: In the Groove / Round and Round
Terms 3 & 4: In the Groove / Round and Round
Term 3 - In the Groove
Term 3 - In the Groove
In The Groove is a song that was specially written for classroom use to teach children about different styles of music. This is a very easy song to learn and has been arranged in six different styles; Blues, Baroque, Latin, Bhangra, Folk and Funk. Each week you will listen and learn a different style of In The Groove.
Other songs include:
How Blue Can You Get by B.B. King (Blues)
Let The Bright Seraphim by Handel (Baroque)
Livin’ La Vida Loca by Ricky Martin (Latin/Pop)
Jai Ho by J.R. Rahman (Bhangra/Bollywood)
Lord Of The Dance by Ronan Hardiman (Irish)
Diggin’ On James Brown by Tower Of Power (Funk)
Term 4 - Round and Round
Term 4 - Round and Round
All the learning is focused around one song: Round and Round, a Bossa Nova Latin style.
Additional songs will include:
Round And Round (Bossa Nova)
Livin’ La Vida Loca by Ricky Martin (Latin/Pop)
Imperial War March by John Williams (Film)
It Had Better Be Tonight by Michael Bublé (Latin/Big Band)
Why Don’t You by Gramophonedzie (Big Band/Dance)
Oya Como Va by Santana (Latin/Jazz)
Progressive Skills
Progressive Skills
Listen & Appraise
Listen & Appraise
To listen to a variety of music from different styles, traditions and times. Start to recognise / identify very simple style indicators and different instruments used.
To start to find and internalise the pulse using movement.
To start using correct but basic musical language to describe the music you are listening to and your feelings towards it
To begin to listen, with respect, to other people’s ideas and feelings towards the music you have listened to.
To discuss other simple dimensions of music (pulse, rhythm, pitch, tempo, dynamics) and how they fit into the music you are listening to
Music Activities (Games)
Music Activities (Games)
To find and internalise the pulse, sometimes with support/help, through body movement and within the context of the games track being used
To begin to understand, through activity and feeling more than explanation, that pulse is the foundation of music upon which all the other dimensions are built.
To begin to understand that pulse is the heartbeat of music
To understand that rhythm is long and short sounds that happen over that steady beat, the pulse
To understand that pitch is high and low sounds
To progress from keeping a steady pulse to clapping a simple rhythm then improvising a simple rhythm.
To understand how the other fundamental dimensions of music are sprinkled through songs and pieces of music.
Music Activities (Singing)
Music Activities (Singing)
To understand the importance of working together in an ensemble or as part of a group and how the musical outcomes are of higher quality when doing so
To understand the importance of, and the reason why we warm up our voices, the importance of good posture, breathing in phrases (sentences) and projecting our voices.
To sing songs and melodies and start to consider how the melody and words should be interpreted
To sing in tune within a limited pitch range, and perform with a stronger / more secure sense of pulse and rhythm
To join in and stop as appropriate - follow the leader / conductor confidently.
Music Activities (Playing Instruments)
Music Activities (Playing Instruments)
To continue to explore and create music using classroom percussion, tuned and un-tuned, to play melodies, tunes and accompaniments, and to improvise and compose
To continue to play and move between differentiated parts with a sound-before-symbol approach, according to ability.
To continue to experience playing together in a band or ensemble. Join in and stop as appropriate
To learn to treat each instrument with respect and use the correct techniques to play them.
To begin to recognise / identify and musically demonstrate awareness of a link between shape and pitch graphic notations. Start to understand the basics and foundations of notations.
Music Activities (Improvisation)
Music Activities (Improvisation)
To continue to explore and create musical sound with voices and instruments within the context of the song being learnt
To deepen understanding through activity and knowledge about improvisation
To improvise simple melodies on your own
To create own rhythmic patterns that lead to melodies
To continue a differentiated approach to improvisation.
Music Activities (Composition)
Music Activities (Composition)
To begin to create your own more complex tunes and melodies within the context of the song that is being learnt.
To start to choose, combine and organise patterns and musical ideas within musical structures, and do this with understanding as part of a group or with your whole class
To record the composition in any way that is appropriate
To musically demonstrate increased understanding and use of the interrelated dimensions of music as appropriate within this context eg getting louder (dynamics), softer (dynamics), higher (pitch), lower (pitch), faster (tempo), slower (tempo
To begin to recognise and musically demonstrate awareness of a link between shape and pitch using graphic notations
Perform & Share
Perform & Share
To have a deeper understanding of working together as part of an ensemble / band.
To continue to develop performance skills. Play tuned instruments with more control and rhythmic accuracy and with more realised progression. Improvise and play back compositions using patterns confidently as part of a performance.
To perform with an understanding of an integrated approach
To practise, rehearse and present performances with awareness of an audience. Appreciate that performance can influence how music is presented
To watch a recording and/or discuss the performance. Offer respectful comments and feedback about and from others
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