Music

Charanga

DJEMBE DRUMMING

Rationale

This djembe drumming responds to the release of "The Importance of Music: A National Plan for Music Education" in 2011.
It outlines that 'every child aged 5 to 18 has the opportunity to learn a musical instrument (other than voice) through whole-class ensemble teaching programs'.
The program is also linked closely to the Kent music plus framework as a corner stone to the delivery and reflection of these lessons.
The curriculum is delivered over 10 -12 weeks to children

Subject Skills

Listen & Appraise recognise styles, find the pulse, recognise instruments, listen, discuss all dimensions of music (M2.1)
Musical Activities -
- Games - internalise, understand, feel, know how the dimensions of music work together. Focus on Warm-up Games. Pulse, rhythm, pitch, tempo, dynamics. Explore the link between sound and symbol. (M2.2)
- Singing - sing, learn about singing and vocal health. Continue to learn about working in a group/band/ensemble. (M2.3)
- Playing - play a classroom/band instrument in a group/band/ensemble. Explore the link between sound and symbol. (M2.4)
- Improvisation - create your own responses, melodies and rhythms. (M2.5)
- Composition - create your own responses, melodies and rhythms and record them in some way. Explore the link between sound and symbol. (M2.6)
- Perform/Share - Continue to work together in a group/band/ensemble (M2.7)

Djembe Drumming - Knowledge & Activities

The program aims to offer opportunities for pupils that includes singing, playing a un-pitched percussion instrument, exploring inter-related dimensions of music, active and passive listening.
Performances are arranged to share with the wider school and to celebrate achievements.
Pupils are encouraged to use their voices in every lesson to accompany their drumming in a variety of music such as traditional chants, western popular music and group compositions.
They will learn to use the instruments safely using appropriate technique and posture.
Pupils are encouraged to explore, create, combine and experiment with the interrelated elements of music including rhythm, dynamics, mood, structure, pitch, duration, tempo, texture and timbre and appropriate music notations.
Pupils are encouraged to listen, review and communicate their ideas, thoughts and feelings through music.
Conventional and unconventional sounds will be explored though the instrument and pupils are encouraged to express themselves through their instrument through improvisations and compositions.
Pupils will be introduced to a variety of musical styles as well as the traditional music of West Africa typical of the Djembe.
Pupils will learn traditional and nontraditional rhythmic patterns through singing and vocalizing patterns.
Pupils will have access to high quality digital resources including live and recorded music and a variety of software to demonstrate notation and support in musical understanding and composition.
Music is at the heart of every lesson. Lessons aim to introduce and develop a basic musical understanding by encouraging fun, expressive and inclusive activities.
The teacher will regularly collect evidence of progress for assessment and be flexible in the delivery of the sessions adhering to the groups needs and lesson pace.
The teacher will pass over some responsibility to the group for planning their musical learning.
The sessions are clearly structured sequences with differentiated material, range of musical activities that support the learning objective and provisions for SEND.

Term 1 - Pulse, Rhythm and Pitch

Alongside Djembe drumming, this term we will be finding the pulse, or steady beat, of different pieces of music. We'll also learn that music is made up of long and short and high and low sounds, called ‘rhythm’ and ‘pitch’. These elements combine when we sing and play.

Progressive Skills

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)

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)

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)

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)

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)

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

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.

Term 2 - Playing in a Orchestra

This term we will focusing on playing music together and exploring what music tells us about the past. We will learn that collaborative playing is a fundamental part of music and there are lots of examples of this, including orchestral music. We will be experimenting and exploring with different notes, musical instruments and songs.

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