Music
Term 3 - Three Little Birds
All the learning is focused around one song: Three Little Birds. The material presents an integrated approach to music where games, elements of music (pulse, rhythm, pitch etc.), singing and playing instruments are all linked. As well as learning to sing, play, improvise and compose with this song, children will listen and appraise other reggae songs.
Term 4 - The Dragon Song
This is a song about kindness, respect, friendship, acceptance and happiness.
Progressive Skills
Listen & Appraise
To listen with increasing concentration to a variety of music from different styles, traditions and times, and begin to place the music in its historical context.
When listening to this music, find and internalise the pulse using movement.
To continue to use correct musical language to describe the music you are listening to and your feelings towards it.
To listen, with respect, to other people’s ideas and feelings towards the music you have listened
To discuss other dimensions of music and how they fit into the music you are listening to.
To understand how pulse, rhythm, pitch and also tempo, dynamics, timbre, texture and structure fit into the music we listen to.
Music Activities (Games)
To find and internalise the pulse through body movement, within the context of the games track being used
To build on the understanding that pulse is the foundation of music upon which all the other dimensions are built
To understand that pulse is the heartbeat of music, a steady beat that never stops.
To understand that rhythm is long and short sounds that happen over that steady beat, the pulse.
To recognise / identify rhythmic patterns found in speech – names, words linked to topics.
To understand that pitch is high and low sounds and when added to pulse and rhythm, working together a song is created.
To progress from keeping a steady pulse to clapping a rhythm; improvising a rhythm; using pitch; improvising using the voice.
To begin to understand how the other 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