Music

Trumpets

Subject Skills

M5.1 - I can compose complex rhythms from an increasing aural memory.

M5.2 - I understand how pulse, rhythm and pitch work together.

M5.3 - I can improvise with increasing confidence using my own voice, rhythms, and varied pitch.

M5.4 - I can sing as part of an ensemble with increasing confidence and precision.

M5.5 - I can play and perform in a solo or ensemble contexts with with some accuracy, control, fluency and expression.

M5.6 - I can use and develop an increasing understanding of formal, written notation which includes staff, semibreves and dotted crotchets.

M5.7 - I can develop and increasing understanding of the history and context of music.

Vocabulary

Classroom Brass

Pulse

Melody

Tune

Rhythm

Duration

Pitch

Beat

Timbre

Texture

Solo

Texture

Dynamics

Tempo

Groove

Improvisation

Activities

Using Kent Music Education

The year long programme provides instrumental tuition and musical instruments for whole class once a week. The children will learnt to play the trumpet.

Listen & Appraise

Recognise styles, find the pulse, recognise instruments from the brass family, listen, discuss all dimensions of music

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.
- Playing - build confidence, play the trumpet, making sounds and using different chords.
- Improvisation - create your own responses, segments and rhythms.
- Composition - create your own responses, melodies and rhythms and record them in some way.
- Perform/Share - Continue to work together in a group/ensemble. perform as part of the school's Art Festival.

For more information visit the Kent Music School webpage:

https://www.kent-music.com

Progressive Skills

Listen & Appraise

Listen with concentration to a variety of music from different styles, traditions and times and place the music in its historical context. Securely / confidently recognise / identify different style indicators and different instruments and their sounds
To listen to the music, and internalise the pulse using movement.
To understand the pulse and its role as the foundation of music
To use correct musical language to describe the music you are listening to and your feelings towards it
To listen, comment on and discuss with confidence, ideas together as a group
To appropriately and confidently discuss other dimensions of music and how they fit into the music you are listening to.

Music Activities (Games)

Find and internalise the pulse securely with confidence and ease, through body
To understand and demonstrate, verbally and physically, that pulse is the foundation upon which all other dimensions are built.
To maintain a strong sense of pulse and recognise when you are going out of time.
To know, understand and demonstrate how pulse and rhythm work together
To know that pulse is the heartbeat of music, a steady beat that never stops.
To know that rhythm is long and short sounds that happen over that steady beat, the pulse.
To confidently recognise / identify rhythmic patterns found in speech and general topics.
To confidently clap and improvise rhythmic patterns.
To demonstrate how pitch works.
To demonstrate how pulse, rhythm and pitch work together to create a song
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 (therefore rhythm changes and pulse stays the same
To build on and progress from, keeping a steady pulse to clapping a more complex rhythm; improvising a rhythm and, using pitch, improvise using the voice.
To understand how the other dimensions of music are sprinkled through songs and pieces of music.

Music Activities (Singing)

To sing in an ensemble with the aim of producing a round sound, clear diction, control of pitch and a musical understanding of how parts fit together
To understand the importance of warming up our voices, good posture, breathing and projecting voices. Sing together with confidence, with increasingly difficult melody and words, sometimes in two parts
To have a greater understanding of melody, words and their importance and how to interpret a song musically
To sing within an appropriate vocal range with clear diction, mostly accurate tuning, control of breathing and appropriate tone
To understand the workings of an ensemble / choir, how everything fits together.
To demonstrate musical quality
To maintain an independent part in a small group

Music Activities (Playing Instruments)

To continue to use glocks, recorders, band instruments if appropriate, to play melodies, tunes and accompaniments and to improvise and compose
To play differentiated parts with a sound-before-symbol approach or using the notated scores.
To choose parts according to ability and play them musically.
To play easy and medium parts by ear (without reading notation) or play the easy and medium parts with notation as an extension activity or if appropriate
To play and perform in solo and ensemble contexts, playing musical instruments with increasing accuracy, fluency, control and expression and maintaining an appropriate pulse
To continue to treat each instrument with respect and use the correct techniques to play them
To build on understanding the basics and foundations of formal notation

Music Activities (Improvisation)

To create musical improvisations with voices and instruments within the context of the song being learnt.
To understand that when you improvise, you make up your own tune or rhythm within boundaries and that is not written down or notated
To understand what musical improvisation means. Improvise and perform in solo and ensemble contexts, use quality not quantity of notes. I
To continue to create more complex rhythms and melodies and create their own rhythmic patterns that lead to melodies
To build an improvisation starting with three then eventually five notes or a pentatonic scale. Integrate a deeper knowledge of the interrelated dimensions of music ie how rhythm and tempo and dynamics are part of the creation.
To use voice, sounds, technology and instruments in creative

Music Activities (Composition)

To confidently create your own 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.
To move beyond composing using two notes, increasing to three notes then five if appropriate
To use voice, sounds, technology and instruments in creative ways. Record the composition in any way appropriate
To continue to musically demonstrate an understanding and use of the interrelated dimensions of music as appropriate within this context of creating and making music eg getting louder (dynamics), quieter (dynamics), higher (pitch), lower (pitch), faster (tempo), slower (tempo).
To describe the quality of sounds and how they are made (timbre).
To recognise and musically and/or verbally demonstrate awareness of a link between shape and pitch using graphic notations.

Perform & Share

To work together as part of an ensemble / band, adding some direction and ideas
To play tuned and/or un-tuned instruments with further control and rhythmic accuracy and with realised progression.
To improvise and play back compositions using more complex patterns confidently as part of a performance
To perform with a further understanding of an integrated approach
To practise, rehearse and present performances with more understanding and awareness of an audience and their needs.
To understand that performance can influence how music is presented.
To communicate ideas, thoughts and feelings through musical demonstration, language and movement, and other art forms, giving simple justifications of reasons for responses.
To watch a recording and/or discuss the performance. Offer constructive comments about own and others’ work and ways to improve; accept feedback and suggestions from others.

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