MUSIC

Lesson 1:

INTENT: I know the history of Rock and Roll and I can perform the hand-jive.

IMPLEMENTATION: Children explored the history of Rock and Roll and where it originated from. Children listened to some different Rock and Roll music clips. Children learnt that dancing is a big part of Rock and Roll music and learnt how to do the Hand-Jive.

IMPACT: Children understand why Rock and Roll music was created and that dance is a big element in Rock and Roll music.

Lesson 2:

INTENT: I can perform with a sense of style.

IMPLEMENTATION: Children learnt what it meant to perform with style and thought about how they could incorporate a sense of style in their own performances. Children learnt the song 'Rock Around The Clock' and thought about how they might move/stand during the music breaks. Children learnt that the fast nature of the song meant that they needed to concentrate on the lyrics and ensure they were using their whole mouth to make the sound/words.

IMPACT: Children know what it means to perform with a sense of style and now think about how they can make their performance/singing interesting to watch and listen to.

Lesson 3:

INTENT: I can play the walking bassline on tuned percussion.

IMPLEMENTATION: Children were introduced to the walking bassline and told that the bass is the lowest note. Children could understand and describe how the pitch changes throughout the walking bassline.  Children were shown the notes needed to play the first section of the walking bassline and introduced to sharp notes. Children had time to practise and perform in their pairs.

IMPACT: Children know that the bass is the lowest note. Children can confidently play the walking bassline on the glockenspiel and know which notes they need to find on the instrument in order to play it. 

Lesson 4:

INTENT: To perform the Rock and Roll bassline.

IMPLEMENTATION: Children were taught the second section of the walking bassline and were shown which notes they needed to play. Children then had a go at putting both parts they had learnt together and performed it in their pairs.

IMPACT: Children know that the bass is the lowest note. Children know which notes to play on the glockenspiel in order to play the walkin bassline. Children notice the pattern in the pitch of the walking bassline.

Lesson 5:

INTENT: To play a Rock and Roll piece of music.

IMPLEMENTATION: Children revisited and rehearsed the walking base line on their tuned percussion. Children also revisited Rock Around the Clock. Children then had a go at putting both together. Half of the class sang the song whilst the other half played the walking bass line. Children then swapped what they were doing so they had the opportunity to do both parts of the performance.

IMPACT: Children are able to perform the walking bass line annd sing along with it at the same time to a well-known rock and roll song.

Lesson 2

INTENT: To be able to recognise key elements in music.

IMPLEMENTATION: Children were shown a diagram of a Rive Landform showing five different sections. They then listened to a piece of classical music ' The Moldau' that represented each different part of the river. For each section, children worked in pairs to listen to the music and write their thoughts on the different elements of music e.g. mood, instrument, tempo, dynamics and texture.

IMPACT: Children were able to identify different musical elements within a piece of music.

Lesson 4 

INTENT: To create and perform an ostinato.

IMPLEMENTATION: Children recapped their ostinatos from last lesson. They were introduced to three new ostinatos using lyrics and notation for sections of a river. Children worked in groups to pick a section of the river and write their own ostinato for it. 

IMPACT: Children were able to create a simple ostinat and play it together in time by clapping. 

Lesson 5

INTENT: To improve and perform a piece of music around an ostinato. 

IMPLEMENTATION: Children worked in groups to compose a piece of music to represent a river. They thought of an ostinato for each section of the river, whether this was being played by an instrument or voice and considered the dynamics. Children performed their pieces to the class. 

IMPACT: Children were able to compose and improve a piece of music so it sounds like a river. They were able to perform their composed piece using dynamics and tempo change. 

Lesson 1 

INTENT: To describe the festival of Hanami using words and sounds. 

IMPLEMENTATION: Children explored the blossom trees outside and discussed what they could see, smell, hear and how it made them feel. The children then recorded their ideas using descriptive words in a Hanami journal. 

IMPACT: Children were able to choose descriptive words to describe Hanami. They then picked a few descriptive words to ise their voice to create a sound to match. 

They were able to use their voice to make the sound of the word that matched the description. 

Lesson 2

INTENT: To represent a blossom tree using sounds.

IMPLEMENTATION: Using key diescriptive words from the last lesson, children matched these words with an instrument. The children considered the instrument and how they would play it to best represent the word.

IMPACT: Children were able to create their own blossom sounds.

Lesson 3

INTENT: To use different musical features using description. 

IMPLEMENTATION: First, the children listened to 'Loveliest of Trees' by George Butterworth. The children discussed the descriptive words and discussed the interrelated dimensions of music. After, the children wrote their own cherry blossom haiku poem using their vocabulary list from their previous lessons.

IMPACT: Children were able to recognise and name the musical features (interrelated dimensions of music) and explain what each dimensions is describing. 

Lesson 4

INTENT: To work as a group to create a piece of music to celebrate Hanami.

IMPLEMENTATION: Children used glockenspiels to create a melody for their poem from the last lesson. Children recorded their notes above the words within their poem. Children began to add percussion for sound effect. 

IMPACT: Children were able to work as part of a group to create a piece of music inspired by cherry blossom.

Lesson 5

INTENT: I can perform a piece of music  to celebrate Hanami.

IMPLEMENTATION: Children recapped their composition from their previous lesson. After practising in their groups, they performed their piece.

IMPACT: Children were able as part of a group by playing sounds effectively in time.

Lesson 1

INTENT: To recognise and identify the main features of samba music.

IMPLEMENTATION: Children began by listening to a piece of music and discussed the structure, texture, dynamics and melody. The children to the sounds of the instruments and number the order in which they heard them. After, each table group received a percussion instrument. In a group they created a rhythm and had opportunity to swap instruments between groups.

IMPACT: Children were able to know what samba music is and where is comes from and identify the main features of samba music.

Lesson 2 

INTENT: To understand and play syncopated rhythms.

IMPLEMENTATION: Children clapped both on and off beats to learn about syncopations. Using audio clips and notation, the children learnt rhythms and the use of syncopations. They were split into have to practise these rhythms. 

IMPACT: Children were able to play on the off beat and recognise the on beat. From this, children were able to play syncopated rhythms.

Lesson 3

INTENT: To play syncopated rhythms as part of a group.

IMPLEMENTATION: Children learnt 4 rhythms by clapping and saying them aloud. From this, the children rehearsed a rhythm within a group using percussion instruments. As a class, the children learnt to play their rhythm with each group coming in.

IMPACT: Children were able to play in time whilst holding their own part. Children were able to play a syncopated rhythm.

Lesson 2

INTENT: To understand what a musical motif is. 

IMPLEMENTATION: Children listened to Beethoven's fifth symphony and identified a repeating pattern - a motif. They linked this back to their Roman song from last week to identify the motifs within it. Children followed musical notation to practise playing each motif on a glockenspiel. 

IMPACT: Children were able to explain what a motif is, hear and recognise a motif in a piece of music and play a motif on a tuned instrument.

Lesson 3

INTENT: To compose and notate a motif.

IMPLEMENTATION: Children composed a short motif by choosing notes after experimenting on a glockenspiel. Children write the musical notes in letters and coloured in bars to represent the number of beats. After, the children used notation to write the rhythm (crotchet, minim, dotted minim, semibreve and quaver.) 

IMPACT: Children were able to play in time whilst holding their own part. Children were able to compose a motif and use graphic notation to record it. 

Lesson 4

INTENT: To develop and transpose a musical motif.

IMPLEMENTATION: Children looked back at their motifs from the previous lesson and learnt to transpose their music to start it on a different note. They then practising changing the rhythm and writing their original motif in reverse order to create a new version. 

IMPACT: Children were able to transpose (change the key) of their own motif and adapt their motif by changing notes, rhythm or using the reverse order.

Lesson 5

INTENT: To combine and perform different versions of a musical motif. 

IMPLEMENTATION: The children worked in small groups to compose a final piece. They decided on a motif, considered developments e.g transposing, reversing, rhythm and put their piece into a structure. They then performed their final piece on glockenspiel following their notation. 

IMPACT: Children were able to combine different versions of a musical motif and perform their own part in a group performance.