MUSIC

INTENT: to sing with accuracy, fluency, control and expression.

IMPLEMENTATION: children practiced an Egyptian vocal warm-up and then to sing the song 'Gift of the Nile' fluently and in tune.

IMPACT: children learnt the importance of warming-up their voices and singing accurately.

INTENT: to explore and use different forms of notation.

IMPLEMENTATION: children listened to 'Walk Like an Egyptian' by The Bangles and used hieroglyphs to show the structure of the music.  Children then composed their own piece of music using hieroglyphs.

IMPACT: children were able to use a range of pictorial notation.

INTENT: to compose a piece of music using stave notation.

IMPLEMENTATION: the children used glockenspiels and their earlier lessons in pitch and stave notation to compose their own piece of Egyptian funerary music.

IMPACT: the children were able to compose a piece of music and record it on a musical stave.

INTENT: to play the first line of the 12-Bar Blues.

IMPLEMENTATION: children learnt what a chord is and that the 12-Bar Blues is made up of 3 different chords:: C, F and G.  This lesson the children are focused on the first chord - C - and practising playing it on the glockenspiel.

IMPACT: children have started to learn to play the 12-Bar Blues.

INTENT: to be able to play the 12-Bar Blues.

IMPLEMENTATION: the children recapped their understanding of what the 12-Bar Blues are.  Children then practised first the chord of C which they learnt last lesson and then to progress to adding the chord of F.  Once they were confident with the segue from C to F, children started adding in the chord of G as well.

IMPACT: children were more confident in playing the 12-Bar Blues.

INTENT: to learn the Blues scale.

IMPLEMENTATION: children learnt that there is a scale that is particular to Blues music.  Children developed their understanding of this scale including that it includes sharps and flats and to be introduced to the notation for these notes.

IMPACT: the children were able to play the Blues scale.

INTENT: to be able to improvise with the Blues scale.

IMPLEMENTATION:  children recapped their understanding of the Blues scale and then to practised it on glockenspiels.  Children watched a video of a musician improvising using the Blues scale and then were given the opportunity to improvise themselves using the notes of the Blues scale.

IMPACT: the children were able to  experiment with improvisation using the Blues scale.

INTENT: to sing a traditional African song unaccompanied.

IMPLEMENTATION: children to listen to singers singing in different African languages, including Xhosa.  Then to hear different choirs singing the traditional South African song 'Shosholoza' before practising singing the song themselves, first accompanied and then unaccompanied.

IMPACT: the children learnt to sing an African song unaccompanied.

INTENT: to play a series of chords to accompany their African song.

IMPLEMENTATION: having sung the song 'Shosholoza' unaccompanied to recap their learning from last lesson, children practised playing the chords of A, D and E major on their glockenspiels and then put them together to accompany the song.

IMPACT: the children were able to play the chords on the glockenspiels.

INTENT: to use vocals to perform a song as an ensemble.

IMPLEMENTATION: in groups or pairs, children to perform 'Shosholoza', incorporating movements from an African dance video tutorial.

IMPACT: the children learnt to perform as a group.

INTENT: to play call and response rhythms using untuned percussion instruments.

IMPLEMENTATION: children to practise call and response drumming, firstly with the teacher acting as the master drummer and then with the children taking turns to lead.  

IMPACT: the children will be able to play call and response rhythms on their drums.

INTENT: For children to recognise colours that can be linked to feelings/emotions.

IMPLEMENTATION: Children were introduced to Holi festival and the idea of colours. Children considered what colours represent. They then listemed to music and considered what colour they could link at different points in the song.

IMPACT: Children were able to link colours to music and feelings.

INTENT: For children to create a graphic score.

IMPLEMENTATION: Children recapped whta graphic scores are. Using I do/ We do / You do, children listened to known songs and discussed what symbols or shapes could be used to represent the music.

IMPACT: In groups, children were able to create graphic scores.

INTENT: For children to work in groups to create a vocal composition based on a picture.

IMPLEMENTATION: Children looked at images as a class and considered a vocal sound that could represent it. They then build up their sound as a group to create a composition. They then applied this to create a new vocal composition as a group. 

IMPACT: Children were able to create vocal sounds and are working on developing their composition. 

INTENT: For children to create a loop using technology. 

IMPLEMENTATION: Children recapped loops. They then created their own melody using Chrome Music Lab. They explored the features of the program to create a continuous loop. 

IMPACT: Children were able to create and mix loops. 

INTENT: For chldren to learn the original melody.

IMPLEMENTATION: Children learnt and practised playing the melody on the glockenspiels to 'Somewhere Over the Rainbow - Judy Garland. They played this alongside the original.

IMPACT: Most children were able to play the notes. Some were able to play it in time with the music. 

INTENT: To create a remix by looping and changing the order of fragments. 

IMPLEMENTATION: Children chose their fragments and rehearsed them. They then created their composition before performing them with a backbeat.

IMPACT: Children were able to compose a remix.

INTENT: For children to recognise the difference between character and action songs.

IMPLEMENTATION: Children defined character and action songs. They then listened to some songs from musicals and decided which category they fitted into and why.

IMPACT: Children were able to recognise the difference between the types of songs. 

INTENT: For children to plan a musical.

IMPLEMENTATION: Children worked in their groups to plan what their 'journey' would be and thought about the song they'd like to include to make it a jukebox musical. 

IMPACT: Children have been able to come up with ideas and a song. 

INTENT: For children to rehearse a musical.

IMPLEMENTATION: Children practised their song using lyrics and began to create choreography. They rehearsed the spoken words and action to tell their story. 

IMPACT: The children's own musical theatre performances are taking shape. 

INTENT: For children to perform a musical.

IMPLEMENTATION: Children worked in their groups to perform their musicals. 

IMPACT: Children performed their musical to others.