MUSIC

INTENT: for the children to find the pulse using parts of their bodies.

IMPLEMENTATION: after the teacher has explained the difference between a pulse and a sound pattern, the children clap, tap, nod and sway to different pulses and rhythms.

IMPACT: the children will be able to maintain a steady pulse and begin to repeat a sound pattern.

INTENT: to keep a pulse and show a sound pattern using bodies and voices.

IMPLEMENTATION: after warming up by marking the pulse and singing 'You've Got a Friend in Me', children to play the 'Name Game', clapping or tapping the pulse and speaking a call-and-return greeting to a rhythmic sound pattern.  Children then to use their thinking voices to play a similar game of 'Favourites'.  Finally, children to sing a song to a sound pattern.

IMPACT: children will be able to identify and follow the pulse and a simple sound pattern in different ways.

INTENT: to explore using a thinking voice to show the pulse.

IMPLEMENTATION: children to warm up by tapping the pulse and moving their bodies to the rhythm of Justin Bieber's 'Can't Stop the Feeling'  Children then to repeat last week's exercises only this time they are to use thinking voices to 'speak' the sound patterns whilst tapping or clapping the pulse.

IMPACT: children will be able to identify the pulse whilst also recognising a sound pattern.

INTENT: To use my body and percussion expressively.

IMPLEMENTATION:

Children will move their bodies to represent different animals.

Children will test and choose instruments and play them so they represent different animal sounds or movements.

IMPACT:

Children represented different animals using instruments and by thinking about how loud, quiet fast or slow to play the instrument. 

INTENT: To sing a song in sections

IMPLEMENTATION:

Children will practise the skill by chanting and then singing back a melody line from the song 'The Animals Went in Two by Two'.

IMPACT:

Children were able to sing a section from a song from memory, using the correct melody and actions to help them.

Children were able to stay in time with other children in the group.

INTENT: to know the terms pulse and tempo.

IMPLEMENTATION: The children will listen to the Jaws theme tune and pretend they are a shark. They will start slow, then get faster as the music speeds up. They will explore that music can tell a story using tempo and dynamics. They will split into four groups and act out a story using different tempo and dynamics.

IMPACT: The children understand the term tempo and dynamics.

INTENT: to know the terms timbre and dynamics.

IMPLEMENTATION: The children listened to the song "The Aquarium". The children learnt about the term timbre and what a celeste is. They had a go at using different instruments and timbre to join in with the song.

IMPACT: The children understood the term timbre and what impact it has on a song.

Sometimes the most relaxing part of a music lesson is simply closing our eyes and appreciating the melody.

INTENT: children will use expressive voices

IMPLEMENTATION: read three little pigs and act out using different voices for each character

IMPACT: children acted out the story using expressive voices

INTENT: Children to choose an instrument to accompany parts of a story

IMPLEMENTATION: children chose an instrument that matched different parts of the three little pigs story.

IMPACT: children read the story with sound affects

INTENT: children recognise  syllables to be able to use in a rhythm.

IMPLEMENTATION: children will sing the syllable song, count syllables on their chin and then clap the correct number of syllables

IMPACT: clap the correct number of syllables

INTENT: match characters with instruments

IMPLEMENTATION: listen to Sergei Prokoveif and match the characters to the different sections of music

IMPACT: children matched different characters to different instruments 

Lesson 1

INTENT: children will use body percussion to illustrate the different parts of the sea settings

IMPLEMENTATION: to share their music in relation to a setting 

IMPACT: to share their music in relation to a setting 

Lesson 3

INTENT: to match an instrument to a seaside setting

IMPLEMENTATION: children chose an instrument to match a seaside setting

IMPACT: children recreated a seaside setting using an instrument.

INTENT: write symbols for different instruments and perform our music

IMPLEMENTATION: children drew pictures to symbolise the instruments used for each part of the song

IMPACT: children performed their music and shared their musical symbols

INTENT: I know the concept of pitch. 

IMPLEMENTATION: The children will look at instruments and explore whether they're high or low. They will talk about the difference they hear.

IMPACT: The children will understand about pitch.

INTENT: To create a pattern using two pitches.

IMPLEMENTATION: The children will use instruments, and superhero themes that consist of two notes.

IMPACT: The children will be able to create a pattern using two notes.

INTENT: To understand tempo.

IMPLEMENTATION: The children will listen to different music and dance as quickly or as slowly as it goes. They will explore and understand the word "tempo". 

IMPACT: The children will have an understanding of the word tempo.