MUSIC
MUSIC
Embedded Files
Curriculum Areas
Curriculum Areas
Listen and Appraise
Compose and Create
Perform and Share
Musical Elements
Call and Response based on the theme of Animals.
Call and Response based on the theme of Animals.
INTENT: To create short sounds with varied dynamics that represent an animal.
IMPLEMENTATION: Children listened to extracts of animal sounds and noises. They had a guess to see what animal it was. The children listened again and moved around the room being that animal. Children used instruments to represent the sounds the animals made. We discussed the dynamics and identifed which animals were loud and which ones were quiet. they played their instruments with varying dynamics.
IMPACT: Children were able to make short sounds using instruments with varying dynamics.
IMG_3937.MOVIMG_3933.MOVINTENT: To copy a short sound pattern.
IMPLEMENTATION: Children listened to an extract of music and went on an Animal Safari. They discussed how it made them feel, if it reminded them of a place or country. Children were introduced the concept of using words to create a rhythm that described the animal. They clapped the sound pattern (rhythm), first with words and then without.
IMPACT: Children were able to copy a sound pattern and were able to clap it.
call and response 1.MOVCall and response 2.MOVINTENT: To explore call and response using instruments.
IMPLEMENTATION: Children learnt the terms call and response. They listened to the call and responded based on a question and answer. They clapped the responses and used instruments to respond to the call. Children worked in pairs, one being the call and the other being the response.
IMPACT: Children know what call and response is and play it on an instrument.
INTENT: To create sound patterns based on call and response.
IMPLEMENTATION: Children recapped what call and response is. They practised playing their call and response on instruments. They worked in pairs and composed their own call and response based on questions and answers.
IMPACT: Children were able to compose their own call and response and perform it.
Own call and response 2.MOVown call and response 1.MOVINTENT: To perform different sound patterns with varying dynamics.
IMPLEMENTATION: As a class, we composed our own call and response and the children practised it in groups. We talked about dynamics and different effect it can have and they practised playing loudly and quietly.
IMPACT: Children were able to play their call and response using dynamics.
Orchestral Instruments
Orchestral Instruments
INTENT: To listen to and analyse an orchestral version of a traditional story..
IMPLEMENTATION: Children were introduced to the instruments of the orchestra. They looked at pictures of the instruments of orchestra and grouped them together. They listened to the sounds the different instruments made. The children went on to listen to a piece of orchetsral music portraying the story of Goldilocks and the Three Bears. they identifed how the characters and events ine the story were represented in by different instruments playing different dynamics, tempo and pitch.
IMPACT: The children are beginning to name the instruments of the orchestra, identify their sounds and recognise how they are played to portray characters and events in a story through music.
INTENT: To listen to and analyse film musical version of a traditional story.
IMPLEMENTATION:Children recapped the four instrument groups of the orchestra. Children learn that sometimes in a film version, the sounds can be represented by sound effects instead of music or an instrument playing. The children listened to a song from 'Frozen' and attempted to identify the instruments playing and the effect it had on the listener and telling the story.
IMPACT: The children are beginning to identify the different instruments being played and the effect they are creating when telling a story.
INTENT: To select appropriate sounds to match events, characters and feelings in a story.
IMPLEMENTATION: Children identified the main charcaters in the story Little Red Riding Hood. We discussed what each character is like and which instrument could be played to portray them. Children chose an instrument and recorded on their storyboard how they were going to play them, considering dynamics. They then added their instruments to narrative.
IMPACT: Children are beginning to chose appropriate instruments to represent a character and feelings and play them accordingly using dynamics.
Musical Me!
Musical Me!
INTENT: To sing and play an instrument at the same time.
IMPLEMENTATION: Children recapped the terms rhythm and pulse. They explored the rhythm of their names by clapping and playing an instrument saying the sentence, 'hello! my name is ...' Children learnt the song called Once a Man Fell in the Well. AS they sand the song they played the pulse on their instruments.
IMPACT: Children knew what the pulse and rhythm are. Most children could sing and play the pulse on their instrument at the same time.
Lesson 1 A.MOVLesson 1 B.MOVLesson 1 C.MOVINTENT: To choose and play appropriate dynamics and timbres for a piece of music.
IMPLEMENTATION: Children sand the song 'One a Man Fell in a Well.' We recapped playing the pulse using hands and instruments. The children then had a go at playing the rhythm of the song on the instruments. The children explored timbre and that the instruments play different sounds and pitches. We discussed the emotion of the song - is it a happy or sad song? They explored playing the instruments with dynamics.
IMPACT: Children are beginning to understand the terms dynamics and timbre. They can keep the pulse and play the rhythm of the song.
Lesson 2 A.MOVLesson 2 B.MOVINTENT: To read and use musical notation to play music.
IMPLEMENTATION: Children were introduced to the term melody and notation. The children were shown musical notation and shown a stave with notes on it. They were told that each note had a letter as its name and the length of the notes. They were shown the melody of the song, 'Once a Man Fell in a Well' and we practised playing it on a glockenspiel.
IMPACT: Most children could play the melody on a glockenspiel reading the letters of the notes on a score.
Lesson 3 a.MOVLesson 3 B.MOVLesson 3 c.MOVINTENT: To create my own composition using notation.
IMPLEMENTATION: Children were introduced to notation and notes. They explored different notes and pitch using glockenspiels. They worked with a partner exploring different combinations of notes and repetition of notes. They composed their own melody which t hey recorded in their composition grid.
IMPACT: Children were able to compose a melody using a glockenspiel and record using letter names.
INTENT: To use dynamics and timbre in a musical group composition.
IMPLEMENTATION: Children were reminded of what the term timbre and dynamics mean. They worked in groups, composing their own music, each having their own instrument to play. One person took on the role of leader.
IMPACT: Children were able to compose their own music beginning to consider the timbre of the music and incorporate dynamics.
IMG_4621.MOVIMG_4623.MOVIMG_4622.MOV
Space - Dynamics, timbre, tempo and motifs
Space - Dynamics, timbre, tempo and motifs
INTENT: To create a simple soundscape for effect.
IMPLEMENTATION: Children recapped the musical terms previously learnt. They listened to some space music and they were asked to go on a journey through space to a new planet. They were asked to imagine what the new planet would look like, how long it would take to get there and what the surface might be like. Children were given a picture of a planet and they were asked to create their own soundscape based on the picture. Children in groups came up with some sounds to create story based on what could happen on the planet.
IMPACT: Children were able to work in groups and create their own soundscapes.
IMG_4678.MOVIMG_4680.MOVIMG_4676.MOVINTENT: To listen to music and consider how dynamics are represented.
IMPLEMENTATION: Children recap sounds they added to their soundscape. They were introduced to the composer, Holst and listened to his piece of music titled Mars. As they listened children chose symbols, colours and pictures to represent the change in dynamics. Children explored how colours can represent feelings and we linked this to Zones of Regulations. Children then listened to the music again and moved around the classroom and made small shapes to represent quiet parts and large shapes to represent louder sections of the music. The children were told that some music for films were inspred by Holst's Mars.
IMPACT: The children could identify changes in dynamics and that music can represent different moods.
INTENT: To compare two pieces of music.
IMPLEMENTATION: Children listened to another piece of music composed by Holst called Venus. As they listened, they recorded what they heard using different representations such shapes, symbols, pictures, colours and size. Children then made comparisons between Venus and Mars (previously listened to) and identified similarities and differences between the two. Children discussed how Holst composed the music to represent war, love and peace.
IMPACT: Children were able to make simple comparisons between the two pieces of music, considering dynamics, textures and tempo.
IMG_4757.MOVINTENT: To compose a short sequences of sound. called a motif.
IMPLEMENTATION: Children listened to the piece of music called Uranus from the Suite of the Planets. they identified what they liked and disliked about it. Children were introduced to the term motif and linked it to art. Children learnt that a motif in Music is a small group of notes, played in particular order to create a sound motif. Children listened to different pieces of music and identified the motifs. They played a motif on the glockenspiels and composed their own using notes c to g to represent planet x.
IMPACT: Most children were able to describe the music they heard, identify a motif and compose their own with a partner.
IMG_4752.MOVIMG_4754.MOVIMG_4759.MOVIMG_4757.MOVINTENT: To perform a pitch pattern representing a planet, using vocal and instrumental sounds and changes in dynamics.
IMPLEMENTATION: Children practiced their musical motif from the previous lesson. Children then brainstormed what they thought life would be like on a planet. They recapped their previous learning on soundscapes and practiced combing their motif and soundscape together. They considered changing the dynamics to create an effect.
IMPACT: Children can combine their soundscape composition and musical motif together. They are beginning to consider changing dynamics and becoming aware of their impact on the mood of a piece of music and composition.
IMG_4814.MOVIMG_4986.MOVTerm 5 - On this Island: British Songs and Sounds
Term 5 - On this Island: British Songs and Sounds
IMG_5056.MOVIMG_5057.MOVLesson 1
INTENT: To learn about the music of the British Isles
IMPLEMENTATION: The children started by thinking about the different sounds they might hear at the seaside, we then brainstromed the children's ideas of how we may create those sounds with body percussion. The children then worked together in groups to compose their own soundscape based on seaside sounds.
IMPACT: Children know what a soundscape is. Children are able to compose their own soundscapes.
IMG_5214.MOVIMG_5131.MOVIMG_5211.MOVIMG_5210.MOVIMG_5213.MOVIMG_5212.MOVLesson 2
INTENT: To learn about the music of the British Isles and create music of our own.
IMPLEMENTATION: Firstly, the children recapped what is meant by the word 'soundscape'. Children started by brainstorming the types of sounds we may hear at the countryside. We then listened to a soundscape based on the countryside, the children closed their eyes and listened to the sounds they could hear. Together we then spoke about the sounds we could hear, and how we could create them with our bodies, voices and musical instruments. In groups children then used musical instruments to create the soundscape of the country side.
IMPACT: Children can create music of their own.
IMG_5159.MOVIMG_5048.MOVIMG_5049.MOVIMG_5050.MOVIMG_8885.MOVIMG_5046.MOVIMG_8887.MOVIMG_5047.MOVIMG_8886.MOVLesson 3
INTENT: : To learn about the music of the British Isles and create music of our own.
IMPLEMENTATION: Firstly, the children recapped what they remember about the British Isles. Children then brainstormed their ideas about what sounds they may hear in a busy city. They discussed about the noises of people on their phones, people walking, emergency service vehicles and the sound of cars. We then discussed how we could create the city sounds with our bodies and musical instruments. In groups children then made their own sequence of sounds to create a soundscape.
IMPACT: Children can work as a team to create different types and sequences of sounds to form a soundscape/cityscape.
IMG_5245.MOVIMG_5246.MOVIMG_5248.MOVIMG_5247.MOVLesson 4
INTENT: : To compose a piece of music as part of a group.
IMPLEMENTATION: Firstly, we recapped the different places in the British Isles, and what types of sounds we have explored related to the seaside, countryside and the city. Children then worked as part of a team to compose a soundscape with a beginning, middle and end thinking about the tempo, dynamics and timbre of their piece of music. The children then had to guess the setting the children were portraying in their composition.
IMPACT: Children can work as a team to create a piece of music with a begining, middle and end whilst thinking about how to incooperate tempo, dynamics and timbre.
Lesson 5
INTENT: Journey through Britain
IMPLEMENTATION: The children started the lesson by recapping and singing the songs they have learnt over the course of this music sequence. Children sang with enthusiasm.
The children were then encouraged to think about all the places in Britain they have created soundscapes for over the past few weeks, and recapped all the different ways they have made sounds through their bodies, voices and instruments.
The children then were given a critera where they have to make a composition of music using their bodies, voices and instruments to create a journey through Britian. This was combining the sounds from the countryside, seaside and city. Children discussed in groups how they were going to change the tempo and dynamics to suit their piece of music.
IMPACT: Children can work together in a group to create a composition of music by following a criteria and with a beginning, middle and end.
Myths and Legend Term 6
Myths and Legend Term 6
IMG_5330.MOVIMG_5331.MOVIMG_5329.MOVINTENT: To copy and create a rhythm.
IMPLEMENTATION: The children listened to the story of George and the Dragon. The children discussed what myths and legends are. the children were reminded of what musical structure is and what a rhythm is. Children copied adn clapped back the rhythms and then went on to create their own rhythms using a structure.
IMPACT: Children can copy and create their own rhythms.
INTENT: To show a structure on a graphic score.
IMPLEMENTATION: The children watched the story of King Arthur, the legend. The children discussed what the story would sound like as a piece of music. We listened to the song 'When good king arthur.' We spoke about what we noticed in the songs structure. We then arranged our graphic score with cards to show the structure and different parts of the song.
IMPACT: Children could show the structure of a song on a graphic score.
INTENT: To write a graphic score to show texture.
IMPLEMENTATION: The children listened to some songs and discussed whether they had a 'thick' or a 'thin' texture. We then listened to a piece of music based on the Greek myth of Orpheus and Eurydice. We identified some instruments that we heard and found out they were playing with techniques called 'plucking' and 'bowing.' The children then drew how they heard the music, following along with the graphic score shown on the board.
IMPACT: The children could show texture on a graphic score using mark making.
INTENT: To compose a piece of music with a given structure, rehearse and perform.
IMPLEMENTATION: The children were in groups of five and had to compose their own piece of music by writing notes on a structure sheet. They started performing their pieces to the class and will continue this next lesson.
IMPACT: The children composed a piece of music with a structure and performed it to the class.
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