Key stage 3 Music scheme of work

Transcription

1 Key stage 3 Music scheme of work Outline Autumn term 1st half Autumn term 2nd half Spring term 1st half Spring term 2nd half Summer term 1st half Summer term 2nd half Year 7 Exploring rhythmic patterns Preparation for Christmas performances Ocarinas Exploring melodies and scales Exploring descriptive sounds Singing Year 8 Exploring rhythm and pulse Preparation for Christmas performances Musicals Keyboards Exploring lyrics and melody Singing Year 9 Exploring rounds Preparation for Christmas performances Listening/ Explaining sound sources Keyboards Exploring lyrics and melody Singing

2 Year 7 Autumn term 1 st half Play it again exploring rhythmic patterns (Music Express year 4) Improvise rhythmic patterns. Play a melodic ostinato. Identify rhythm patterns. Invent a rhythmic ostinato. Identify musical phrases. Study musical notation. Invent, combine and perform rhythmic ostinati. Identify phrases from a rap. Invent lyrics and perform a rap. Invent movement to the rap. Rehearse and perform the rap. To understand the term ostinato. To be able to play both a rhythmic and melodic ostinato. To repeat rhythmic phrases. To be able to identify musical phrases in a piece of music. To gain an understanding of how rhythm can be represented by musical notation. To understand how rhythmic ostinati can be combined to enhance a piece of music. To be able to identify the words and the rhythmic phrases of a rap by ear. To invent lyrics for a rap using a given structure. To perform the rap including movement as a class. All pupils will be able to clap a repeated rhythm accurately. Some pupils will be able to sustain a rhythmic ostinato throughout a piece of music. A few pupils will be able to sustain a melodic ostinato throughout a piece of music. All pupils will be able to recognise a rest in musical notation. Some pupils will be able to combine rhythmic ostinati effectively. A few pupils will be able to clap a rhythm from musical notation. All pupils will participate in the performance of the rap. Some pupils will be able to invent lyrics for a rap using a given structure. A few pupils will be able to invent movement to fit in with the rap.

3 Year 7 Autumn term 2 nd half Preparation for Christmas performance and carol service. What opportunities are there for performing in the Christmas concert? Learning carols for the carol service. Continue with the rehearsals for the Christmas concert. Evaluate own and each others performances. Continue to learn carols. To have the opportunity to perform in the Christmas concert either within a group or individually. To be able to sing the carols to be used in the carol service to give all pupils a better understanding of the service and to encourage participation in this. To understand the importance of clarity of words, presentation and listening to others when performing for an audience. To be able to accept criticism and use it to enhance performance. All pupils will have a knowledge and understanding of the carols for the carol service. Some pupils will be preparing to perform as part of a group in the Christmas concert. A few pupils will be preparing to perform individually in the Christmas concert. All pupils will help to evaluate each others performances. Some pupils will perform as part of a group in the Christmas concert. A few pupils will perform individually in the Christmas concert. 3 weeks 3 weeks

4 Year 7 Spring term 1 st half Ocarinas What is an ocarina and how is it played? How can a performance be improved with the use of rhythm? What do you need to think about when playing an instrument with others? Why is it harder to play in larger ensembles? How can our performances be improved? To develop an understanding of how an ocarina is played. To develop an understanding of how to follow the music in the ocarina books. To be able to hear the difference between a tune played with rhythm and 1 without. To gain experience of playing with a partner. To gain experience of playing in groups of 4 or 5. To be able to evaluate their own and others performances and put suggestions into practice. All pupils will be able to produce clear notes on the ocarina. Some of the pupils will be able to play the 1 st tune in the book accurately. perform for the class. All of the pupils will understand the importance of listening to each other whilst playing together. Some of the pupils will be able to play together with some accuracy. perform a tune on the ocarinas with a partner. All pupils will perform in an assembly. Some pupils will be able to keep in time with others in the group. A few pupils will be able to perform with confidence and accuracy both in notes and rhythm.

5 Year 7 Spring term 2 nd half Dragon scales exploring melodies and scales (Music Express year 4) Follow the pitch movement in a melody. Identify leaps in a melody. Work out melodic intervals by ear. Invent, perform and record melodies from a set of intervals. Play a simple melody by ear. Add sound effects to enhance a performance. Identify and gain an understanding of scales. Perform a song with a melodic ostinato accompaniment. Sing a 2 nd voice part to a song. Play a xylophone accompaniment to a song. To develop an understanding of pitch and intervals. To compose, rehearse and perform a melody from a set of given intervals. To listen to a simple melody and play it by ear. To develop an understanding of how a performance can be enhanced with sound effects. To develop an understanding that a scale is a series of consecutive notes. To learn to play a melodic ostinato and use it to accompany Do-re-mi. To sustain a 2 nd part whilst others are singing the melody. To learn and play a xylophone accompaniment to a song. All pupils will be able to define the terms pitch and interval. Some pupils will be able to work out melodic intervals by ear. A few pupils will be able to perform their composition accurately. All pupils will be able to choose a sound effect which may enhance a performance. Some pupils will be able to explain why the chosen effect would enhance the performance. A few pupils will be able to play a simple melody by ear accurately. All pupils will be able to play a melodic ostinato and a xylophone accompaniment. Some pupils will be able to play them accurately with the melody. A few pupils will be able to sustain a 2 nd vocal part whilst others sing the melody.

6 Year 7 Summer term 1 st half Animal Magic exploring descriptive sounds (Music Express year 4) Explain how the music is written to describe a firebird, a bellipong and a gnu. Sing A Gnu with different voices to describe the age of the gnu. Invent a walk to fit in with the gnu verses. Move in character to music. Invent some musical motifs for animals. Create some animals and invent movements to reflect their attributes. Invent, rehearse and perform animal presentations which combine music, movement and narration. To understand how music can be used to represent a particular idea or thing. To alter the voice in order to represent different ages of animals. To add meaningful movement to music. To understand how the characteristics of an animal can be represented by movement. To invent some musical motifs to represent the characteristics of the animals. To combine music, movement and narration of own choice to make an animal presentation. To work as part of a team. To offer helpful advice on ways of improving the presentation. All pupils will be able to move to music with some meeting. Some pupils will be able to sing with different voices to represent a given member of the gnu family eg baby. A few pupils will be able to state what it is about a piece of music that makes it represent a particular animal. All pupils will be able to move in character to music. Some pupils will be able to invent musical motifs that clearly represent the animal s attributes. A few pupils will be able to play the musical motifs as an accompaniment to a piece of music. All pupils will take part in each part of the presentation. Some pupils will be able to invent movements to represent the made up animal. A few pupils will be able to reflect the animal by composing music for the presentation.

7 Year 7 Summer term 2 nd half Singing Sing a variety of songs from different countries and genres with a variety of accompaniments. Evaluate their own and others performances. To learn a variety of songs and learn to sing them with confidence. Rehearse songs to be used for Prize Day and another performance. All pupils will join in with group singing. Some pupils will sing on their own for a small group. A few pupils will perform in a small group or on their own for an audience. 6 weeks

8 Year 8 Autumn term 1 st half Cyclic patterns exploring rhythm and pulse (Music Express year 5) Learn African dance movements to perform with the cyclic patterns. Rehearse ways of altering and embellishing rhythms. Record and appraise group performances. Learn an African song, Use song lyrics to generate new rhythms for cyclic patterns. Plan, rehearse and appraise African drumming group performances To perform African dance movements in time with the cyclic patterns. To understand how improvising can embellish a rhythm. To discuss and appraise each other s performances sensibly. Learn Degu, degu,degu and sing it with cyclic patterns. Ask children to suggest rhythms from the lyrics of the song which could be repeated as a cyclic pattern and perform these. Plan, rehearse and appraise African drumming in 2 groups. Some pupils will know when to start the cyclic pattern. A few pupils will be able to improvise in order to embellish rhythm patterns. All pupils will be able to sing the song accurately. Some pupils will be able to suggest rhythms from the lyrics of the song which could be repeated as a cyclic pattern. A few pupils will be able to plan and appraise an African drumming performance

9 Year 8 Autumn term 2 nd half Preparation for Christmas performance and carol service. What opportunities are there for performing in the Christmas concert? Learning carols for the carol service. Continue with the rehearsals for the Christmas concert. Evaluate own and each others performances. Continue to learn carols. To have the opportunity to perform in the Christmas concert either within a group or individually. To be able to sing the carols to be used in the carol service to give all pupils a better understanding of the service and to encourage participation in this. To understand the importance of clarity of words, presentation and listening to others when performing for an audience. To be able to accept criticism and use it to enhance performance. All pupils will have a knowledge and understanding of the carols for the carol service. Some pupils will be preparing to perform as part of a group in the Christmas concert. A few pupils will be preparing to perform individually in the Christmas concert. All pupils will help to evaluate each others performances. Some pupils will perform as part of a group in the Christmas concert. A few pupils will perform individually in the Christmas concert. 3 weeks 3 weeks

10 Year 8 Spring term 1 st half Musicals What is a musical? How does the music in a musical enhance the story? What are the storylines of some well known musicals? To understand the meaning of a musical and to know the names of some. Watch on DVD Annie and Oliver (or a musical that is on locally that the children can then watch live.) To discuss how the music enhances the story eg songs are memorable etc. To retell the storyline of the musical. All pupils will understand that a musical is a play set to music. Some of the pupils will be able to name a musical. name several musicals. All of the pupils will be able to retell the storyline of a musical. Some of the pupils will be able to recall songs from the musical watched. describe how the music enhances the storyline of a musical. 1 week 3 weeks Experience watching a live performance of a musical. To gain the experience of watching a live performance of a musical already known to the children. To write a theatre review after the performance. All pupils will be able to describe their favourite parts of the performance in detail. Some pupils will be able to explain the difference between the DVD and the live performance. A few pupils will be able to describe the scenery and costumes in some detail.

11 Year 8 Spring term 2 nd half Keyboards What is a keyboard and how is it played? How do we get the keyboards out and set them up safely? Start the keyboard course. How can we make the best progress with the keyboards? To develop an understanding of how the keyboard is played. To develop an understanding of how to use the Classy Music Keyboard Course. To understand the importance of getting the keyboards out quickly but sensibly. To understand the importance of setting the keyboards up safely, eg not having wires trailing etc. To begin the keyboard course. To follow through the course at their own pace with regular input from teacher and the TA. Listen to advice and keep practicing throughout the lesson. All pupils will be able to switch a keyboard on. Some of the pupils will be able to find middle C on the keyboard. position their hand correctly on the keyboard ready to play. All of the pupils will understand the safety aspects of the keyboard lessons. Some of the pupils will be able to play the 1 st piece in the course with some accuracy. play a few pieces from the course with some accuracy. All pupils will be able to position their hand accurately on the keyboard and play the1st page accurately. Some pupils will be able to play the 1 st part of the course accurately. A few pupils will be able to play a duet accurately. 1 week 1 week 4 weeks

12 Year 8 Summer term 1 st half Songwriter Exploring lyrics and melody (Music Express year 5) Listen to and learn 2 songs and investigate their purpose, context and structure. Explore repetition and contrast in lyrics and melody. Write a class protest song. Compare a song with previous song models. Change the mood and rhythm of lyrics. Compose melody lines in different moods and rhythms. Begin to compose a song. Write the melody and the accompaniment for a song. Complete the song arrangements. Practice and refine the song. Sing the song to an audience. To understand what a protest song is. To work out the structure of a song. To understand how both repetition and contrast can be used effectively in songs. To take an active part in writing a protest song. To compare models of songs. To understand how a change of mood and rhythm of the lyrics of a song can alter the meaning and feeling of it. To work together to write the lyrics for a song. To gain experience of playing in groups of 4 or 5. To be able to evaluate their own and others performances and put suggestions into practice. All pupils will be able to sing the 2 songs. Some of the pupils will be able to recognise repetition and contrast in songs. perform the class protest song. All of the pupils will be able to make suggestions for the lyrics of a new song. Some of the pupils will be able to explain how altering the mood and rhythm of the lyrics affects its meaning. explain the difference between the models of 2 or more songs. All pupils will be able to perform the song written by themselves. Some pupils will be able to offer constructive criticism during the writing and rehearsing of the song. A few pupils will be able to compose a melody to fit the lyrics of their new song.

13 Year 8 Summer term 2 nd half Singing Sing a variety of songs from different countries and genres with a variety of accompaniments. Evaluate their own and others performances. To learn a variety of songs and learn to sing them with confidence. Rehearse songs to be used for Prize Day and another performance. All pupils will join in with group singing. Some pupils will sing on their own for a small group. A few pupils will perform in a small group or on their own for an audience. 6 weeks

14 Year 9 Autumn term 1 st half rounds. Roundabout Exploring Rounds perform a (Music round. Express year 6) round. Add an accompaniment to a round and evaluate the performance. Play an ostinato to and explore the harmony in Nanuma. To play an accompaniment whilst a round is being performed. To understand how the harmony of Namuma is made up. Some of the pupils will be able to play an accompaniment accurately to a round. explain how the harmony is built up to create Nanuma. Learn to sing an ostinato accompaniment and add a 2 chord accompaniment to Nanuma. Learn and rehearse Junkanoo. Perform both songs to a chosen audience. To sing and sustain an ostinato and a 2 chord accompaniment. To rehearse and evaluate performances of 2 songs. To perform the songs to a chosen audience. All pupils will be able to rehearse and evaluate their performances of Nanuma and Junkanoo. Some pupils will be able to sing and sustain an ostinato. A few pupils will be able to play a 2 chord accompaniment.

15 Year 9 Autumn term 2 nd half Preparation for Christmas performance and carol service. What opportunities are there for performing in the Christmas concert? Learning carols for the carol service. Continue with the rehearsals for the Christmas concert. Evaluate own and each others performances. Continue to learn carols. To have the opportunity to perform in the Christmas concert either within a group or individually. To be able to sing the carols to be used in the carol service to give all pupils a better understanding of the service and to encourage participation in this. To understand the importance of clarity of words, presentation and listening to others when performing for an audience. To be able to accept criticism and use it to enhance performance. All pupils will have a knowledge and understanding of the carols for the carol service. Some pupils will be preparing to perform as part of a group in the Christmas concert. A few pupils will be preparing to perform individually in the Christmas concert. All pupils will help to evaluate each others performances. Some pupils will perform as part of a group in the Christmas concert. A few pupils will perform individually in the Christmas concert. 3 weeks 3 weeks

16 Year 9 Spring term 1 st half Journey into space Listening/exploring sound sources (Music Express year 6) Listen to and identify how some processed sounds are produced. Copy some processed vocal phrases. Learn a simplified percussion loop accompaniment. Invent spoken phrases on a chosen theme to process and perform with a percussion lop accompaniment. Explore an electronic keyboard to recreate the sounds used in alpha. Compose a melody and arrange it for an electronic keyboard. Perform and appraise the class keyboard composition. Learn about sequencers. Follow the rhythm of a melody. Choose suitable instruments and electronic equipment for a class futuristic composition. Combine each group s sounds. Decide how to sequence the class piece. Perform the piece to a chosen audience. To understand what a processed sound is and how this can be achieved. To listen to and copy processed vocal phrases. To choose how to process invented spoken phrases. To compose and perform a percussion loop accompaniment. To listen to sounds produced on an electronic keyboard and compare them to sounds heard. To work in a group to compose and arrange a melody for the electronic keyboard. To give and accept constructive criticism about the class composition. To understand the usage of sequencers. To be able to follow the rhythm of a melody. To suggest possible instruments and electronic equipment that could be used for a futuristic composition. To combine chosen sounds to produce a composition. To perform the piece to a chosen audience. All pupils will be able to identify how some processed sounds are produced. Some of the pupils will be able to learn a simplified percussion loop accompaniment. compose a simplified percussion loop accompaniment. All of the pupils will be able to compare the sounds of a keyboard to those heard in alpha. Some of the pupils will be able to offer constructive criticism about the class composition. compose and arrange a melody for the electronic keyboard. All pupils will be able to take part in a performance of a class composition. Some pupils will be able to suggest possible instruments and electronic equipment that could be used for a futuristic composition. A few pupils will be able to combine chosen sounds to be able to produce a composition..

17 Year 9 Spring term 2 nd half Keyboards Remind the children what is a keyboard and how is it played? Remind the pupils how do we get the keyboards out and set them up safely? Start the keyboard course. Remind the pupils how can we make the best progress with the keyboards? To develop an understanding of how the keyboard is played. To develop an understanding of how to use the Classy Music Keyboard Course. To understand the importance of getting the keyboards out quickly but sensibly. To understand the importance of setting the keyboards up safely, eg not having wires trailing etc. To begin the keyboard course. To follow through the course at their own pace with regular input from teacher and the TA. Listen to advice and keep practicing throughout the lesson. All pupils will be able to switch a keyboard on. Some of the pupils will be able to find middle C on the keyboard. position their hand correctly on the keyboard ready to play. All of the pupils will be able to play the 1 st piece in the course with some accuracy. Some of the pupils will be able to play a few pieces from the course with some accuracy. play the 1 st 2 pages accurately. All pupils will be able to position their hand accurately on the keyboard and play the1st page accurately. Some pupils will be able to play level 1 of the course accurately. A few pupils will be able to play a duet accurately. 1 week 1 week 4 weeks

18 Year 9 Summer term 1 st half Songwriter Exploring lyrics and melody (Music Express year 6) Learn a song and discuss the relationship between the words and the music. Invent an ostinato and perform the song with the ostinato part. Discuss the mood, cultural, historical and social meaning of the lyrics of Hard Time Blues. To understand the importance of the relationship between the words and music in a song. To invent and perform an ostinato to fit in with a song. To understand that some songs have significant mood, cultural, historical and/or social meanings. All pupils will be able to perform an ostinato. Some of the pupils will be able to invent an ostinato. explain the importance of the relationship between the words and music in a song. Discuss simple musical features of the blues. Learn and practice playing a blues chord sequence. Improvise some blues rhythms. Learn a blues scale. Perform a 12 bars blues. Invent lyrics for a blues song. Create a melody for the lyrics. Rehearse a class performance of the composed blues song. Record and evaluate a class performance of the composed blues song. To understand the basic features of the blues. To be able to play a blues chord sequence and scale. To improvise some blues rhythms. To perform a 12 bar blues. All of the pupils will be able to explain some of the features of the blues. Some of the pupils will be able to play a blues chord sequence and/or scale. perform a 12 bar blues. To compose the lyrics and melody for a class blues song. To rehearse the song together offering and accepting constructive comments. To record and evaluate a class performance of the composed song. All pupils will be able to take part in the class performance. Some pupils will be able to evaluate the class performance. A few pupils will be able to compose the lyrics and melody for a class blues song.

19 Year 9 Summer term 2 nd half Singing Sing a variety of songs from different countries and genres with a variety of accompaniments. Evaluate their own and others performances. To learn a variety of songs and learn to sing them with confidence. Rehearse songs to be used for Prize Day and another performance. All pupils will join in with group singing. Some pupils will sing on their own for a small group. A few pupils will perform in a small group or on their own for an audience. 6 weeks