What are the instruments of the orchestra? The KING S Medium Term Plan - MUSIC. Y7 LC4 Programme. Instruments of the Orchestra

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1 The KING S Medium Term Plan - MUSIC Y7 LC4 Programme Module Instruments of the Orchestra Building on prior learning Using their knowledge of the elements, mood, times signatures, rests and notation, learners will appraise orchestral music with greater understanding. Learners who play an instrument will be able to demonstrate how their instrument works. Overarching Challenge question What are the instruments of the orchestra?

2 Lines of Enquiry Week 1: How can we identify groups of instruments? Week 2: What does a conductor do? Week 3: Are all instruments as important as each other? Week 4: What is programme music? Week 5: What is an arrangement? Week 6: Assessment week performing In the Hall of the Mountain King by Grieg. Week 7: GAP week. Progress Objectives By the end of this module, learners will be able to identify the four families of the orchestra and be more able and confident to identify instruments not only visually, but aurally too. Learners will be able to understand stories told musically and also respond to a given stimulus in a composition and performance task. Learning strategies Performance: Composing: Appraising: Learners will be given group performance opportunities in this module through singing and playing instruments as a soloist and/or ensemble. Learners will compose a programme music composition as a group. Learners will take part in a weekly appraising task at the start of each lesson and improve their skills through verbal and written communication forms. They will be tested on this element

3 at the end of the module to see how well they are able to appraise the different families and individual instruments. Knowledge and Skills Musical elements Durations Rests Time signatures Notation Improving musical vocabulary Reasoning and opinion Appraising Performance instrumental skills Composition Summative Success Criteria BRONZE AWARD I can identify some instruments visually and aurally (listening) I know some of the instrumental families I know some of the instruments that belong to each family I can play a piece on the keyboard, but sometimes my tempo (timing) is unsteady which makes it hard for me to play with an ensemble (group) SILVER AWARD I can identify all instruments visually and aurally I know where the instruments sit in an orchestra I can name the instruments that belong to each family I can play a piece on the keyboard as part of a class ensemble GOLD AWARD I can identify all instruments visually and aurally I can identify instruments according to their timbre (type of sound) I know where the instruments sit in an orchestra I can name the instruments that belong to each family I can classify percussion instruments as tuned or untuned I can play a piece on the keyboard as part of a class ensemble PLATINUM AWARD I can I can identify all instruments visually and aurally I can identify instruments according to their timbre (type of sound) I know some of the unusual instrumental techniques e.g. pizzicato, con sardine, sul ponticello etc. and can identify them in appraising tasks I know where the instruments sit in an orchestra I can name the instruments that belong to each family I can classify percussion instruments as tuned or untuned I can play a leading melodic piece on the keyboard as part of a class ensemble

4 Week 1 Lesson 1: Hypothesis: Instruments belong in groups Line of enquiry How can we identify groups of instruments? Progress objectives: To understand the four sections of the orchestra Learning activities: Listening to orchestral music Identifying the four sections of the orchestra Learning what more unusual instruments look and sound like Student success criteria I can name instrumental families I know what an orchestra is I can name some instruments of the orchestra I know where the instruments sit in an orchestra Week 2 Lesson 2: Hypothesis: A conductor has a magic white stick of unimaginable power Line of enquiry: What does a conductor do? Progress objective: Understanding the role of the conductor Using time signatures to learn conducting patterns

5 Continue to become more familiar with orchestral instruments Learning activities: Watching A Young Person s Guide to the Orchestra (Britten) (BBC Proms, beginning at 2mins) 18 mins long Completing the accompanying worksheet. Practising beat patterns and conducting along with given music. Student Success Criteria I have completed the Young Person s Guide to the Orchestra worksheet which has helped me to understand the different sections of the orchestra. I understand the role of the conductor I can conduct different time signatures (beat patterns) Week 3 Lesson 3: Hypothesis: All instruments are of equal importance in the orchestra Line of enquiry: Are all instruments as important as each other? Progress objectives: Affirm understanding of orchestral instruments Deliver presentation Learning activities: Use the London Philharmonia UK youtube videos to create a presentation on a given instrument Student Success Criteria

6 I can describe the sounds of an instrument I have completed a presentation (as a pair) and watched the Philharmonia Orchestra (London UK) link Week 4 Lesson 4: Hypothesis: Music is full of stories and imagery Line of enquiry: What is programme music? Progress objectives: Understand what programme music is. Be able to describe how music is telling a story/painting an image using adjectives and musical reasoning. Learning activities: Watching and listening to the following pieces. Discussing what has been used and why? Danse Macabre (7:17) The Sorcerer s Apprentice (3:49) Composing an ensemble performance to a given stimulus (poem). Student Success Criteria I know what programme music is I can suggest how music can describe a story/image I can compose and perform music to suit a spooky poem

7 Week 5 Lesson 5: Hypothesis: Orchestral Arrangements can be just as good as the original piece Line of enquiry: What is an arrangement? Progress objectives: Begin to learn to play a part of an orchestral arrangement (BBC 10 Pieces) Start to perform as an ensemble. Understand what an arrangement is. Learning activities: Learning to play In the Hall of the Mountain King (BBC 10 pieces) on the keyboard. Listening to arrangement examples. Student Success Criteria I understand what an arrangement is I have started to learn a piece on the keyboard (part of an arrangement) Week 6 Assessment week Week 6 hypothesis: Orchestral Arrangements can be just as good as the original piece No students, I have not gone crazy. It is the same as last week to see if your opinion changes after our performance. Learners will each give a performance of a piece of music of their choosing from this learning cycle. It must show fluency, understanding of rhythms, accidentals and familiarity with the layout of the keyboard. Learners will also complete a notation and duration theory test. Assessed areas

8 Performance: Melodic accuracy; rhythmic accuracy; fluency Theory: Secure knowledge of orchestral instruments Appraising: Identifying elements; instruments; mood; general knowledge Student success criteria I can play my piece by myself/with my partner I can perform my part as part of the class ensemble and not become lost Summative student statements 1. I struggled to play my part and found the ensemble very difficult. 2. I could play my part but I got lost in the ensemble. 3. I could play my part. If I got lost, I tried to join in again when I recognised where we were. 4. I could play my part. I was able to play my part in the ensemble. Week 7 GAP week. Tasks may include: Researching a composer Producing a guide to the orchestra book Having another try at playing your keyboard part of In the Hall of the Mountain King to try and perform it better. Appraising orchestral/programme music Composing music to a given image/poem/story

9 Extended learning opportunities Learners can reaffirm their learning through extra-curricular opportunities, such as choir and band. Learners can also start peripatetic music lessons. Work for non-beginners will be set an appropriate level that is personal to them. This will include performance work and may also include compositional work. Their theory work will be set at a level reflective of their ABRSM equivalent grade.

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