Oliver Goldsmith Primary School Inspiring a love of learning. Parent Time- Music and Drama Tuesday 6 th June 2017
|
|
- Lawrence Chase
- 5 years ago
- Views:
Transcription
1 Parent Time- Music and Drama Tuesday 6 th June 2017
2 Introductions & Housekeeping Miss McNeil Specialist Music Teacher Mrs Jacklin-Teaching and Learning Leader, Arts faculty leader and Year 4 teacher Evacuation if alarm sounds (not planned)
3 Aims of this session: To discuss some key elements in Music and Drama. To help you to understand expectations for KS1 and KS2 To discuss the teaching of the curriculum in school To demonstrate how we assess progress
4 Purpose of study - music Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
5 Aims The national curriculum for music aims to ensure that all pupils: perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians learn to sing and to use their voices, to create and compose music on their own and with others have the opportunity to learn a musical instrument use technology appropriately and have the opportunity to progress to the next level of musical excellence understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
6 Key Stage 1 Pupils should be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.
7 Key Stage 2 Pupils should be taught to: play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.
8 Beat/Rhythm Oliver Goldsmith Primary School Delivering the curriculum; progression of skills EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 I can move to a steady beat. I can copy a rhythm I hear. I can show an understanding of short and long sounds. I can play a steady beat. I can clap the rhythm of a song. I can recognize and play ta, ti-ti and rest I can recognize and play a Ta-a, 2 beat rest and one beat rest. I know the names for ta, ti-ti, and ta-a. I can recognize, play and draw all of the rhythms I ve learned including a dotted minim. I can recognize the rhythm syn-co-pa in music I hear. I can say what a time signature means. I can recognize, play and draw all of the rhythms I ve learned, and their associated rests, including a semibreve. I can recognize, play and draw all of the rhythms I ve learned including semiquavers. I can recognize, play and draw all of the rhythms I ve learned with confidence. Melody Composing/ Improvising Pictures to represent rhythms. I can sing melodies using so and mi. I can make marks in response to music or sounds I hear. I can sing melodies using so, mi and la confidently, matching pitch. I can recognize high and low sounds. I can say what the melody is. I can improvise a response. I can compose an echosong. I can compose using symbols to represent sounds. I can sing do, re, mi, so and la confidently and in tune. I can hear and play steps, skips and leaps in music. I can compose an ostinato. I can create and perform a soundscape. I can notate a soundscape on a graphic score. I can begin to name and draw notes on the treble staff. I can name and play the notes of the C pentatonic scale. I can compose a piece of music in ternary form (ABA) I can improvise using the pentatonic scale. I can name and draw all of the notes on the treble staff. I can recognize the difference between Major and Minor tonalities. I can use the musical elements to compose a theme. I can improvise on a variety of tuned instruments and untuned percussion. I can name and draw the notes of the C major scale. I can play a variety of major and minor chords and say the notes that make them. I can compose a theme and variations piece. I can use the notes of the blues scale to improvise a solo. Consolidating all rhythms learnt. Any new rhythms as they appear in music studied. I can use notes from chords I know to create short melodies or riffs. I can create harmony by using chords or root notes as an accompaniment. I can write a song, using lyrics and musical elements to create meaning. I can improvise on a variety of instruments, maintaining a steady beat, using rhythms and elements of music I have learned to create interest.
9 Delivering the curriculum; progression of skills Performance Skills: Singing Performance Skills: Instrumental Further Knowledge and Skills EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 I can participate in singing games. I can use different types of voices. I can play and stop at the right time when signaled. I can play and move fast and slow. I can use everyday objects to make sounds. I can explore different sounds instrumental, body and vocal. I can participate in singing games. I can use a confident singing voice. I can play a variety of percussion instruments with control. I can play to a steady beat at different tempos I can use dynamics for effect (loud and soft) I can group instruments by how they are played. I can listen to music and respond through moving. I can focus on my part while singing partner songs. I can match the piano/cd/teacher with my singing voice so it sounds the same. I can play tuned percussion instruments to a steady beat. I can play an ostinato to accompany a song. I can play a crescendo and decrescendo. I can name classroom instruments that I use. I can listen to music and describe what I hear using musical language. I can use facial expressions, dynamics and phrasing to sing with expression. I can maintain my part while singing a round. I can explain some features of written music (bar lines, repeat signs, and measures). I can perform the pentatonic scale on the ukulele to a steady beat. I can name the instrument families and describe features of each. I can maintain my part while singing in simple two-part harmony. I can demonstrate appropriate ensemble skills (play in time with others, start and stop at the same time, maintain my part, follow signals). I can recognize and identify instruments in the orchestra and describe their timbre. I can sing a harmony part in tune, with confidence, dynamics, phrasing and expression. I can perform all notes of the C major scale on the recorder smoothly, with good tone. I can listen to others and adjust my singing/playing dynamic and tone to blend with the ensemble. I can explain some features of Baroque music. I know some facts about the life of a British composer - Handel. I can sing confidently and with expression, maintaining my part against a contrasting part. I can perform polyrhythms confidently in time with others. I can recognize a vaierty of signals in traditional music and respond appropriately. I can describe some features of traditional African music. I can use technology to play/compose/record music.
10 Assessing progress Photos and videos
11 Wider Opportunities Children have a vast array of opportunities both in and out of the school day to pursue their musical interests. These include: Junior Orchestra: For children in Years 4-6 who have been taking lessons on an instrument for at least a term Junior and Infant Choirs: By audition in September. Infants Yr 1,2,3 led by Mrs. Palinda, Juniors Yr 4,5,6 led by Miss McNeil Brent Music Service: Instrumental Lessons, Brent Junior Orchestra, Brent Junior Choir (see useful links) Year 4 Trumpet Year 5 Handel Project EYFS & KS1 Orchestra for the Age of Enlightenment Project Termly Visits from the Worshipful Company of Musicians School-wide links with The Village School Musical/Cultural school trips: Yr 2 Wigmore Hall, Yr 3 Millfield Panto, Yr 5 Handel Opera, Yr 6 Lion King Musical
12 Pupil Voice Children have had a chance to reflect on cultural experiences, either when they have been to a performance or appeared in one. Here are just a few of their thoughts and comments: It made me feel good and happy because I heard so much beautiful singing. (Handel Opera Visit) I ve learnt no matter what goes wrong keep trying. [My favourite part was] hearing the orchestra because it was almost like magic the way they played in time. [The arts are] important because you get to discover new things and show what s in your mind. My favourite part of the experience is when it was my turn to shine. It made me feel excited and special because I love acting and I had a chance to perform in front of an audience. At first I felt nervous but then I felt more brave every second. It s going to be hard work. (Magpie Manor Musical)
13 Staff Training We have undertaken a programme of staff training in all areas of the Creative Arts this academic year with good success. To date, we have covered music, dance, art and display. We are hoping to run staff training on drama before the end of the academic year with the drama specialist who runs our drama club.
14 Purpose of study - drama The national curriculum for English reflects the importance of spoken language in pupils development across the whole curriculum cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.
15 All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.
16 Drama and performance is taught to all children through the Year group annual assemblies (Reception to Year 6). The quality of these reflects the confidence built up in the children from a very young age and provides a strong foundation for us to be able to stage our excellent live performances both in and out of school. The primary way we weave drama into learning throughout the year is through work we do in English lessons be it role-play, hot seating, writing play scripts and acting them out in groups, freeze framing scenes in texts, setting up dramatic opportunities, for example Year 1 and the police scene-of-crime lesson linked to Little Red Riding Hood.
17 We provide two out-of-hours drama clubs one for Infants and one for Juniors. These are run by specialist teachers from Fresh Arts a collaboration developed from previous work with the lady who owns this company. The clubs are very popular, particularly the Infant club which boasts 31 children amongst its ranks this term! Both clubs will perform in our Performing Arts concert in July, with the Junior Drama club children writing their own mini-play.
18 How you can support your child/children at home:
19 Talk about what they are doing in school. Attend any concert/assembly/performance they take part in. Allow them to learn by making mistakes and taking risks; creative arts are personal and subjective. Value their efforts! Encourage your child to practise regularly Support your child if they have a musical commitment at school choir, ensemble, musical cast, instrumental lessons Make use of family friendly musical and cultural events
20 Useful websites and suggested venues to visit: Brent Music Service - Family Concerts: Wigmore Hall - Royal Albert Hall - London Philharmonic Orchestra - London Symphony Orchestra - Online Resources: Classical Music Podcasts for Kids - BBC Ten Pieces Initiative - Music Games for All Ages -
21 BRENT & BBC FAMILY ORCHESTRA AND CHORUS WORKSHOP A fantastic opportunity for your family to perform together with the BBC Proms! SATURDAY 24 th JUNE, 11am 1pm at Chalkhill Primary School 5 minutes walk from Wembley Park underground station and bus links. Dear Parents/ Carers, Students and Tutors, We are delighted to be able to offer the opportunity for families in Brent to participate in a Family Orchestra and Chorus workshop with the BBC Proms. The workshop will be led by BBC musicians, and will be an opportunity for you and your family to work together to create a new piece linked to music featured in the forthcoming BBC Proms season. The workshop will take place from 11am - 1pm on Saturday 24 th June at Chalkhill Primary School. (PLEASE NOTE PARKING IS SEVERELY LIMITED. PLEASE TRAVEL BY PUBLIC TRANSPORT IF POSSIBLE). We are inviting mums, dads, brothers and sisters aged 7+ to join in the fun. There s no cost for you and your family to attend - all you need is lots of enthusiasm! Children must be accompanied by at least one adult. Unfortunately we are unable to accommodate pianos and electric or amplified instruments such as electric guitars and keyboards, but you may still participate on acoustic guitar, percussion instruments or as part of the choir. If you have your own instrument, bring it along. Don t worry about how long it might have been since you last played it. If you don t own an instrument or have never played, you can sing or play in our percussion section (subject to space and availability of instruments). And there s more At the workshop, we ll be telling you more about how your family can access discounted tickets for the in-demand Ten Pieces Presents Prom on 23 July, which will include music by Beethoven, Copland, Elgar, Mozart and much more! We ll also give you information about further BBC Proms Family Orchestra and Chorus events that you can get involved in at the Royal Albert Hall on 6 and 12 August. If you would like your family to take part, please go to this link to book your tickets. It s completely FREE. Please note - there will be no admittance without a ticket. We look forward to making music with you soon. Best wishes, Brent Music Service and the BBC Proms Learning Team BMS Office: info@brentmusicservice.com
22 Any Questions????
23 Thank you for your time Please can you complete the evaluation forms provided
Ainthorpe Primary School. Music Long Term Plan (in line with National Curriculum 2014).
Ainthorpe Primary School Music Long Term Plan (in line with National Curriculum 2014). Ainthorpe Primary School - National Curriculum 2014 for Music Long Term Plan. An overview of Music Ainthorpe Primary
More informationMusic at Menston Primary School
Music at Menston Primary School Music is an academic subject, which involves many skills learnt over a period of time at each individual s pace. Listening and appraising, collaborative music making and
More informationKey Assessment Criteria Being a musician
Key Assessment Criteria Being a musician The key assessment criteria for music have been devised in such a way that they can be applied in all settings, regardless of the agreed programme of study. These
More informationSUBJECT VISION AND DRIVERS
MUSIC Subject Aims Music aims to ensure that all pupils: grow musically at their own level and pace; foster musical responsiveness; develop awareness and appreciation of organised sound patterns; develop
More informationMusic Policy. Reviewed by:
Music Policy Reviewed by: Charlotte Tucker Music Subject Leader Date: Spring 2016 Ratified by Curriculum Committee: Spring 2016 Next Review: Spring 2019 1 Introduction: A high quality music education is
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More information2ca - Compose and perform melodic songs. 2cd Create accompaniments for tunes 2ce - Use drones as accompaniments.
Music Whole School Unit Overview and Key Skills Checklist Essential Learning Objectives: To perform To compose To transcribe To describe music Year 3 National Curriculum Unit Rhythm the class orchestra
More informationMUSIC CURRICULM MAP: KEY STAGE THREE:
YEAR SEVEN MUSIC CURRICULM MAP: KEY STAGE THREE: 2013-2015 ONE TWO THREE FOUR FIVE Understanding the elements of music Understanding rhythm and : Performing Understanding rhythm and : Composing Understanding
More informationMusic Progression Map
Music Progression Map On website Subject Name: Music Vision (taken from National Curriculum) Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education
More informationWHITEHILLS PRIMARY SCHOOL. putting children first. MUSIC POLICY
WHITEHILLS PRIMARY SCHOOL putting children first. MUSIC POLICY Date reviewed: May 2017 Reviewed by: Sarah Mithcell Ratified by Governors: October 2017 MUSIC POLICY is the universal language of mankind
More informationPolicy for Music. Bitterne C of E Primary School. Headteacher BPS- Andy Peterson. Signed by Chairs of Governors
Bitterne C of E Primary School Policy for Music Headteacher BPS- Andy Peterson Last review - February 2017 Next review - February 2019 Signed by Chairs of Governors Amanda Humby on behalf of Bitterne CE
More informationMusic Curriculum Map Year 5
Music Curriculum Map Year 5 At all times pupils will be encouraged to perform using their own instruments if they have them. Topic 1 10 weeks Topic 2 10 weeks Topics 3 10 weeks Topic 4 10 weeks Title:
More informationFoundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to:
Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to: PERFORM (Singing / Playing) Active learning Speak and chant short phases together Find their singing
More informationMTP Music Year 3 The Environment (3 weeks) Humans (3 weeks)
Music National Curriculum Key Stage 2 Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising
More informationPlanning for a World Class Curriculum Areas of Learning
Planning for a World Class Curriculum Areas of Learning Languages English and MFL Mathematics Mathematics Science and Technology Science, Design Technology and Computing Humanities RE, History and Geography
More informationMusic Department. Handbook
Department Handbook Index: Introduction Page 3 Section 1: Curriculum Overview Page 3 Section 2: Assessment Procedures Page 8 Section 3: School Development Plan and SMART Targets Page 8 Section 4: schedule
More informationMusic Skills Progression. Eden Park Primary School Academy
Music Skills Progression Eden Park Primary School Academy In order to ensure broad and balanced coverage, we follow these principles: Within each phase, music is a driver for at least 3 Learning Experiences
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will
More informationProgress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2
Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse)
More informationSkill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow
Borough Green Primary School Skills Progression Subject area: Music Controlling sounds Take part in singing. Sing songs in ensemble following Sing songs from memory with Sing in tune, breathe well, pronounce
More informationKey Skills to be covered: Year 5 and 6 Skills
Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,
More informationCourse Outcome Summary
Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding
More informationCAMELSDALE PRIMARY SCHOOL MUSIC POLICY
The Contribution of Music to the whole curriculum CAMELSDALE PRIMARY SCHOOL MUSIC POLICY Music is a fundamental feature of human existence; it is found in all societies, throughout history and across the
More informationSkills Progression Music (Year 1-6)
Skills Progression Music (Year 1-6) Year Group Term 1-6 Listening to music Term 1-6 Enjoying and participating in action songs Term 1-6 Looking at the leader Term 1-6 Confidence in performing Term 1-6
More informationMusic. Curriculum Glance Cards
Music Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow
More informationWeekly Sessions and Out of School Clubs.
Weekly Sessions and Out of School Clubs. The Music House for Children 306 Uxbridge Road, London, W12 7LJ T 020 8932 2652 W musichouseforchildren.co.uk F facebook.com/themusichouseforchildren T twitter.com/musichousew12
More informationIveson Primary School Year 1 Subject - Music
Year 1 Subject - Music Singing - linked to Magical Me topic focus - character and body songs Take part in singing, accurately following the melody. Follow instructions on how and when to sing. Make and
More informationGrade 4 General Music
Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationLEVELS IN NATIONAL CURRICULUM MUSIC
LEVELS IN NATIONAL CURRICULUM MUSIC Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness
More informationMusic Learning Expectations
Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom
More informationEnd of Key Stage Expectations - KS1
End of Key Stage Expectations - KS1 The Interrelated Dimensions of Music Pulse (duration) - steady beat Rhythm (duration) - long and short sounds over a steady beat Pitch - high and low sounds Tempo -
More informationScheme of Work for Music. Year 1. Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds
Year 1 Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds This unit develops children's ability to identify different sounds and to change and use sounds expressively in response to a stimulus.
More informationFirst Steps. Music Scope & Sequence
Performing: Singing and Playing The use of a range of instruments to perform individually and as part of an ensemble for an audience in formal and informal settings; the voice is the most immediately available
More informationMusic Curriculum Kindergarten
Music Curriculum Kindergarten Wisconsin Model Standards for Music A: Singing Echo short melodic patterns appropriate to grade level Sing kindergarten repertoire with appropriate posture and breathing Maintain
More informationWASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
More informationGENERAL MUSIC Grade 3
GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading
More informationCurriculum and Assessment in Music at KS3
Curriculum and Assessment in Music at KS3 Curriculum Statement: Music Music is a more potent instrument than any other for education. - Plato Powerful Knowledge in Music Music can be separated into three
More informationPalace Fields Primary School Whole School Music Curriculum Overview Academic Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Palace Fields Primary School Whole School Music Curriculum Overview Academic Year 2018 2019 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 Building Bricks Loud and Soft High and Low Long
More informationMusic Guidelines Diocese of Sacramento
Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and
More information3rd Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationVisual Arts, Music, Dance, and Theater Personal Curriculum
Standards, Benchmarks, and Grade Level Content Expectations Visual Arts, Music, Dance, and Theater Personal Curriculum KINDERGARTEN PERFORM ARTS EDUCATION - MUSIC Standard 1: ART.M.I.K.1 ART.M.I.K.2 ART.M.I.K.3
More informationCOURSE: Elementary General Music
UNIT: Singing #1 Singing alone and with other a varied repertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationMontana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
More informationMusic Self Assessment Tracker
Music Self Assessment Tracker Purpose of study Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop
More informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationAutumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Weather Music Toys Exploring Sounds Interesting Special Occasions pulse, rhythm, tempo Symbols
Year 1 Learning Journey Use their voices Play tuned and untuned concentration and understanding to a range of high-quality live and recorded music Make and combine sounds Assessment Weather Music Toys
More informationStratford School Academy Schemes of Work
Number of weeks Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics: Students will be learning
More informationBBC Bitesize Primary Music Animation Brief
Music Animation Brief BBC Learning Contents About this brief... 2 Who is the BBC Bitesize audience?... 2 The commission... 2 Style, tone and the Bitesize brand... 3 Requirements... 4 Outline of delivery...
More informationMusic overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes
Nursery Autumn Spring Summer Explore and experiment with Listen with enjoyment and respond Recognise repeated sounds and sounds to songs and other music, rhymes sound patterns Sing a few familiar songs.
More informationMusic Curriculum Map
Date August September Topic Structure in the Arts - Rhythm Notes Rests Musical Notation Styles Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests Time signatures Bar
More informationST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20
ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to
More informationBite-Sized Music Lessons
Bite-Sized Music Lessons A series of F-10 music lessons for implementation in the classroom Conditions of use These Materials are freely available for download and educational use. These resources were
More informationStandard 1 PERFORMING MUSIC: Singing alone and with others
KINDERGARTEN Standard 1 PERFORMING MUSIC: Singing alone and with others Students sing melodic patterns and songs with an appropriate tone quality, matching pitch and maintaining a steady tempo. K.1.1 K.1.2
More informationStandard 1: Singing, alone and with others, a varied repertoire of music
Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady
More information5th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationMusic Approved: June 2008 Fillmore Central Revision: Updated:
A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Music Approved: June 2008 Fillmore Central Revision: 2007 2008 Updated: Curriculum Committee: Kate Zrust Todd Cook Amy Fraser Ben Kaye-Skinner
More informationMusic Indicators Grade 1
Grade 1 Power Grade Level Student Engagement/ Historical, Cultural, and Social Contexts Historical, Cultural, and Social Contexts A. dentify and demonstrate basic music forms B. dentify & respond to music
More informationDepartment Curriculum Map
Department Curriculum Map 2018-19 Department KS3 Subject Specific Skills Students will build on their previous knowledge and skills through performing, composing and listening. They should develop their
More informationKINDERGARTEN GENERAL MUSIC
MELODY K.M.1 K.M.2 K.M.3 K.M.4 KINDERGARTEN GENERAL MUSIC Demonstrates high and low sounds. Demonstrates upward and downward patterns. Recognizes melodic patterns in song materials. Participates in singing
More informationGrade 6 Music Curriculum Maps
Grade 6 Music Curriculum Maps Unit of Study: Form, Theory, and Composition Unit of Study: History Overview Unit of Study: Multicultural Music Unit of Study: Music Theory Unit of Study: Musical Theatre
More informationMusic Department Curriculum and Assessment Outline
Year Group: 7 Teaching, learning and assessment during the course: Timing Unit Title Key Question(s) How will we know that pupils can answer the key question(s)? Key Themes of the unit Instruments of the
More informationGrade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationElements of Music. How can we tell music from other sounds?
Elements of Music How can we tell music from other sounds? Sound begins with the vibration of an object. The vibrations are transmitted to our ears by a medium usually air. As a result of the vibrations,
More information1. What is Performing Arts?
Performing Arts Policy September 2016 1. What is Performing Arts? Performing Arts (P.A.) is not a Curriculum area, but encompasses elements from many subjects and disciplines in particular, Music, Drama
More informationYear 4 MusicMedium Term Plan
Time Week 1 6 National Curriculum Learning Objective Treble clef sign Stave Bar and Bar lines Double bar line Time notes (crotchet, minim and semibreve) Pitches C, D and E Suggested Activities Resources
More informationCURRICULUM MAP ACTIVITIES/ RESOURCES BENCHMARKS KEY TERMINOLOGY. LEARNING TARGETS/SKILLS (Performance Tasks) Student s perspective: Rhythm
CURRICULUM MAP Course Title: Music 5 th Grade UNIT/ORGANIZING PRINCIPLE: PACING: Can students demonstrate music literacy? UNIT NUMBER: ESSENTIAL QUESTIONS: CONCEPTS/ CONTENT (outcomes) 1) Sings alone and
More informationDepartment Curriculum Map
Department Curriculum Map 2014-15 Department Subject specific required in Year 11 Wider key skills Critical creative thinking / Improvising Aesthetic sensitivity Emotional awareness Using s Cultural understing
More informationAutumn. A: Plan, develop and deliver a music product B: Promote a music product C: Review the management of a music product
Autumn Themes/Topics/ Content Skills/Aos Assessment Exam Boards Themes/Topics/ Content Skills/Aos Assessment Exam Board Unit 2 - Managing a Music Product Recording, creating, advertising, marketing and
More informationHere s what teachers are saying about Sing and Make Music:
A Music Curriculum for the Lutheran Elementary School Author: Dr. Edward H. Meyer, Professor of Music at Martin Luther College Here s what teachers are saying about Sing and Make Music: The lesson plans
More informationMusic Curriculum. Year 1
Music Curriculum Year 1 Key Skill Use their voices expressively and creatively Following the Jolly Music Scheme of work by singing songs and speaking chants and for beginners (picking up where class R
More informationOverview of Content and Performance Standard 1 for The Arts
Overview of Content and Performance Standard 1 for The Arts 10.54.28.10 Content Standard 1: Students create, perform/exhibit, and respond in the arts. LEARNING EXPECTATIONS IN CURRICULUM BENCH MARK 10.54.2811
More information2 nd GRADE KEY ELEMENT: Rhythm Concept Benchmark Assessment SD Standards Nat l Standards 1. Demonstrate a steady beat through:
2 nd GRADE KEY ELEMENT: Rhythm Beat 1. Demonstrate a steady beat through: 1a Playing barred instruments Beat/Rhythm 1. Distinguish between beat and rhythm through: Duration Creating 1. Experience and read
More informationMUSIC CURRICULUM GUIDELINES K-8
DIOCESE OF LANSING MUSIC CURRICULUM GUIDELINES K-8 FINE ARTS PHILOSOPHY The Fine Arts curriculum provides a holistic approach to education which incorporates many aspects of the core curriculum and should
More informationVCASS MUSIC CURRICULUM HANDBOOK
VCASS MUSIC CURRICULUM HANDBOOK Victoria s Premier School for the Training and Education of Talented Young Dancers, Musicians, Theatre and Visual Artists 2017 COURSE CONTENT MUSIC PROGRAM YEARS 7, 8 &
More information4th Grade Music Music
Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge
More informationKey stage 3 Music scheme of work
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
More informationI mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten
I mun be married on Sunday And A New Year Carol- Two Friday Afternoon Songs by Benjamin Britten Assessment for Each Part of the Unit Upper KS2 and KS3 (ages 9-14) In this document, each activity is levelled
More informationWhole School Plan Music
Whole School Plan Music Introductory Statement The staff of Scoil Bhríde have collaboratively drawn up this whole school plan in Music. This plan is for the information of teachers, others who work in
More informationGCSE Music (Edexcel) Revision and Preparation Advice
GCSE Music (Edexcel) Revision and Preparation Advice Performance SOLO = a piece that you perform on your own you may have an accompaniment OR backing track playing IF the pieces is written with that requirement.
More informationMusic Curriculum Glossary
Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts
More informationMusic Long Term Plan. EYFS Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Music Long Term Plan EYFS Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 I have begun to find my singing voice both on my own and with others. I can sing repertoire of chants and 2/3 tone songs
More informationMusic Curriculum Map
Date August September Topic Structure in the Arts - Rhythm Notes Rests Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests (quarter) Time signatures Bar Lines Melody
More information1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized?
More informationElementary Music Curriculum Objectives
Kindergarten Elementary Music Curriculum Objectives K.1 Perception. The student describes and analyzes musical sound and (A) identify the difference between the singing and speaking voice; and (B) identify
More informationGFS Music Medium Term Plan Year 8 AUTUMN
GFS Music Medium Term Plan Year 8 AUTUMN Skills/Themes/Strand: Basic ensemble performance Topics: Descriptive music Fertile question: How can the musical elements be used to alter the mood of a piece?
More informationMANOR ROAD PRIMARY SCHOOL
MANOR ROAD PRIMARY SCHOOL MUSIC POLICY May 2011 Manor Road Primary School Music Policy INTRODUCTION This policy reflects the school values and philosophy in relation to the teaching and learning of Music.
More informationPRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)
PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional
More informationGrade-Level Academic Standards for General Music
Grade-Level Academic Standards for General Music KINDERGARTEN Music Performance Standard 1 The student will sing and perform on instruments, alone and with others, a variety of music. Students should develop
More informationPower Standards and Benchmarks 3 rd Grade
National Standard/Power Benchmark 1: Singing alone and with others, a varied repertoire of music a. Sings a variety of simple Crescendo Demonstrates meters of 2 and 3 Textbook songs in various keys, Decrescendo
More informationUNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music
UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.
More informationStratford School Academy Schemes of Work
Number of weeks Content of the unit (overall.. what do they learn in this unit?) Assumed prior learning (tested at the beginning of the unit) 16 weeks Music theory the basics continued and set work analysis:
More informationIntroduction to Instrumental and Vocal Music
Introduction to Instrumental and Vocal Music Music is one of humanity's deepest rivers of continuity. It connects each new generation to those who have gone before. Students need music to make these connections
More informationCROSSWALK. Music. Georgia Performance Standards (GPS) to Georgia Standards of Excellence (GSE) Kindergarten Grade 12
CROSSWALK Music Georgia Performance Standards (GPS) to Georgia Standards of Excellence () Kindergarten Grade 12 Table of Contents Beginning Band Fourth Grade-Fifth Grade... 4 Beginning Chorus Kindergarten-Fifth
More informationMUSIC Hobbs Municipal Schools 4th Grade
Date NM State Standards I. Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. A. K-4 BENCHMARK 1A: Sing and play instruments
More informationCurriculum Maps. Grades K-8. Grades K-8
Curriculum Maps Grades K- Grades K- Kindergarten Curriculum Map First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Module - Beat Module - Pitch Module - Instruments Module 0 - Duration
More information2nd Grade Music Music
Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and
More informationWorkshops The Music House for Children
Workshops The Music House for Children 306 Uxbridge Road, London, W12 7LJ T 020 8932 2652 W musichouseforchildren.co.uk F facebook.com/themusichouseforchildren T twitter.com/musichousew12 The Music House
More informationInstrumental Performance Band 7. Fine Arts Curriculum Framework
Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1
More informationCurriculum Overview Music Year 9
2015-2016 Curriculum Overview Music Year 9 Within each Area of Study students will be encouraged to choose their own specialisms with regard to Piano, Guitar, Vocals, ICT or any other specialism they have.
More information