Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow

Transcription

1 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 words, Show control, phrasing and Sing or play from memory with confidence. through the tune (melody) accurate pitch and change pitch and expression in Follow Take turns to lead a group. singing and well. in tune. dynamics. singing. instructions playing Maintain own part in a round/ on how and Use voice to good Show control in Sustain a rhythmic Hold part in a round (performing) sing a harmony/ play when to effect voice and ostinato/ drone/ (pitch/structure). accurately with awareness of sing/play an understanding the pronounce the melodic ostinato (riff) Perform in solo and what others are playing. instrument. importance of words in a song (to accompany singing) ensemble contexts warming up first. clearly (diction). on an instrument Play more complex Take notice using a variety of (tempo/ duration/ instrumental parts. of others Perform in Maintain a simple techniques, texture). when ensemble with part within an confidently, Improvise using 5 notes of performing. instructions from ensemble. Perform with control expressively and in the pentatonic scale. the leader. and awareness of tune. Make and Play notes on what others are control long Make and control instruments clearly Improvise on own singing/ playing. and short long and short and including with increasing sounds sounds using voices and instruments, steps/ leaps in pitch. Improvise within a group using more than aural memory. playing by ear and 2 Imitate Improvise including simple changes in (including call and improvisation pitch high response) within a and low. group using 1 or 2

2 Creating and developing musical ideas Make a sequence of long and Carefully choose sounds to achieve an effect (including Compose and perform melodies using two or three Compose and perform melodies using three or four Compose and perform melodies using four or five Compose and perform melodies using five or more (composing) short sounds use of ICT). Make creative use of Show confidence, with help Order sounds to Use sound to the way sounds can be Use a variety of thoughtfulness and create an effect create abstract changed, organised musical imagination in selecting Clap longer rhythms with help. Make (structurebeginnings/endings). Create short musical patterns. effects (including using ICT). Create/ improvise repeated patterns and controlled (including ICT). Create accompaniments for devices including melody, rhythms and chords. Record own sounds and structures to convey an idea. Create music reflecting given intentions and record using (ostinati) with a tunes using drones or compositions. standard notation. Create sequences sounds (high range of melodic ostinati of long and short Create own songs Use ICT to organise musical and low instruments. (riffs). sounds- rhythmic (raps- structure). ideas (where appropriate). pitch; loud patterns Effectively choose, Create (dotted) and quiet Identify where to (Combine all musical order, combine and rhythmic patterns dynamics; Control playing place emphasis and dimensions). control sounds with awareness of fast and instruments so they accents in a song to (texture/ timbre and duration. slow-tempo; sound as they create effects structure). quality of should. the soundsmooth, crisp, scratchy, rattling, tinkling etc. timbre). Use pitch changes to communicate an idea. Start to compose with two or three

3 Responding and reviewing Hear the pulse in Identify the pulse in music. Internalise the pulse in music. Know how pulse stays the same but rhythm Know how pulse, rhythm and pitch Know how the other dimensions of music are (appraising) music. changes in a piece of fit together. sprinkled through songs and Recognise changes Know the music. pieces of music. Hear in timbre (sound difference Use a range of moods in quality- smooth, crisp, scratchy, between pulse and rhythm. Listen to several layers of sound words to describe music (eg. duration, Use musical vocabulary confidently to describe music. rattling, tinkling (texture) and talk timbre, pitch, music. Start to use etc.), dynamics about the effect on dynamics, tempo, Identify musical dimensions Work out how harmonies are (loud and quiet), mood and feelings. texture, structure, texture one vocabulary to used and how drones and tempo (fast and beat, rhythm, sound or describe music Use more musical melodic ostinati (riffs) are slow) and pitch metre, silence, riff, several duration, timbre, dimensions vocabulary used to accompany singing. (high and low). ostinato, melody, sounds? pitch, dynamics, to describe music harmony, chord, Use knowledge of how lyrics Start to recognise tempo, texture, duration, timbre, Choose flat, sharp, dotted reflect cultural context and structure. pitch, dynamics, sounds to rhythm, staccato, have social meaning to instruments. tempo, texture, represent Use these words legato, crescendo, enhance own compositions. structure, rhythm, to identify where diminuendo). metre, riff, ostinato, Refine and improve own/ things (ideas, music works well/ melody, harmony. Use these words to others work. thoughts, needs improving. identify strengths feelings, Identify orchestral and weaknesses in moods etc.). family timbres. own and others Identify cyclic music. patterns.

4 Listening and applying Listen for Listen carefully and recall short Use musical dimensions Combine sounds expressively (all Create music with an understanding of Use increased aural memory to recall sounds accurately. knowledge and types of rhythmic and together to dimensions). how lyrics, melody, Use knowledge of musical understanding sounds. melodic patterns. compose music. rhythms and Read notes and know dimensions to know how to accompaniments Know how Use changes in Know number of how many beats they best combine them. work together sounds are dynamics, timbre beats in a minim, represent (minim, effectively Know and use standard made and and pitch to crotchet, quaver crotchet, semibreve, (pitch/texture/ musical notation to perform changed. organise music. and semibreve and quaver, dotted structure). and record own music (adding recognise symbols crotchet, rests). Make sounds Change sounds to dotted quavers). Read/ work out the with a slight suit a situation. Know that sense of musical stave Use venues and difference, Play with a soundthen-symbol performance. occasion affects Make own sounds (notes as Year 4). occasions to vary with help. and symbols to performances. approach. Perform songs in a Use voice in make and record Describe way that reflects (Combining all musical music. Use silence for purposes of music in the meaning of the dimensions). ways to effect and know history/ other Start to look at words, the venue create symbol for a rest basic formal and sense of Describe purposes notation- play by occasion so that of music in history/ other effects. ear first. Describe the audience purposes of music appreciates it. Know music can be in history/ other played or listened Describe to for a variety of purposes of music purposes (in history/ in history/ other

5 cultures).