Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3

Size: px
Start display at page:

Download "Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3"

Transcription

1 Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3 In this unit, children get to experience of a lot of creating and performing parts in small groups. They will also explore how rhythms can be created by using the syllable patterns from simple spoken phrases. This is exemplified for them when they watch a Harry Potter inspired clip with puppets on YouTube. Children get to experience working in mixed ability groups and creating graphical scores to record and notate their ideas. The unit finishes with a performance which is recorded, allowing for self and peer assessment. Unit breakdown Lesson 1: In this lesson, children work in small groups to create a short piece which is based around a song they are familiar with. The group works in two sections with one section performing the syllables of the song as a rhythm and the other section playing a consistent pulse. Lesson 2: In this lesson, children build on the skills from the prior lesson by exploring and practicing internalizing words. This is carried out by singing and playing along with a range of songs, internalizing different lines and maintaining the sense of pulse throughout. Lesson 3: In this lesson, chn watch the Harry Potter mysterious ticking video on YouTube and identify the layers of rhythms created by using only a few words. These act as inspiration for chn to work in small groups, composing their own piece in a similar fashion. Lesson 4: In this lesson, children will build on the skills practised in the previous lesson and develop their own rhythms from the syllables of created phrases. The children will then compose and notate these rhythms by creating and using a graphical score. Lesson 5: In this lesson, children will take inspiration from the rhythms they composed last lesson and work in small groups to create their own piece. There will be an emphasis on the children establishing and following a clear set of signals to know when to start and stop as a group. These pieces will be performed and recorded for next lesson. Lesson 6: In this lesson, children will watch the video recordings from the previous lesson and have discussions about what they observe in the performances. Children will peer and self-assess, demonstrating the use of suitable musical vocabulary. Unit Outcomes Learning Outcomes I can listen and copy rhythmic patterns I can play rhythms confidently while maintaining an appropriate pulse I can demonstrate I understand the differences between pulse and rhythm through playing an instrument I can create graphic notation to represent rhythm I can offer comments about my own and others work and accept suggestions from others

2 Glossary and Acknowledgements Glossary Graphic Notation using none standard symbols to represent written music In this unit, children will explore pitch through singing Ostinato nursery a repeated rhymes, musical using phrase their or rhythm voice, using tuned and un-tuned instruments and creating simple graphic scores to support Phrase a musical sentence - a succession of notes creating simple compositions. Throughout the unit, children Pulse will the be regular developing heartbeat their of a piece, skills holding to the communicate core timing together their in a thoughts song and feelings about the music they are creating and listening to. Rhythm pattern of syllables or sounds played through time Tempo pattern of syllables or sounds played through time Texture how the pitches and rhythms are combined, determining the overall quality of the sound in a piece of music. Acknowledgements Written by Sarah Share 2

3 Lesson 1 LO: I can play rhythms confidently whilst maintaining a strong sense of pulse Starter 1 - Explain that you are going to perform some patterns and ask the chn to join in with you. When you change pattern, they change too. Start to clap, keeping the claps at an even pace, about 2 claps a second. When chn have joined in and are comfortable with the clapping, change to slapping knees. All chn to swap to slapping knees. Continue to change pattern but ensuring each pattern is long enough for chn to be comfortable with the pattern. You could try stamping 1 foot / both feet or mixing different sounds. For example: clap clap stamp - clap. When chn are comfortable, you could try standing up for 4 counts, tapping the pattern, and sitting for 4 counts. Starter 2 - Tchr to Clap, clap, rest, clap to create a 4-beat rhythm. Once the class are comfortable with this rhythm, tchr to say a child s name on beat 3 in the rest. Work around the circle, with each child inserting their name into the rest. Encourage chn to keep in time. Each group to perform their song, tapping the pulse and the rhythm. Ask the class audience: Can you work out which chn are playing the pulse and which are playing the rhythm? Did the chn stand in their 2 groups to perform? A list of songs that the chn are familiar with to tap the pulse and rhythm. Please note, although the planning suggests clapping rhythms, feel free to use any body percussion to vary the timbre of the music. However, it is suggested that you use 1 body percussion sound in each song so that the chn concentrate on the rhythm, rather than the actions. It may make it visually easier for chn if the pulse has 1 type of body percussion and the rhythm has another. Step 1 - Tchr to clap 4 beats and gesture a rest with hands apart for 4 beats, clap 4 beats, gesture 4 beats rest and so on. Encourage chn to join in with you. Keep this rhythm going but model an improvised 4 beat rhythm during the rest. Do this a couple of times and then work around the circle, each child improvising a 4-beat rhythm during the 4 beats rest. Step 2 - Play I want some ice-cream. Tchr to clap the rhythm and say the words of the sentence created by the words I want some ice-cream Chn to copy it back. Repeat the rhythm, and chn copy it back till all chn are able to clap this rhythm correctly. Explain that they are going to copy the different rhythms that you clap. If they hear the rhythm created by the words I want some ice-cream then they do not clap back, they are silent. Tchr to clap a 4-beat rhythm to the class and class to copy the rhythm. There are no pauses between the tchr s clapping and the chn s clapping. After a few copy rhythms, clap the rhythm I want some ice-cream. Congratulate the chn that heard the rhythm I want some ice-cream and didn t clap. Encourage chn to not shout out when they hear the rhythm to see how many chn you can catch out. Repeat this activity as many times as appropriate. You may wish to choose some chn to lead this activity, encourage them to keep to a 4-beat rhythm if they can. Step 3 - Sing a song familiar with the chn. Eg Twinkle twinkle. Ask the chn to clap the pulse of the song. Sing the song again and, this time, clap the rhythm the words make. You may need to clap the rhythm a couple of times for chn to clap correctly. What do the chn notice about when they clap the rhythm? They did not clap all the time, there were some rests / spaces where they did not clap. Sing the song again, clapping the rhythm. Ask them to think about which words had long claps. Where were the long claps? They were at the end of each phrase. Explain that rhythm is made up of long and short sounds and that the pulse is a constant beat. Split the class into 2 groups. 1 group clap the pulse and 1 group clap the rhythm. Encourage the chn that are clapping the rhythm to not sing out loud, but to sing in their head, to internalize the words. Swap the groups over. NOTE: It will be easier for chn to keep to their part if they are sat in 2 groups rather than dispersed around the classroom. Step 4 - Investigate clapping the rhythm and pulse in other songs familiar to the chn. (You could return to some of the songs from the voice unit). Put chn into smaller groups. Give chn a choice of well know songs to choose from and that they would like to perform to the class. (Depending on chn s ability, either choose a new song or one practiced in the lesson). Each group to split in half half to clap the pulse, half to clap the rhythm. (The group could choose what body percussion they wish to use). Practice performing the song so that the chn are confident with their part. Remind chn that they will find the task easier if they stand in 2 groups 1 group for rhythm and 1 group for pulse. 3

4 Lesson 2 LO: I can demonstrate a strong sense of rhythm and pulse by playing along to songs and internalising words. Starter 1 - Explain that you are going to perform some patterns Recap the learning of the lesson. Check their understanding of the vocab covered and ask the chn to join in with you. When you change pattern, in the lesson they change too. Start to clap, keeping the claps at an even pace, Rhythm. Pulse. Ostinato. Tempo. Give them a definition and they match it to the about 2 claps a second. When chn have joined in and are correct word. (see glossary for terms and explanation). comfortable with the clapping, change to slapping knees. All chn to swap to slapping knees. Continue to change pattern but ensuring each pattern is long enough for chn to be comfortable with the pattern. You could try stamping 1 foot / both feet or Graphic score of the rhythm for Hot Cross Buns. mixing different sounds. For example: clap clap stamp - clap. When chn are comfortable, you could try standing up for 4 counts, tapping the pattern and sitting for 4 counts. Starter 2 - Tchr to clap, clap, rest, clap to create a 4 beat rhythm. Once class are comfortable with this rhythm, tchr to say name on beat 3 in the rest. Work around the circle, with each child inserting their name into the rest. Encourage chn to keep in time. Using a nursery rhyme, Eg Hickory dickory Dock, clap the rhythm, while saying the words internally (some chn may need to say the words out loud). For instance, you could say line 1 out loud, internalize line 2, say out loud line 3 etc. Try clapping Hickory Dickory and stamp on dock; Try different phrases from nursery rhymes. Humpty dumpty sat on a wall Mary Mary, quite contrary Poly put the kettle on. Step 1 - Sing the song Hot Cross Buns. Tap the pulse. Tap the rhythm. Ensure all chn understand the difference between pulse and rhythm. Note: Spend time on this activity, it is an important skill that the chn need to learn. Ask chn to sing the song in their head (internalising the words) but tap out the rhythm at the same time. Repeat and ask them to think about the rhythm that they re clapping. There is 1 line that has a different rhythm to the others. Which one is it? Sing the song again and, this time, sing lines 1, 2, and 4. On line 3, internalize the words and clap the rhythm instead. Do the same but clap lines 1, 2, and 4 and sing line 3. Where is there no sound in line 1, 2, and 4? At the end of each phrase. What do they notice about the rhythm in line 3? They are quicker claps and they are all the same length. Step 2 - Split the class into 2 groups. Group 1will clap lines 1, 2 and 4 and the group 2 will clap line 3. Some chn will need to mime / say out loud the words to help them with their clapping. It is important that they get the rhythm correct. When they are able to clap the rhythm, encourage them to internalise the words. The tchr could tap out the pulse on their knee / drum to help chn clap and sing in time. Step 3 - Show a graphic score of the rhythm in the song. What do the chn notice? Line 1, 2, and 4 look at same. Why is there no symbol in box 4 in line 1, 2, and 4? This is because there is no sound on beat 4. Demonstrate this. What do you notice about line 3? There are 2 symbols in each box, 8 symbols in the line. This means that the sounds need to be played quicker. Whole class sing the song, clapping the rhythm while following the graphic score. Tchr to model pointing to the score for the chn to follow. Ask a HA child to point to the score as the chn practice the rhythm. Step 4 - Split class into 3 groups. Group 1 are going to sing (they could tap the pulse). Group 2 are going to create an ostinato rhythm using line 1. Group 3 are going to create an ostinato rhythm using line 3. Group 2 will play the rhythm of Hot Cross Buns, Hot Cross Buns, Hot Cross Buns, Hot Cross Buns, and so on. Verse 1: group 1 sing the song. Verse 2: group 2 play their ostinato. Make sure they have established their rhythm, then bring in group 3. Verse 3: When group 2 are confident with their rhythm, group 3 play their ostinato. (If the children find this hard, just group 1 tap their rhythm in verse 2 and group 3 tap their rhythm in verse 3). Remind chn to concentrate and make sure they are playing their rhythm in time / at the correct tempo. Encourage class to watch the rest of their group to ensure they are playing the same as everyone else. Swap the groups around so that all chn are able to play each part. Repeat this activity using Frere Jacques. Depending on the children s understanding and ability, move quicker or slower through the teaching points. 4

5 Lesson 3 LO: I can identify rhythms in songs and use these as inspiration for my own pieces. Play I want some ice-cream. Sing songs that the chn are familiar with and practise using body percussion / percussion instruments to tap the pulse. Repeat with the tchr modelling the rhythm of the song / lyrics first and then split the class into 2 group. Have 1 group tapping rhythm and 1 group tapping pulse. Ask a child to create a class composition by saying the order that they would like the groups to play. Note this down on the board for chn to see. Eg Group 1 Group 1 and 2 Group 3 Group 1and 3 Group 2 All Play the composition with the teacher pointing to the instructions on the board to help groups come in appropriately. Repeat with other chn s compositions. Handouts in resources folder. Step 1 - Display an empty rhythm grid (see resources). Model saying tel-e-vis-ion (this and the other examples have been shown at the bottom of the empy rhythm grid resource) while clapping at the same time to demonstrate how to work out that the word creates a sound on every beat. Repeat this for DVD. Model how to work out that DVD creates 2 sounds on beat 1 and only 1 sound on beat 2. Repeat this for Cin-e-ma. What are we doing on beat 2? resting, quiet, sh, silent the chn will have many words to describe this. Chn to click or show open palms to mark the rest. Step 2 - Show the film of Harry Potter and the mysterious ticking noise using YouTube What words have they used in this performance? Can they clap any of the rhythms that they heard? As a class, practice clapping some of the names as they happen in the film. Step 3 - Split children into 3 groups. Chn to think of a word to name their group. They could each have a different colour, character name from a current film, word to match current topic etc. Eg Romans, Boudica, Ceasar. Sit in groups. Tchr to start the class with a rhythm of clap, clap, rest, rest. Demonstrate the rest with an open palms movement so that the chn move on all 4 beats. Once the chn are confident with this rhythm pattern, tchr to start demonstrate chanting their group name on the 2 rest beats. Clap, clap, Ceas-ar Clap, clap Boudica And so on. All the rhythms need to fit into 4 beats. Still use the open palms action to keep the pulse with the body when saying the names. Step 4 - Repeat step 3 with Eg Ceasar, click, click (the name and body percussion opposite way round). Step 5 - As a class, chn to use these names to create layers of rhythms. 1 person to play the pulse. It needs to be a child who is confident at maintaining a steady pulse. This player can say 1, 2, 3, 4, 1, 2, 3, 4. Group 1: clap, clap, Ceas-ar. Group 2: Boudica, click, click. Group 3: Ro mans, Ro mans. Give each group a graphic score like this (see resources): Depending on chn ability, adapt the activity. Try taking away the body percussion and just say the words. They could nod their head to keep the pulse. Try changing the words to a different type of body percussion so nothing is spoken. Add more layers by creating and adding more groups. 5

6 Lesson 4 LO: I can play a part in a performance whilst following performance signals and maintaining a strong sense of pulse Play tchr s favourite pop song on. Eg Happy by Pharrell Williams. Chn to follow tchr, jumping / stepping / waving arms to the pulse. Demonstrate positively using the body to mark the pulse of the song. NOTE: Have 1 action for at least 8 counts (2 bars) before you change it. Only use 1 movement each time so that the chn don t change it into free dance. Encourage them to move to the pulse. Choose a familiar song to the chn. Tchr to sing / chant and clap the rhythm of the lyrics of first line. Chn to copy the tchr in a call and response style. Continue like this until the line is established and chn are confident. Once line is established, choose another line s rhythm and do the same with this over the playing song. Continue until the song has finished. Watch Anna Meredith Connect it piece from BBC 10 pieces Listen and watch how sometimes all the players are playing, and sometimes they stop. Notice how the sounds are very repetitive. Discuss how repeating patterns or phrases in music are called ostinatos. Ask chn: Have we done many repeating lines and rhythms this lesson? What were these? What is the musical word for a repeating pattern called? Ostinato. Graphic score for boring rhythms. Tchr to set up a visitor to walk into the lesson to have a conversation with them. Ask chn to not talk. Or start to talk to chn and suddenly find a job to do that interrupts teaching. Busy yourself so that they get bored. After a minute, ask chn what they did while they were bored. Some suggestions may be: Sigh, tap foot, tap fingers, whisper, shuffle in chairs. Make a list of the chn s suggestions and keep it for future lessons. Make a list of phrases that described how they were feeling. Eg I m bored, boring. what shall I do now? Step 1 - Explain that the chn are going to compose a piece of music called Bored. As a class, practice tapping out / stamping foot / banging table the rhythm created by the short sentences. This could be done by tchr clapping a rhythm, chn clapping it back. When chn are comfortable with a rhythm, tchr and class tap it continuously. Tchr to use different body percussion to tap the rhythm. Tap the rhythm with the same sound for at least 3 times before changing the body percussion. Chn to join in and copy. Teach a second rhythm, then a third. Experiment mixing the different sounds and different rhythms. (Eg 2 groups tapping different rhythm but using same body percussion / different body percussion). Make sure enough time is spent for chn to be comfortable with the different rhythms. Encourage all chn to play together, keeping the same tempo. Here is an example: Encourage chn to play together, keeping the same tempo. When playing with more than one group, each sentence should start on the same beat as can be seen in the example above. Model writing a graphic score on the board which symbolises each syllable of one of the rhythms. Use a different symbol for each different piece of body percussion. See below for example: O = clap, X = stamp, - = rest. Step 2 - Split class into 3 groups. Give each group a sound and a word / short sentence. Create a class composition. Select 3 ways of making a sound when bored and assign to each group. NOTE: It will be easier to assess chn if they are moving their body visibly to create the rhythm. Eg: sighing you will not know if they are doing this at the correct time, tapping a ruler you will. Model how to lead the group by bringing in and stopping each group 1 at a time. As you lead this composition, choose an able child to play a steady pulse, letting them count 1, 2, 3, 4. Step 3 - You could experiment with bringing in the different groups at different times and, when you ask them to stop playing, encourage them to listen to the rhythm of the other groups. This is your composition but ensure that by the end the chn are confident with understanding the skills of bringing in a group of players and asking them to stop playing through gestures. They also need to understand the importance of keeping steady pulse and tempo. Step 4 - Create smaller groups of 10 chn by taking 3 chn from each larger group and putting them together. Teacher to assign a player to keep the pulse (Teacher to choose a child who is able to maintain a steady pulse confidently). Different chn have opportunity in leading their smaller group, bringing in the players and asking them to stop playing. 6

7 Lesson 5 LO: I can watch and listen to performances, offering supportive and positive feedback on how to improve. Recap last lesson by giving out 3 short sentences to be used as rhythms and a sound. Choose a child to maintain the pulse on the table. Tchr to create a class composition through bringing in the groups to play and dropping them out. Don t rush this activity, let each group play their rhythm about 8 times before you change the texture. Give opportunity for some chn to conduct the class and remember to change the pulse player. (This is a good opportunity to assess whether a child can keep the pulse. However, it is important that you do only use children that can keep a pulse. If they are not able to do so, let them work with a partner who is confident at this.) Give plenty of time for the plenary. Let each group play their composition to the class. Ensure the performances are recorded for next lesson. Give the chn a list of skills that they are looking for: Players who can play a rhythm at the tempo of the pulse Players that can maintain a steady pulse Players that can lead a group using performance instructions Take feedback from the class about the performances. Encourage chn to listen to the feedback about their own performance. List of sounds and rhythm ideas from previous lessons Display the lists of sound and rhythm ideas from last lesson. If chn are not ready to maintain a part in a smaller group, carry out this lesson as a class composition with different chn leading the class. Step 1 - Chn are going to create a composition in groups of 10. One child will play the pulse, counting 1, 2, 3, 4, 1, 2, 3, 4 as they play, one will conduct. The other chn will each work in small groups to play a rhythm. Link LA chn with a HA child or they can continue using a rhythm already practiced with the class. Each small group chooses a rhythm that they will use. Base this rhythm on work in last lesson. As a group, answer the following questions: How will we know when to start playing? How will we know when to stop playing? Step 2 - In groups, chn to practise playing their rhythms at the same time, all coming in together and all stopping together. Suggest that the player tapping the pulse starts first so the rhythm players know the tempo. Discuss why this is important. Step 3 - When chn are able to do this, encourage the conductor to indicate to players to stop playing and listen to the other players. It is a challenge to bring the players back into play with the group again on beat 1 so it may be a good idea to suggest the structure of. Pulse to start, all 3 groups play, leader indicates for each group to stop playing one at a time. Remind chn to let the players play their rhythm for at least 8 times before they make another change to the texture. During the lesson, if the tchr notices any good practice stop the class to share this with them. Let the group model their skills and allow time for chn to continue practising their composition. Good practice that the tchr is looking for: A player who plays a steady pulse; a player who plays their rhythm at the same tempo as the pulse; a player who has clear gestures to lead the groups to play or not play. 7

8 Lesson 6 LO: I can listen to positive feedback and try to make improvements to my performance Child to lead on I want some ice-cream. Clap, clap, rest, rest. Send the rhythm around the circle, chn saying their favourite food in the rest / favourite colour etc. Give chn time to read the feedback from the audience. How did it feel to be a performer? What have they learnt from this Unit? What musical skills have they improved? Speech bubble paper and pencils, recording from last lesson, self-evaluation sheets. Step 1 - Chn to watch their performances from last lesson. Tchr to partner up chn with someone in a different group. Chn to complete the self-evaluation sheet on themselves and their partner. Chn to give feedback to their partner. Do their 2 evaluation sheets match? What differed? Using this feedback, ask chn to feedback to their own group about 1 thing they could improve on. Give groups time to practice and improve their own work. Perform to an audience. Have paper in the shape of speech bubbles and pencils for the audience to give feedback to the performers. 8

Leicester-Shire Schools Music Service Unit 3 Rhythm Year 1

Leicester-Shire Schools Music Service Unit 3 Rhythm Year 1 Leicester-Shire Schools Music Service Unit 3 Rhythm Year 1 In this unit, children will explore how words and their syllables can be used to create rhythms and help maintain a pulse. Physical actions and

More information

Leicester-Shire Schools Music Service Unit 4 Pitch Year 5

Leicester-Shire Schools Music Service Unit 4 Pitch Year 5 Leicester-Shire Schools Music Service Unit 4 Pitch Year 5 In this unit, children listen to a wide range of music, including some pieces which are from the genre minimalism. These pieces act as inspiration

More information

End of Key Stage Expectations - KS1

End 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 information

Peace Day, 21 September. Sounds of Peace Music Workshop Manual

Peace Day, 21 September. Sounds of Peace Music Workshop Manual Peace Day, 21 September Sounds of Peace Music Workshop Manual Introduction Peace One Day and Musicians without Borders have partnered to produce this manual for a 1-hour music workshop to be delivered

More information

Progress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2

Progress 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 information

Zadok the Priest by George Frideric Handel

Zadok the Priest by George Frideric Handel Zadok the Priest by George Frideric Handel PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel

More information

Time Beat and Rhythm

Time Beat and Rhythm Grade 2 Dance Lesson #5 Time Beat and Rhythm Lesson-at-a-Glance Warm Up In a circle clap, slap, march, stomp and perform simple hand and arm movements to a song with a strong beat. Modeling Discuss beat

More information

Mars by Gustav Holst

Mars by Gustav Holst Mars by Gustav Holst PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel Leach Background The

More information

Symphony No 10, Mvt 2 by Dmitri Shostakovich

Symphony No 10, Mvt 2 by Dmitri Shostakovich Symphony No 10, Mvt 2 by Dmitri Shostakovich PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel

More information

Mambo by Leonard Bernstein

Mambo by Leonard Bernstein Mambo by Leonard Bernstein PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel Leach Background

More information

Music at Menston Primary School

Music 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 information

Music overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes

Music 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 information

Music Policy Round Oak School. Round Oak s Philosophy on Music

Music Policy Round Oak School. Round Oak s Philosophy on Music Music Policy Round Oak School Round Oak s Philosophy on Music At Round Oak, we believe that music plays a vital role in children s learning. As a subject itself, it offers children essential experiences.

More information

SUBJECT VISION AND DRIVERS

SUBJECT 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 information

Rodeo - Hoedown by Aaron Copland

Rodeo - Hoedown by Aaron Copland Rodeo - Hoedown by Aaron Copland PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel Leach

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Page 1 of 8 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) 6 weeks Students will revise and

More information

Habanera and Toreador Song from Carmen by Georges Bizet

Habanera and Toreador Song from Carmen by Georges Bizet Habanera and Toreador Song from Carmen by Georges Bizet PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Background

More information

KNES PRIMARY (YEAR 1)

KNES PRIMARY (YEAR 1) KNES PRIMARY (YEAR 1) MUSIC COURSE OUTLINE 2017-2018 Choral Music: In this category children will able to develop their > Concept of expressions while singing. > Basic sense of synchronized singing. >

More information

YEAR 3 AUTUMN 1. Working with standard notation. Introduction Explain how the notation system works:

YEAR 3 AUTUMN 1. Working with standard notation. Introduction Explain how the notation system works: Curriculum objective To understand and explore how music is created through appropriate musical notations. To understand and explore the interrelated dimensions (duration). Lesson objectives To create

More information

Key Skills to be covered: Year 5 and 6 Skills

Key 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 information

Scheme Progression Overview and Outcomes for Year 2 (KS1)

Scheme Progression Overview and Outcomes for Year 2 (KS1) Scheme Progression Overview and Outcomes for Year 2 (KS1) This document includes: Musical Learning Focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning

More information

Sample assessment task. Task details. Content description. Year level 7

Sample assessment task. Task details. Content description. Year level 7 Sample assessment task Year level 7 Learning area Subject Title of task Task details of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time Content

More information

Foundation - 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: 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 information

KS1 Recorder. World CONTENTS. An Introduction to KS1 Recorder World...

KS1 Recorder. World CONTENTS. An Introduction to KS1 Recorder World... KS1 Recorder World CONTENTS An Introduction to KS1 Recorder World... 5 Step 1 Bongo Beach... 6 Step 2 Gluttonberry Festival... 7 Step 3 Lost Forest... 8 Step 4 Cirrus Station... 9 Step 5 Glacier Lake...

More information

Table of Contents Table of Contents Music Discovery Book: Music for Little Mozarts Special Teaching Tips About Music for Little Mozarts

Table of Contents Table of Contents Music Discovery Book: Music for Little Mozarts Special Teaching Tips About Music for Little Mozarts 2 Table of Contents Table of Contents Music for Little Mozarts.................. About Music for Little Mozarts............6 Music Lesson Book...................6 Music Workbook....................6 Music

More information

Singing Strategy. Key Stage One Scheme of Work: Singing and Musicianship. Compiled by Kevin Bolton

Singing Strategy. Key Stage One Scheme of Work: Singing and Musicianship. Compiled by Kevin Bolton Singing Strategy Key Stage One Scheme of Work: Singing and Musicianship Compiled by Kevin Bolton Contents Rationale and Overview 2-5 Session 1 6 Session 2 7 Session 3 8 Session 4 9 Session 5 10 Session

More information

Trumpet Concerto, Mvt 3 by Joseph Haydn

Trumpet Concerto, Mvt 3 by Joseph Haydn Trumpet Concerto, Mvt 3 by Joseph Haydn PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel

More information

Soirées Musicales by Benjamin Britten. Listening and Responding. Add Benjamin Britten to the musical timeline.

Soirées Musicales by Benjamin Britten. Listening and Responding. Add Benjamin Britten to the musical timeline. Listening and Responding Learning Objectives: Listen with concentration and use imagination Respond to and become familiar with the music to be performed at the concert Begin to develop an awareness of

More information

Enigma Variations Theme (Enigma), Variations 11 (G. R. S.), 6 (Ysobel) & 7 (Troyte)

Enigma Variations Theme (Enigma), Variations 11 (G. R. S.), 6 (Ysobel) & 7 (Troyte) Enigma Variations Theme (Enigma), Variations 11 (G. R. S.), 6 (Ysobel) & 7 (Troyte) PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage

More information

SINGING GAMES SINGING GAMES

SINGING GAMES SINGING GAMES SINGING GAMES Singing games, like language, are present in all cultures. This unit contains suggestions that will enable children to sing and play a selection of traditional and non-traditional singing

More information

Stratford School Academy Schemes of Work

Stratford 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 information

K12 Course Introductions. Introduction to Music K12 Inc. All rights reserved

K12 Course Introductions. Introduction to Music K12 Inc. All rights reserved K12 Course Introductions Introduction to Music 2000-04 K12 Inc. All rights reserved Music About the Singing Voice How to Teach Your Child to Sing What to Do With the Reluctant Singer Terms and Concepts

More information

The sounds my body makes

The sounds my body makes unit 1 The sounds my body makes This unit begins with the study of ambient sounds produced by people, as well as the silences between these sounds. This unit also reinforces auditory recognition of some

More information

Life After Levels Meaningful Musical Assessment in a Post Level Landscape

Life After Levels Meaningful Musical Assessment in a Post Level Landscape TeachMeet: Life After Levels Meaningful Musical Assessment in a Post Level Landscape Tuesday 7 th March 2017 Preston Manor School Today s TeachMeet: 1) Welcome from Keir Crawley Head of Performing Arts

More information

Teaching Music with ipads CPD

Teaching Music with ipads CPD Teaching Music with ipads Developing Musicianship Through Creativity Leicester MEH October 2017 Schedule 9:30 - Welcomes & Warm-ups 9.45 Structure and 'The Drop' (Launchpad) 10.15 Developing grooves (Garageband)

More information

PITCH FOR KEY STAGE 2 DVD CONTENTS LIST

PITCH FOR KEY STAGE 2 DVD CONTENTS LIST PITCH FOR KEY STAGE 2 DVD CONTENTS LIST 1) Fred, Fred - game 2) Fred, Fred - solfa 3) Fred, Fred - with instruments 4) The introduction game 5) Concentration 6) We all have different faces 7) We all have

More information

Oaktree School Assessment. Music P4

Oaktree School Assessment. Music P4 Music P4 Pupil: Pupils make vocal sounds in response to music They copy vocal sounds made by adults or pupils They know how to play familiar instruments (drum, triangle, shaker) They copy an action made

More information

Page 8 Lesson Plan Exercises Score Pages 81 94

Page 8 Lesson Plan Exercises Score Pages 81 94 1 Page 8 Lesson Plan Exercises 14 21 Score Pages 81 94 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Unit summary. Year 9 Unit 6 Arrangements

Unit summary. Year 9 Unit 6 Arrangements Year 9 Unit 6 Arrangements Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Arrangements Learning how to analyse and explore common processes,

More information

Key stage 2 Music scheme of work

Key stage 2 Music scheme of work Key stage 2 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 Junior music Jack and the Beanstalk

More information

Rise of the Drumpreneur Unleashing Creativity Through Drum Circle Facilitation

Rise of the Drumpreneur Unleashing Creativity Through Drum Circle Facilitation Rise of the Drumpreneur Unleashing Creativity Through Drum Circle Facilitation K. Michelle Lewis DrumSmart LLC Bloom Elementary Indiana University Southeast New Mexico Music Education Association In-Service

More information

Concerto for Turntables and Orchestra, Mvt 5 by Gabriel Prokofiev

Concerto for Turntables and Orchestra, Mvt 5 by Gabriel Prokofiev Concerto for Turntables and Orchestra, Mvt 5 by Gabriel Prokofiev PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern

More information

Whole School Plan Music

Whole 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 information

Dies Irae & Tuba Mirum by Giuseppe Verdi

Dies Irae & Tuba Mirum by Giuseppe Verdi Dies Irae & Tuba Mirum by Giuseppe Verdi PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel

More information

WHITEHILLS PRIMARY SCHOOL. putting children first. MUSIC POLICY

WHITEHILLS 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 information

Livin On A Prayer by Bon Jovi A Classic Rock Song

Livin On A Prayer by Bon Jovi A Classic Rock Song Livin On A Prayer by Bon Jovi A Classic Rock Song Suggested Pathway Step 1 Lesson Content: Section 1 - Listen and Appraise - Livin On A Prayer by Bon Jovi Section 2a - Musical Activities - Games Section

More information

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 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 information

PITCH FOR KEY STAGE 1 DVD CONTENTS LIST

PITCH FOR KEY STAGE 1 DVD CONTENTS LIST PITCH FOR KEY STAGE 1 DVD CONTENTS LIST 1) Hello Anna 2) The introduction game 3) Postman s knock 4) 1,2,3,4 5) Here I come 6) I, I, me oh my 7) Rain, rain go away 8) Who has a brother? 9) Sing the register

More information

Music Skills Progression. Eden Park Primary School Academy

Music 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 information

Billy Barlow (A Texas song)

Billy Barlow (A Texas song) Billy Barlow (A Texas song) LESSONS 1-2 UNIT: SONGS AND INSTRUMENTS YEAR 4 Resources: Remote control Flashcards for pitch Chime bars or keyboard. Cards from 'Flashcards_songs'. Untuned percussion instruments:

More information

GENERAL MUSIC Grade 3

GENERAL 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 information

Essentials Skills for Music 1 st Quarter

Essentials Skills for Music 1 st Quarter 1 st Quarter Kindergarten I can match 2 pitch melodies. I can maintain a steady beat. I can interpret rhythm patterns using iconic notation. I can recognize quarter notes and quarter rests by sound. I

More information

Scheme of Work for Music. Year 1. Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds

Scheme 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 information

Illinois Music Educators Conference 2018

Illinois Music Educators Conference 2018 Orff, Unbarred No barred percussion necessary! Illinois Music Educators Conference 2018 Presented by BethAnn Hepburn, Co-Author Purposeful Pathways Books 1-4, MIE Publications Special Thanks to the Session

More information

Lesson My Bonnie. Lesson time - across several 20 minute sessions

Lesson My Bonnie. Lesson time - across several 20 minute sessions Lesson My Bonnie Lesson time - across several 20 minute sessions In this lesson Using the Skoog as a percussion instrument and play along to music Creating sound effects with the Skoog to express feelings

More information

Short Ride in a Fast Machine by John Adams

Short Ride in a Fast Machine by John Adams Short Ride in a Fast Machine by John Adams PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written by Rachel

More information

MUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION

MUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION MUSIC IN SCHOOLS WARRNAMBOOL - Orff 1 ORFF APPROACH - PLAYING IN THE CLASSROOM TEACHER INTRODUCTION Music Strands Developing practical Knowledge in Music Developing ideas in Music Communicating and interpreting

More information

Scheme Progression Overview and Outcomes for Year 3 (Lower KS2)

Scheme Progression Overview and Outcomes for Year 3 (Lower KS2) This document includes: Scheme Progression Overview and Outcomes for Year 3 (Lower KS2) Musical learning focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning

More information

Schools Concert Plus Teachers Resource Pack

Schools Concert Plus Teachers Resource Pack Schools Concert Plus 2007-2008 Teachers Resource Pack Introduction On Monday 14 January Birmingham Contemporary Music Group will present the second annual Schools Concert at the CBSO Centre, following

More information

Music Years 7 10 Life Skills unit: Australian music

Music Years 7 10 Life Skills unit: Australian music Music Years 7 10 Life Skills unit: Australian music Unit title: Australian music Description: In this unit students explore a wide variety of traditional and contemporary Australian music through experiences

More information

In the Hall of the Mountain King by Edvard Grieg

In the Hall of the Mountain King by Edvard Grieg In the Hall of the Mountain King by Edvard Grieg PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written

More information

Music Tech Lesson Plan

Music Tech Lesson Plan Music Tech Lesson Plan 01 Rap My Name: I Like That Perform an original rap with a rhythmic backing Grade level 2-8 Objective Students will write a 4-measure name rap within the specified structure and

More information

A series of music lessons for implementation in the classroom F-10.

A series of music lessons for implementation in the classroom F-10. A series of music lessons for implementation in the classroom F-10. Conditions of Use These materials are freely available for download and educational use. These resources were developed by Sydney Symphony

More information

Overview of Content and Performance Standard 1 for The Arts

Overview 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 information

KNES Primary School Course Outline Year 2 Term 1

KNES Primary School Course Outline Year 2 Term 1 KNES Primary School Course Outline Year 2 Term 1 Music Term Overview Feel the pulse: Exploring pulse and rhythm This Unit develops children s ability to recognize the difference between pulse and rhythm

More information

Beat. Episode 1. It s the heartbeat of music 1OVERVIEW. Vocabulary. Unit 1 Music Theory LESSON OBJECTIVES. Beat. Strong beat Weak beat Measures

Beat. Episode 1. It s the heartbeat of music 1OVERVIEW. Vocabulary. Unit 1 Music Theory LESSON OBJECTIVES. Beat. Strong beat Weak beat Measures Episode 1 Beat It s the heartbeat of music 1OVERVIEW The most fundamental elements of music are beat, meter, tempo, rhythm, duration, and pitch. When Quaver loses a beat, he sets in motion a series of

More information

Transformations! BCMG Schools' Concerts Resource Pack 2011

Transformations! BCMG Schools' Concerts Resource Pack 2011 Transformations! BCMG Schools' Concerts Resource Pack 2011 Introduction In February 2011 Birmingham Contemporary Music Group presented its fifth annual Schools Concerts conducted at the CBSO Centre, following

More information

Powerful knowledge What content must they know?

Powerful knowledge What content must they know? Subject Music Course/Year Group 8 Topic Jazz and Blues Threshold Concepts What big ideas must they understand? How to perform as a soloist or ensemble player with appropriate genre technique and ensemble

More information

PRIMARY MUSIC CURRICULUM MAP

PRIMARY MUSIC CURRICULUM MAP Teacher: Kristine Crandall COURSE: Music -Primary TARGET DATES ESSENTIAL QUESTIONS CONCEPTS/CONTENT (Outcomes) LEARNING TARGETS/SKILLS (Performance Tasks) STATE/DIOCESAN STANDARDS ASSESSMENTS RESOURCES

More information

INSTRUMENTAL KEY STAGE 2 DVD CONTENTS

INSTRUMENTAL KEY STAGE 2 DVD CONTENTS INSTRUMENTAL KEY STAGE 2 DVD CONTENTS 1) Don t tap this one back 2) Don t tap this one back - version 2 3) Solo rhythm game 4) Take and add - rhythm game 5) Changing patterns - clapping 6) Changing patterns

More information

Toccata and Fugue in D minor by Johann Sebastian Bach

Toccata and Fugue in D minor by Johann Sebastian Bach Toccata and Fugue in D minor by Johann Sebastian Bach PRIMARY CLASSROOM LESSON PLAN For: Key Stage 2 in England and Wales Second Level, P5-P7 in Scotland Key Stage 1/Key Stage 2 in Northern Ireland Written

More information

Starter Activities for Music Lessons

Starter Activities for Music Lessons Starter Activities for Music Lessons Hide the key Suitable for 9-12 year olds. Volume awareness Choose two pupils in the class. One is to go outside while the other hides a key somewhere. The pupil outside

More information

Music Curriculum Glossary

Music 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 information

Key Skills to be covered: Year 5 and 6 Skills

Key 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 information

Skills Progression Music (Year 1-6)

Skills 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 information

RHYTHM AND PULSE. Key Stage 3. Exploring Rhythm and Note Values. Element Focus. Scheme of Work Overview

RHYTHM AND PULSE. Key Stage 3. Exploring Rhythm and Note Values. Element Focus. Scheme of Work Overview RHYTHM AND PULSE Key Stage 3 General Topic Element Focus Scheme of Work Overview Unit Learning Objectives Cross-Curricular Links Prior Learning Exploring Rhythm and Note Values Rhythm Pitch Texture Timbre

More information

Bite-Sized Music Lessons

Bite-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 information

Scheme Progression Overview and Outcomes for Year 4 (Lower KS2)

Scheme Progression Overview and Outcomes for Year 4 (Lower KS2) This document includes: Scheme Progression Overview and Outcomes for Year 4 (Lower KS2) Musical learning focus explained for each Unit of Work, year group and end of Key Stage An Overview of Expected Learning

More information

WASD PA Core Music Curriculum

WASD PA Core Music Curriculum Course Name: Unit: Expression Unit : General Music tempo, dynamics and mood *What is tempo? *What are dynamics? *What is mood in music? (A) What does it mean to sing with dynamics? text and materials (A)

More information

Stratford School Academy Schemes of Work

Stratford 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 information

Music. Curriculum Glance Cards

Music. 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 information

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Percussion. Snare Drum, Bass Drum, Kit, Bells

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Percussion. Snare Drum, Bass Drum, Kit, Bells Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Percussion Snare Drum, Bass Drum, Kit, Bells Ontario Music Educators Association www.omea.on.ca GPS Task Student

More information

Subject: Music Class: Pineapples Unit: 12 Dragon Scales Date: Spring Second half-term focus:

Subject: Music Class: Pineapples Unit: 12 Dragon Scales Date: Spring Second half-term focus: Foundation subject planner Subject: Music Class: Pineapples Unit: 12 Dragon Scales Date: Spring Second half-term 2014 Communication/ literacy focus Application of number focus ICT focus Working with others

More information

Improvising with The Blues Lesson 3

Improvising with The Blues Lesson 3 Improvising with The Blues Lesson 3 Critical Learning What improvisation is. How improvisation is used in music. Grade 7 Music Guiding Questions Do you feel the same way about improvisation when you re

More information

I ve worked in schools for over twenty five years leading workshops and encouraging children ( and teachers ) to write their own poems.

I ve worked in schools for over twenty five years leading workshops and encouraging children ( and teachers ) to write their own poems. TEACHER TIPS AND HANDY HINTS I ve worked in schools for over twenty five years leading workshops and encouraging children ( and teachers ) to write their own poems. CAN WE TEACH POETRY? Without doubt,

More information

YEAR 5 AUTUMN 1. Working with pentatonic scales

YEAR 5 AUTUMN 1. Working with pentatonic scales Curriculum objective To create and compose music. To understand and explore the interrelated dimensions. Lesson objectives To compose a piece based on a pentatonic scale. Resources A range of classroom

More information

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Tenor Saxophone

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Tenor Saxophone Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Tenor Saxophone Ontario Music Educators Association www.omea.on.ca GPS Task Student Evaluation Chart Band

More information

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

Skill 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 information

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music

UNIT 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 information

Exploring Our Roots, Expanding our Future Volume 1: Lesson 1

Exploring Our Roots, Expanding our Future Volume 1: Lesson 1 Exploring Our Roots, Expanding our Future Volume 1: Lesson 1 Brian Crisp PEDAGOGICAL Overview In his introduction to Gunild Keetman s Elementaria, Werner Thomas writes about Orff-Schulwerk as an approach

More information

No Place Like by Kerry Andrew

No Place Like by Kerry Andrew 1 No Place Like by Kerry Andrew SECONDARY LESSON PLAN For: Key Stage 3 in England, Wales and Northern Ireland Third and Fourth Level, S1-S3 in Scotland Written by Rachel Leach and Kerry Andrew Background

More information

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Conductor

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Conductor Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Conductor Ontario Music Educators Association www.omea.on.ca GPS Task Student Evaluation Chart Band Performance

More information

Most Sincerely,

Most Sincerely, Table of Contents Letter from Greg Hall, Assistant Superintendent, Assessment and Research and AnnRené Joseph, Program Supervisor, The Arts..................... 2 Grade 5 Music, What a Find! (2005)......................................

More information

Richmond. Music PRIMARY. TEACHER S BOOK Term 1

Richmond. Music PRIMARY. TEACHER S BOOK Term 1 ichmond Music TEACHE S BOOK Term PIMAY Contents Introduction... 4 Syllabus for term... 2 Schemes of work for term... 3 Teaching suggestions for lesson... 8 Teaching suggestions for lesson 2... 20 Teaching

More information

Standard 1: Singing, alone and with others, a varied repertoire of music

Standard 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 information

Sibelius In The Classroom: Projects Session 1

Sibelius In The Classroom: Projects Session 1 Online 2012 Sibelius In The Classroom: Projects Session 1 Katie Wardrobe Midnight Music Tips for starting out with Sibelius...3 Why use templates?... 3 Teaching Sibelius Skills... 3 Transcription basics

More information

Can you paint picture of how you feel? Christmas Play songs-can we learn to sing from memory? Can we sing with pitch? Foundatio n Stage KS1.

Can you paint picture of how you feel? Christmas Play songs-can we learn to sing from memory? Can we sing with pitch? Foundatio n Stage KS1. Long Term Planning Who Do You Think You Are? Music National Curriculum Links Foundatio n Stage As Musicians we are getting better at: Listening to music from World War 2 Dancing to music from World War

More information

Music Curriculum Map 2017/18

Music Curriculum Map 2017/18 Term In School: Ways to help at home: 1 Autumn Ourselves Explore ways of using their voices expressively. Sing with actions and create an expressive story. Number Develop a sense of a steady beat through

More information

Stratford School Academy Schemes of Work

Stratford 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 information

Kinesthetic Connections in the Elementary Music Classroom, BethAnn Hepburn

Kinesthetic Connections in the Elementary Music Classroom, BethAnn Hepburn Kinesthetic Connections in the Elementary Music Classroom FMEA, BethAnn Hepburn Special thanks to the session Sponsor: Music Is Elementary Why movement for students? 1. Movement provides a way for students

More information