The KING S Medium Term Plan - MUSIC. Y7 Module 2. Notation and Keyboard. Module. Building on prior learning

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1 The KING S Medium Term Plan - MUSIC Y7 Module 2 Module Notation and Keyboard Building on prior learning Learners will use the musical elements to apply to keyboard performances as they become increasingly familiar and comfortable with moving around the instrument. They will be able to use their understanding of time signatures, durations and rests during these performances. These skills will be transferable to the extended learning opportunities such as choir and band. Overarching Challenge question What do 5 lines mean in the Western Classical tradition? How do we read music and play these notes on the keyboard?

2 Lines of Enquiry Week 1: How to recognise the layout of the keyboard Week 2: How do we read staff notation? Week 3: What are time signatures? Week 4: What are accidentals? Week 5: How do we use rests in music? Week 6: assessment week Week 7: (gap teaching week) Progress Objectives By the end of this module, learners will be able to identify stave notation and their location on the keyboard. All learners will be able to play simple 5 finger melodies that demonstrate their knowledge of notation, durations, time signatures and rests. Extension work will be available for those who already have music lessons. Learners will begin to follow music as a class choir rather than just reading from a lyric sheet. Learning strategies Performance: Composing: Appraising: Learners will be given group performance opportunities in this module through singing. All learners will perform as a soloist on the keyboard. Some learners will compose their own simple melodies Learners will take part in a weekly appraising task at the start of each lesson and improve their skills through verbal and written communication forms.

3 Knowledge and Skills Musical elements Durations Rests Time signatures Notation Improving musical vocabulary Reasoning and opinion Appraising Performance instrumental skills Composition Summative Success Criteria TASK: TO PERFORM A PIECE ON THE KEYBOARD USING JUST YOUR RIGHT HAND. IT WILL PROVE YOUR KNOWLEDGE OF MUSIC READING AND RHYTHM. THE FIVE FINGERS SHOULD BE USED. TARGET I know where the notes C, D, E, F and G are on the keyboard. I can play a melody using letters and finger numbers. I can name some notes on the stave but sometimes make mistakes. SATISFACTORY I know where the notes C, D, E, F and G are on the keyboard. I can play by reading notation with just a little annotation (e.g. finger numbers or letters) to help me. I can name notes on the stave. I understand time signatures. STRENGTH I can play melodies fluently. Some of these are melodies that go beyond C, D, E, F and G. I can play melodies with limited help. I understand rests, time signatures and bar lines. I am a confident performer.

4 Week 1 Lesson 1: Hypothesis: The layout of the keyboard is as easy as ABC Progress objectives: To learn the layout of the keyboard To learn to read pitches C4-G4 as notation To recognize durations Learning activities: Playing music as letters to decipher a familiar song Practicing drawing notation Performing notation on the keyboard Student success criteria I can name the notes on the keyboard I can play a five finger tune using my right hand on the keyboard I understand durations and what they look like Week 2 Lesson 2: Hypothesis: Western notation is killing creativity Progress objective: Continue affirming familiarity with the layout of the keyboard Continue affirming the ability to read notated music Becoming familiar with notation using increasingly frequent changes of rhythm Reading time signatures Learning activities:

5 Playing notated music on the keyboard Composing their own piece using rhythms and notation that they have been introduced to in class and learning to perform these. Student Success Criteria I can name notes on a stave I can name the types of beats (duration) I can say how long a beat lasts for I can play the keyboard whilst reading staff notation Week 3 Lesson 3: Hypothesis: Good technique is paramount to perfection Progress objectives: To develop further notation reading skills To be able to recognise durations more swiftly To play with increasing fluency Learning activities: Continue learning to play the keyboard with notation of increasing complexity Student Success Criteria I am using the fingering given to play pieces of music I can read time signatures and put bar lines into the music I am playing more complicated music using crotchets, minims and quavers

6 Week 4 Lesson 4: Hypothesis: Accidents happen; an introduction to sharps, flats and naturals Progress objectives: Recognising the 3 accidental symbols Being able to apply the knowledge of the accidentals to a performance To be able to work out an enharmonic pitch Learning activities: Music theory: drawing accidentals correctly Playing music with accidentals Music theory: using knowledge of pitches and the keyboard to write enharmonic notation Student Success Criteria I recognise the symbols for a sharp, flat and a natural I can identify where given sharps, flats and naturals are on a keyboard I know how long a dotted minim lasts for I can play a dotted minim as part of a piece of music Week 5 Lesson 5: Hypothesis: Rhythms are the spice of music Progress objectives: To recognise increasingly shorter durations Be able to count subdivisions correctly in the given time signature

7 Perform using a variety of rhythms Learning activities: Drawing a duration tree to work out subdivisions in music Performing music in various time signatures Playing the keyboard to demonstrate knowledge and understanding of durations and the relationship to the given time signature Student Success Criteria I understand rests and notation and can play them in a piece of music I understand semiquavers I can play a piece of music as a duet Week 6 Assessment week Lesson 6: Performance assessment Learners will each give a performance of a piece of music of their choosing from this learning cycle. It must show fluency, understanding of rhythms, accidentals and familiarity with the layout of the keyboard. Assessed areas Performance: Melodic accuracy; rhythmic accuracy; fluency Theory: Secure knowledge of notation; durations; rests; time signatures Appraising: Identifying elements; instruments; mood; general knowledge

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

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