MTP Music Year 3 The Environment (3 weeks) Humans (3 weeks)
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1 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 and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils will be taught to: listen with attention to detail and recall sounds with increasing aural memory play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression Learning Objectives Planned Activities Resources Lesson 1 :. Select descriptive sounds to accompany a poem - Create a musical re-telling of a poem - Sing in two-part harmony - Accompany a song with a melodic ostinato The sound collector Add sounds to the poem The sound collector explore the text of a poem by Roger McGough; work in pairs, selecting descriptive timbres to match a picture; add sounds to the poem, then perform a musical version by following the picture score. My place Learn to sing My place in two voice parts explore the lyrics of a song in relation to their local environment; learn the song and sing the verses in two parts; develop confidence with part-singing. -A selection of instruments or sound makers - Tuned percussion notes D G A My place ostinato Learn an ostinato accompaniment to My place using tuned percussion. understand and perform a repeating pattern (ostinato);
2 maintain an independent part as an accompaniment to a song; perform a song with ostinato accompaniment on tuned percussion. Lesson 2 : Explore timbre to create a descriptive piece of music. Learn about ternary form. Sing a song with expression. Under the bridge Sing Under the bridge with expression to reflect the lyrics understand how music can be used to describe the environment; explore using their voices expressively in a song; pay attention to different musical dimensions as they perform a song with expression. - A variety of instruments. Bridge composition Create descriptive music for each verse of Under the Bridge add a drone accompaniment to a song; in four groups, select descriptive sounds to match each verse; follow a score to add descriptive sounds to a backing track. New bridges Perform Under the bridge with compositions in a ternary structure understand ternary structure; follow a score to perform an arrangement of a song in ternary structure; follow a conductor to perform with instruments.
3 Lesson 3 Develop the lyrics of a song. Choose timbre to make an accompaniment. Combine chants and sound pictures in a class performance in rondo structure. Our place Compose a new verse for the B section of Our place understand ternary structure; compose lyrics about their local environment; perform a chant in ternary form. Our place soundscape Compose a soundscape to depict your local environment explore sounds which describe their local environment; create a sound picture using voices, body percussion and instruments in small groups; perform the sound pictures in a chosen order. - A variety of instruments. Lesson 4 Understand call and response structure Perform word rhythms Explore sounds Our place rondo Perform Our place rondo with voices and instruments understand rondo structure; create a performance in rondo form, with chants and sound pictures. Bones Sing a call and response song and create a skeleton dance learn the names of bones in a call and response song; explore word rhythms through movement; perform a call and response song with improvised movement and rhythms. A selection of wooden instruments and soundmakers,eg claves, wood blocks, xylophone, guiro,temple blocks, angklungs,wooden bead box or wooden objects Bones quiz Test knowledge of bones in a movement activity
4 use their knowledge of bones to play a movement quiz; follow a leader to play body percussion rhythms on the corresponding part of their bodies. Lesson 5 Sing in two parts. Perform a call and response structure. Explore sounds. Bones ~ instruments Explore and play skeleton instruments in a call and response structure explore how sounds are produced and identify instruments in an audio track; play rhythms using wooden instruments and wooden found sounds; perform a call and response song with body percussion and instruments. Muscles Learn the song Muscles and add a clapping pattern watch a movie to learn a song and clapping pattern; create a call and response dance with muscular actions. Muscles for playing Sing and play the Muscles melody and create muscle dances learn to sing a melody using note names; combine a melody with counted and clapped beats; in two groups, combine a sung and tuned percussion melody; improvise movement along to percussion music. Music Express Smart notebook. Tuned instruments, eg glockenspiels, ukuleles, recorders notes D E G A Drums Bones and muscles
5 Combine two songs and organise a performance combine two partner songs, singing in two groups; build a performance of songs, body percussion, instruments and movement. Lesson 6 : Understand and perform in binary form. Perform call and response Skelebones Explore music with two contrasting sections - a binary structure listen to music in binary form; notice and describe contrasts in the sections of music in binary form. Broken skeleton call and response Tuned instruments, eg xylophone, chime bars notes G A B C D E Untuned percussion, eg triangles, drums, bells Wooden instruments, eg claves, castanets, guiros, wood blocks A section Improvise within a call and response structure improvise on tuned and untuned percussion in a call and response; respond to an aural signal to start or stop playing; improvise with awareness of phrasing. Skeleton dance music ~ B section Compose skeleton dance music create a chant and accompanying dance music on percussion; practise performing in binary form and create an ending; perform, record and evaluate a piece in binary form.
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