Key Skills to be covered: Year 5 and 6 Skills

Transcription

1 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, a sense of phrase and musical expression. Play tuned and untuned instruments with control and rhythmic accuracy. Practise, rehearse and present performances with an awareness of the audience. Improvise and develop rhythmic and melodic material when performing. Explore, choose, combine and organise musical ideas within musical structures. Perform rhythmic patterns and ostinati (repeated melody lines). Identify a silence in a rhythmic pattern with a gesture. Create rhythmic patterns including silences and notate. Indicate strong and weak beats through movements. Recognise a metre (the way beats are grouped) of 3 or 4. Recognise a change in metre. Listen with attention to a range of high quality live and recorded music, to detail and to internalise and recall sounds with increasing aural memory. Experience how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised within musical structures (for example, ostinato) and used to communicate different moods and effects. Experience how music is produced in different ways (for example, through the use of different resources, including ICT) and described through relevant established and invented notations. Know how time and place can influence the way music is created, performed and heard (for example, the effect of occasion and venue). Analyse and compare sounds. Explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary. Improve their own and others' work in relation to its intended effect. Use and understand staff and other musical notations. Develop an understanding of the history of music. Pitch Duration Dynamics Tempo Timbre Texture Structure Identify short phrases and long phrases. Identify the prominent melody patterns in a piece of music. Improvise a melodic pattern. Improvise a melody. Recognise crescendo (gradually getting louder) and diminuendo (grad. getting quieter). Assess the appropriateness of dynamic choices such as accents (sudden loud Identify the differences between fast and slow tempos. Identify the tempo of music as fast, moderate, slow, getting faster or getting slower. Identify groupings of instruments e.g. strings, woodwind, orchestra, and rock band. Recognise the instruments heard in a piece of music. notes, or sudden quiet notes. Understand the process by which a round (one melody, sung/played by groups starting at different times e.g. London s Burning ) works. Identify the various and varying textures in a round. Show how rounds and canons (more than one melody line, sung/played on top of each other by groups starting at different times e.g. Pachelbel s Canon ) are constructed. Understand how the texture might vary in a song. Identify binary and ternary form from notational devises. Identify binary and ternary form when listening. Identify rondo (a form which always returns back to the first A melody line e.g. ABACADAE etc) form.

2 National Curriculum Links: 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 interrelated 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 Cross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching: Computing: Literacy: Writing Opportunities: Numeracy: Extended Opportunities including possible visits/visitors and local connections: Visits/Visitors: Local information:

3 Key objectives as questions Key Skills that can be covered Possible activities including use of Computing and Technology Our composers for this term are: J.S Bach The songs we are going to learn to sing are: Body-popping skeleton, Dry bones, Learn to swim, 1 WALT: Explore beat at different tempi and Sing syncopated melodies : Tuned percussion notes A Bb D Tempo 2 WALT: Sing and play scales and chromatic melodies Tuned instruments notes A B C D E F G A Tuned instruments notes C C# D D# E F F# G Pitch Scale Chromatic Rhythm Syncopation Identify the differences between fast and slow tempos. Identify the tempo of music as fast, moderate, slow, getting faster or getting slower. Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression. Play tuned and untuned instruments with control and rhythmic accuracy. Learn a vocal and physical warm-up to feel a beat at different tempi learn to sing a song with a local history theme. Learn to sing Body-popping skeleton watch a movie to learn a song with movements; identify similarities in structure between a song and a chant; perform a song in two groups, with unison sections and echo sections. Add dance moves to an ostinato watch a movie to learn dance moves to accompany a song; use grid notation to add an ostinato accompaniment to a song on tuned instruments; perform a song with an ostinato accompaniment and dance moves. Sing, move and play this scale exercise to warm up voices and bodies learn to sing a scale exercise; explore and understand the pitch shape of a melody; add movements to match the pitch shape; accompany a song with the melody played on tuned instruments. Learn a gospel song with off-beat rhythms and a rising pitch pattern learn a gospel song with syncopated rhythms; explore the pitch shapes of a song; add actions to a song performance. Sing and play chromatic pitches learn about chromatic scales; play a chromatic sequence of notes in a song; Outcomes/Evidence that teaching has taken place LA: Help the Body-popping ostinato players to memorise their pattern by asking them to sing it from the notation before playing it. Sing the names of the notes to the melody, then sing it silently while playing. MA: Make up and choreograph moves for a new echo section of the song. Working in small groups, each group selects a new set of four body parts, e.g. arms, hands, legs, feet. Using the backing track, each group performs their echo section for the whole class to watch and copy. HA: As above but add rhythms on percussion to accompany the performance, choosing instruments that match each new body part. LA: Standing to sing the Stretch and lunge exercise will help the children to use the best posture to sing up the octave step by step. Encourage them to sing the scales in one breath. MA: In small groups, create new lyrics for the song using a new sequence of nine body parts, using scientific language if you wish, eg tarsal, femur, tibia. Make a pictorial skeleton chart of the lyrics with the sequence labelled and use this as a score for the new verse. HA: As above but add rhythms as accompaniment, choosing a different instrument sound to represent each body part as it is named.

4 3 WALT: Accompany a song with sung and played drones, singing in unison and two parts Tuned instruments note C Drone Chromatic Unison 4 WALT: Develop an arrangement of a two-part song and learn and create accompaniments for a song A selection of untuned percussion, eg tambour, bass drum, claves, tambourine, maracas, guiro Low-pitched tuned instruments, eg bass guitar, bass xylophone notes F Bb C 5 WALT: Learn to perform a song with syncopated rhythms A bike bell and hooter (or similar) A selection of tuned and Understand the process by which a round (one melody, sung/played by groups starting at different times e.g. London s Burning ) works. Recognise the instruments heard in a piece of music. Perform rhythmic patterns and ostinati (repeated melody lines). Identify binary and ternary form from notational devises. Identify binary and ternary form when listening. Play tuned and untuned instruments with control and rhythmic accuracy. Practise, rehearse and present performances with an awareness of the audience. Explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary. Practise, rehearse and present Vocal and physical warm-up listen to music to identify a drone accompaniment; create and sing drone phrases to perform with instruments; improvise movements and create sequences in groups; combine movement with sung drone phrases. Sing Learn to swim in unison learn a song in unison and identify its structure; add actions and perform on the beat; identify and describe pitch patterns in a song. Sing Learn to swim in two parts sing in two groups to combine sections of a song; perform a song with unison and two-part sections. Add accompaniments to Learn to swim use notation to play beat and rhythm accompaniments; create, notate and play rhythms to accompany a song. Add a bassline on tuned instruments use grid or staff notation to learn a bassline to accompany a song; combine a bassline with a song and un-tuned percussion accompaniments. Create a performance of Learn to swim arrange a song for performance; record and evaluate ideas for arrangement; perform with awareness of audience. Warm up using an off-beat rhythm pattern listen to a song and perform vocal sound effects to warm up the voice; play soundmakers to accompany a song; combine vocal sounds in two groups; identify on-beat and syncopated rhythm patterns. LA: Before combining the two vocal parts in Learn to swim, ask each group to sing their section alone to check that they are confident. Ask the children to listen to the balance when they are singing in two groups and adjust if necessary so that both parts can be heard. MA: You may have some soloists who could sing phrases from the song to make a new arrangement. For example, some children could dress as swimming instructors and divide the first section between them (until Which is the best stroke for you? ). HA: as above but also children could address the swimming class who follow the swimming instructions to copy the stroke, then start to sing from Well if your mind s when it is repeated. LA and MA: Give children the opportunity to experience different roles in the performance presenting the song more than once. Use different arrangements each time, e.g. a movement and instrumental version, following by a sung performance. HA: Extend the arrangement by adding more melodic accompaniments for any children learning a melodic instrument. In this way, the children can create a purely instrumental version of the song. Instrumentalists can play certain sections of the melody from the score or work them out aurally, LA: Help the children to notice their breathing in the Get yourself a bike warm up by standing to perform the vocal patterns. Encourage them to visualise the long sounds using smooth movements with their hands.

5 untuned soundmakers Syncopation 6 WALT: Arrange a complete performance of music and songs using a score to notate and guide selected elements of a performance : Instruments from the previous lessons in this unit Score performances with an awareness of the audience. Improve their own and others' work in relation to its intended effect. Improvise and develop rhythmic and melodic material when performing. Explore, choose, combine and organise musical ideas within musical structures. Learn the first and second sections of Bike in unison learn sections of a rhythmically complex song in unison; add body percussion on the beat to accompany a song; listen to each section to become familiar with lyrics and melody. Learn the third section of Bike and perform the complete song learn syncopated melodies from a section of a song; sing a complete song with a backing track. Follow a score to select the order of musical exercises follow a score to revise musical exercises learnt in this unit; select an order to perform vocal exercises. Add your own exercises to the circuit training score work in groups to create and notate musical exercises on a score; share the ideas, performing in groups or teaching to the class; follow a score to guide a complete performance. Arrange a complete performance of the circuit and songs combine musical exercises with selected songs to create a complete performance; plan and rehearse selected elements using a score; follow a score to guide a complete performance. MA and HA: Ask the children to think about where to breathe as they perform Bike. Notice that the breathing will be different for each section of the song, e.g. in the third section it is better to take a breath after each pair of lines rather than after every line, in order to keep up the pace and make sense of the lyrics. LA: Remind the children that the exercises are designed to develop their musical skills, therefore, the aim is to complete the circuit as musically as possible! MA: The children devise their own musical circuit training programme. They create a score to represent the musical exercises or pieces that they compose. HA: The children devise their own musical heptathlon event. They create a score to represent the musical exercises or pieces that they compose. It can be performed for a combination of voices, body percussion and instruments, and cover a wider range of sports, e.g. rowing, tennis, equestrian, football, judo, track events.