KNES Primary School Course Outline Year 4 Term 1 Music Term Overview During this term Year 4 students will learn about the different places and ways Tudors made music. This unit takes a historical starting point as a basis for an exploration into Tudor music. Pupils begin by learning about Tudor Dance Music and in particular, the Pavan, as a popular Tudor dance. Pupils identify its characteristic musical features and rhythms before attempting to dance the Pavan and performing and composing their own modal Pavan melodies over a drone accompaniment. Pupils then learn about traditional Tudor musical instruments before exploring Tudor songs and madrigal-style songs with a fa-la-la refrain, where they compose their own lyrics to a given melody. Fanfares are explored briefly before pupils work towards putting on a Tudor-style Banquet- Concert combining elements of the unit into a class performance. Class Rules: Students, please remember: If you are absent, it is your responsibility to get your homework assignment from a classmate and submit it when you return. Homework left at home will be considered as not being done. If you miss a test or deadline on an assignment, you will receive 0% unless you can provide a letter from a medical doctor to show you were not able to attend. It is your responsibility to come to class with the necessary books and other itemsthey are of no value to you sitting at home. You are to use washrooms before school and during scheduled breaks. You are not to be asking to leave class to use the washroom except in emergencies which should not occur often. When you hear the bell at the start of the day or at break time, line up immediately. Be sure to buy food in the cafeteria before the last minutes of your break; you cannot bring the food and/or drink into class.
Course Outline for Music Week Unit Learning Outcome. Students will be able to:- 2 1 Exploring Tudor Dance Music Know that dancing was a popular accompaniment for Tudor music making and be able to name the Pavan as a popular Tudor dance clapping the Pavan s characteristic ostinato rhythm. 3 1 Exploring Tudor Dance Music 5 2 Exploring the Pavane 6 2 Exploring the Pavane Identify Pavan s and other faster types of Tudor dance music when listening, following a score of a Pavan with attention to the repeat marks and clapping the rhythm of a section of King Henry VIII s Pavan. Distinguish between Pavan s and other types of Tudor dance music in terms of musical features, improvising a melody to the Pavan s characteristic ostinato rhythm and performing all rhythm sections of King Henry VIII s Pavan in small groups or individually. Perform some dance steps of a Pavane in time to traditional Tudor dance music and perform the Pavane rhythm as part of a group performance. Perform all of the dance steps of a Pavane combining them into a sequence and perform one of the melody/bass parts of a traditional Tudor Pavane as part of a group performance. Take on a leading role in organising a group performance of a traditional Tudor Pavane performing a melody part on a recorder or own instrument with accuracy of pitch and rhythm. 8 3 Exploring Tudor Musical Instruments Identify some traditional Tudor musical instruments visually giving correct musical names. Understand what a drone is, how some Tudor musical instruments produce drones
and that drones are often used as an accompaniment to Tudor dance music. Identify all Tudor musical instruments correctly giving correct musical names. 9 3 Exploring Tudor Musical Instruments Compose a melody using the notes of the Dorian Mode to the rhythm of Section A of King Henry VIII s Pavane, performing this along with a drone accompaniment Give the modern day equivalents of some Tudor musical instruments and classify Tudor instruments according to sound production methods 10 4 Exploring Tudor Songs and Madrigals 11 4 Exploring Tudor Songs and Madrigals 12 4 Exploring Tudor Songs and Madrigals 13 5 Exploring Fanfares for a King Compose a melody using the notes of the Dorian Mode to the rhythm of Section B or C of King Henry VIII s Pavane, performing this with accuracy of pitch and rhythm to a drone accompaniment. Know that a Madrigal is a type of Tudor song which contains Fa la la lyrics or a refrain (repeated section of the song) and sing traditional Tudor Madrigals as part of a class. Identify the structure in Tudor Madrigal songs, singing Madrigals with a good sense of pitch and rhythm and composing some new Madrigal lyrics to a traditional Madrigal melody. Take on a leading role when singing Tudor Madrigal songs with awareness of dynamics and composing effective new Madrigal lyrics which fit exactly with a traditional Madrigal melody. Know that a fanfare is a short, loud piece of music often played on brass instruments and percussion used to announce someone or something important. Compose own fanfare using a given set of
14 5 Exploring Fanfares for a King 15 6 Exploring a Tudor- Banquet Concert notes adding some chords and some rests/silences along with a percussion part which creates some sense of effect. Compose an effective fanfare adding some repeated patterns and recording ideas accurately with a percussion part for 2 or more instruments. Take part in some of the class activities in a Tudor Banquet-Concert such as class singing and dancing. Take part in some paired or small group performances of Tudor music and own compositions as part of a Tudor Banquet- Concert understanding how music was often used as a form of social entertainment in Tudor times. 16 6 Review week Exploring a Tudor Banquet Concert Take on a leading role, such as performing solos, or organising group performances as part of a Tudor Banquet-Concert performing in time and with accuracy of pitch. Review material learned during the term.
KNES Primary School Course Outline Year 4 Term 2 Music Term Overview This unit provides pupils with the stimulus of water as a basis for singing, performing, composing, improvising and listening and appraising to a wide variety of water-inspired music. Pupils begin by creatively composing in response to a variety of images of water in its various forms before exploring how the composer Smetana describes the course of a river in his tone poem Vltava. Pupils explore the concept of melodic shape, identifying melodies which move by step and leap and compose their own wandering river melody using entirely stepwise motion which is used as part of a larger-scale composition describing the various stages of the water cycle. Pupils move onto the sea and make connections between music and art learning about the impressionist music of Debussy s La Mer and use Monet s sea paintings as the basis of an improvisation. Dynamics is a key concept throughout the using including gradations of dynamics and the crescendo. Finally, pupils use their learning from the unit to add water sound effects to a traditional North American-Indian legend before listening to Handel s Water Music. Class Rules: Students, please remember: If you are absent, it is your responsibility to get your homework assignment from a classmate and submit it when you return. Homework left at home will be considered as not being done. If you miss a test or deadline on an assignment, you will receive 0% unless you can provide a letter from a medical doctor to show you were not able to attend. It is your responsibility to come to class with the necessary books and other itemsthey are of no value to you sitting at home. You are to use washrooms before school and during scheduled breaks. You are not to be asking to leave class to use the washroom except in emergencies which should not occur often. When you hear the bell at the start of the day or at break time, line up immediately. Be sure to buy food in the cafeteria before the last minutes of your break; you cannot bring the food and/or drink into class.
Course Outline for Music Week Unit Learning Outcome. Students will be able to:- 19 1 Exploring Images of Water Music Respond to the stimuli of different images of water through working together in a group towards a descriptive composition selecting suitable sounds and sound sourced. Respond to other group s pieces by matching to an appropriate image. Sing a water-inspired song melody line as part of the class. 20 1 Exploring Images of Water Music Respond more effectively to the stimuli of different images of water through working effectively in a group towards a descriptive composition combining sounds and sound sources and showing some awareness of timbre, dynamics and pitch. Respond more fully to own and other s group s pieces including the use of timbre, dynamics and pitch. Sing a part of a water-inspired song as a group. 21 2 Exploring Melodic Shapes Students are able to indicate using appropriate signals whether a melody has stepwise or leaping movement. Students will perform a basic stepwise melody with assistance or perform the chord part to a stepwise melody. Identify some musical features in a piece of music describing a river s course. 22 2 Exploring Melodic Shapes Students are able to indicate using shapes and words whether a melody has stepwise or leaping movement.
Students will perform a basic stepwise melody individually. Students will identify stepwise and leaping melodies in a piece of music describing a river s course. Students are able to describe the affect that stepwise and leaping melodies have on music, particularly related to water. Students will fluently perform a stepwise melody with accuracy of pitch and rhythm; Accurately identify musical features in terms of melodic shape, dynamics, instrumentation and mood in a piece of music describing a river s course. 23 3 Exploring Stepwise Melodies. Students will sing, compose and perform melodies which move mainly by step with assistance and support as part of a group or in pairs. Students will correctly identify some of the pitches in melodic dictation. Students will sing, compose and perform melodies which move mainly by step independently; correctly identify most of the pitches in melodic dictation. 24 3 Exploring Stepwise Melodies They will correctly identify all of the pitches in melodic dictation. Students will be able to sing, compose and perform melodies which move mainly by step with accuracy of pitch and rhythm and awareness of phrasing, 25 4 Exploring the Water Cycle Students will be able to make some contribution towards a group composition and performance of a piece describing the water cycle with some sense of description in each section using basic sounds and a previously composed stepwise melody.
27 4 Exploring the Water Cycle Students will make a significant contribution towards a group composition suggesting sounds and ideas in a piece describing the water cycle using previously composed stepwise melodies in different ways. 28 5 Exploring the Sounds of the Sea Students will respond to music and art describing the sea through drawing and improvising as part of a group in response to a conductor with an appropriate sound or sound source to describe the sea. 29 5 Exploring the Sounds of the Sea Students will create stylistic illustrations in response to music describing the sea relating their drawings to features of the music. Students will be able to respond to different dynamic levels when improvising, singing and performing. 30 6 Exploring the Singing River Story 31 6 Exploring the Singing River Story Students will be able to recognise and explore how sounds can be organised which give some sense of a descriptive element of the theme of water. Students will be able to recognise and explore the ways sounds can be combined and used expressively, including some use of dynamics, giving an effective descriptive element of the theme of water. Students will be able to recognise and explore how sounds can be organised which give some sense of a descriptive element of the theme of water. Students will be able to recognise and explore the ways sounds can be combined and used expressively, including some use of dynamics, giving an effective descriptive element of the theme of water.
KNES Primary School Course Outline Year 4 Term 3 Music Term Overview Machine music: Exploring Graphic Scores & Cycles This unit takes the starting point of machines as the basis for an exploration into graphic scores and repeating cyclic patterns. Pupils begin exploring the sounds created by steam engines and trains, listening to train-inspired pieces and exploring how short, repeated vocal, rhythmic and melodic patterns are used to describe the perpetual motion of a trains movement. Pupils then move onto explore the cyclic sounds created by factory machines using a selection of vocal and body sounds to recreate cyclic sound patterns. After a brief exploration into space machine sounds where pupils learning on graphic scores are developed, the unit ends with an exploration into video game sounds where pupils create their own sound effects (good ICT opportunity!) for a video game recording their ideas using graphic notation. Class Rules: Students, please remember: If you are absent, it is your responsibility to get your homework assignment from a classmate and submit it when you return. Homework left at home will be considered as not being done. If you miss a test or deadline on an assignment, you will receive 0% unless you can provide a letter from a medical doctor to show you were not able to attend. It is your responsibility to come to class with the necessary books and other itemsthey are of no value to you sitting at home. You are to use washrooms before school and during scheduled breaks. You are not to be asking to leave class to use the washroom except in emergencies which should not occur often. When you hear the bell at the start of the day or at break time, line up immediately. Be sure to buy food in the cafeteria before the last minutes of your break; you cannot bring the food and/or drink into class.
Course Outline for Music Week Unit Learning Outcome. Students will be able to:- 32 1 Exploring Steam Engine and Train Sounds Identify different sounds created by steam engines and trains and recreate these using vocal sounds performed as part of a group. Follow a graphic score when listening to a train-inspired piece of music. Follow a graphic score when performing vocal steam engine and train sounds as part of a group. Identify regular and irregular rhythms and describe how composers have used instruments to recreate sounds made by steam engines and trains. 33 1 Exploring Steam Engine and Train Sounds Take on a leading role, such as the conductor, in a class performance creating effective vocal sounds to recreate the sounds made by steam engines and trains. Compare and contrast two different pieces of music which describe steam engines and trains, identifying musical feature. 34 2 Exploring Cyclic Train Patterns Sing a train-inspired song as part of the class and perform Part 2 of Inter-City in pairs with some awareness of how repeated cyclic patterns describe the motion of a train. Sing a train-inspired song with good diction and perform Part 1 of Inter-City in pairs, with Part 2, with accuracy of pitch showing good awareness of how repeated cyclic patterns describe the motion of a train. 35 2 Exploring Cyclic Train Patterns Perform both parts of Inter-City with accuracy in pitch and rhythm showing awareness of how the repeated cyclic patterns fit together and the effect achieved in describing the motion of a train.
36 3 Exploring Factory Machine Sounds Identify some cyclic sounds created by factory machinery and recreate these using some body percussion and vocal sounds as part of a group soundscape. Recreate effective sounds representing factory machinery using a range of body percussion and vocal sounds contributing ideas towards an effective group soundscape, 37 3 Exploring Factory Machine Sounds Take on a leading role in selecting and combining and wide range of body percussion and vocal sounds to create an effective group soundscape taking on the role of the conductor or making a significant contribution towards the creating and performance. 38 4 Exploring Space Machine Sounds Understand the connection between shape and symbol and sound following a simple graphic score when listening. Create and perform sounds in response to simple graphic scores. Follow a graphic score with different parts and in different sections such as ternary form (ABA). Create and perform effective space-like sounds as part of a group, performing from a graphic score. 39 4 Exploring Space Machine Sounds Identify differences between similar A sections when listening and following a graphic score. Take on a leading role in leading a group performance. 40 5 Exploring Video Game Sound Effects Understand the connection between shape and symbol and sound identifying simple graphics from a graphic score when listening Create sounds which could be used in a
video game selecting appropriate sound sources. Correctly identify all graphics used from a graphic score when listening. Create effective sounds which could be used in a video game, recording ideas using suitable graphic notation. 41 5 Exploring Video Game Sound Effects Create a number of refined and highly effective sounds which could be used in a video game recording context, instrumentation and notate these using effective graphic notation. 42 6 Exploring Video Game Sound Effects Understand the connection between shape and symbol and sound identifying simple graphics from a graphic score when listening Create and perform sounds which could be used in a video game selecting appropriate sound sources Correctly identify all graphics used from a graphic score when listening Create, perform and sequence effective sounds which could be used in a video game, recording ideas using suitable graphic notation Create, perform and structure into an effective performance, a number of refined and highly effective sounds which could be used in a video game recording context, instrumentation and notate these using effective graphic notation.