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.
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:
Key objectives as questions Key Skills that can be covered Possible activities including use of Computing and Technology Our composers for this term are: Wolfgang Amadeus Mozart For this Medium Term Plan you will be using the New Music Express Units from the Year 6 book. 1 WALT: Sing in three-part harmony Beat Rhythm The Unit covered in this Medium Term Plan is: Journeys Musical Focus: Cycle Performances (linked to PSHE) Identify short phrases and long phrases. 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. Walk, swim, fly Learn to sing sections of a song and feel the three-beat metre using body movements. The Children: watch a movie and listen to a song, then discuss the lyrics; explore the metre of three through movement; learn to sing sections of a song. Voices calling Learn to sing the unison sections of Voices calling. The Children: listen to and identify the structure of a song; sing unison sections of a song; sing a song in three groups; discuss how a song is descriptive. Many miles Combine three parts and perform the whole song. The Children: layer three sections of a song in three groups; perform a song with unison and layered sections in three parts. Outcomes/Evidence that teaching has taken place L.A: When combining the three parts in Voices calling, invite individuals to listen to check whether the sound of the three groups is balanced. M.A: Make sure that stronger singers are divided equally between the groups to support those who are less confident at maintaining an independent part. H.A: The Fly group can learn to play the melody for their section on tuned instruments notes F, G and A to accompany their singing. A sustained sound will be most effective for this accompaniment, e.g. bowed strings, metallophone or chime bars, keyboard. 2 WALT: Explore expressive singing in a part-song with echoes Verse Chorus 3 WALT: Develop song cycles for performance Song cycle 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. Perform rhythmic patterns and ostinati (repeated melody lines). Understand the process by which a round (one melody, sung/played by groups starting at different times e.g. London s Burning ) works. Refuge Learn to sing the verses in unison. The Children: listen to a song and discuss its meaning; learn to sing the first two verses of a song. Who ll be your refuge? Learn to sing the two versions of the chorus. The Children: learn to sing the chorus of a song and add simple movements. Echoes Learn the echo sections of the song Refuge. The Children: practise phrases of a song; learn a song ending in four parts; sing a song in two groups. Final refuge Perform the complete song Refuge. The Children: understand the structure of the song; arrange the song for unison, solos or singing in groups; practise and perform, recording for evaluation and improvement. Voices of refuge L.A and M.A: Encourage the children to learn the lyrics by heart so that they can concentrate on listening to their singing and making it expressive as they think about its meaning. Gradually remove the lyrics display as they practise and become more confident. H.A: Find a familiar song to arrange by selecting short phrases which can be sung as echoes in two groups. L.A: As they try out their ideas for developing a performance, invite the children to evaluate whether their ideas enhance or detract from the quality of the singing and suggest ways to adjust if needed.
Prepare a performance of two songs. The Children: revise a song, then plan a staged performance of two songs; consider ways of staging a performance with awareness of audience. Migration and refuge Stage a performance of two songs. The Children: arrange and rehearse a song for performance; consider staging and dramatisation, then practise their ideas; perform two songs, film and evaluate their performance. Something inside so strong Learn the melody and explore the structure. The Children: watch and discuss a song performed by its composer; follow lyrics and sing a chorus, noticing a change in pitch/key; Learn the verses and middle eight then sing the whole song. In harmony Learn the backing vocals for verse two and the chorus. The Children: Learn backing vocals to add harmony to a song. So strong Perform the song with backing harmonies. The Children: sing a song with harmony sung by a backing vocals group; try out arrangements of a song with attention to the structure, use of musical dimensions and expression; Perform a final arrangement of a song. Scale it up and down warm-up Sing a vocal warm-up and identify the major/minor sequences in a song. The Children: use notations to sing a scale warm-up to practise major and minor phrases in a song; listen to a song to make links with the warm-up; Learn vocal links in a song, understanding the pitch shapes. Life is what you make it Identify the melodic structure then learn to sing a song. The Children: listen and collect words describing the mood of a song, then discuss its meaning; Follow the structure of a song then learn to sing the melody. Make it shine Perform the song Life is what you make it. The Children: practise a song; decide on and practise additional performance ideas; Perform a song to communicate its meaning. Phrasing Understand how the texture might vary in a song. M.A: Collect readings or write poetry on the themes of either song. These can be read between the songs to create a performance for other classes or in assembly. H.A: Extend the performance with dance and music to express some of the ideas found in the songs. L.A: After a final performance of Something inside so strong, watch the movie of Labi Siffre again and ask the children to compare it with their arrangement so that they understand there are many ways of interpreting songs 4 WALT: Learning about a song s structure Pitch Key Middle eight Harmony Identify binary and ternary form from notational devises. Identify binary and ternary form when listening. 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. M.A and H.A: Combine Something inside so strong with Refuge and Voices calling to make a song cycle performance of the three songs you have learnt so far. 5 WALT: Sing major and minor note patterns accurately Pitch Minor key Major key Identify the prominent melody patterns in a piece of music. Improvise a melodic pattern. Improve their own and others' work in relation to its intended effect. Improvise and develop rhythmic and melodic material when performing. L.A: The pitch change on the way down in Scale it up and down may be difficult for some children to differentiate as they are close together. It may help them to play the pattern on a set of chime bars, at a slower tempo than the audio, then again play along as they sing. M.A and H.A: Use the Scale it up and down backing audio to warm up your voices and practise other sounds before singing other songs. Explore the mouth shapes you need for, eg oo-ee oo-ee oooo eeee oooo ; da da da da doh doh doh. 6 WALT: Develop a song cycle performance incorporating mixed media Song cycle Practise, rehearse and present performances with an awareness of the audience. Analyse and compare sounds. Journeys song cycle Perform a series of songs to decide on an order for a song cycle. The Children: develop four songs as a song cycle for performance; revise four songs, then decide on an order; Record to evaluate the sequence. L.A: Remind the children to consider their audience when planning the song cycle performance. How will they adapt the performance if they repeat it for different audiences? For
Explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary. Multimedia journeys Prepare a multimedia performance of your song cycle. The Children: prepare and rehearse ideas for a multimedia song cycle performance; Allocate roles and plan a performance to an invited audience. Our journeys performance Give a complete performance of a song cycle. The Children: rehearse a complete performance of a song cycle under the lead of a director; film a dress rehearsal and evaluate; Stage a final performance to an audience. example, they may need to shorten it for a young audience compared with one for adults. M.A: Research additional songs that match the theme then learn them and add to the song cycle. H.A: Compose a new song together to perform as part of the song cycle. This might focus on the more personal experience of those children who near the end of their Primary school life and make the journey to Secondary school.