KNES Primary School Course Outline Year 3 Term 1 Music Term Overview In Term 1, The Haunted House Unit is designed to help pupils learn more about exploring sounds and sound sources to create an intended mood, atmosphere and effect and to develop their understanding of Programme Music. The theme of The Haunted House is used as a stimulus to encourage pupils to consider, select and combine appropriate vocal, body and instrumental sounds and sound sources to describe different spooky situations through music. Pupils investigate how composers use the elements of music to create an intended effect, respond to music using dance and movement and create visual art/sound pictures. Pupils create their own structured spooky music piece selecting and combining appropriate sounds and sound sources to create their intended effects 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:- 2 1 Exploring Spooky Vocal and Body Sounds Perform a unison vocal chant as a class. Explore different vocal and body sounds to describe spooky effects. 3 1 Exploring Spooky Vocal and Body Sounds Perform a unison vocal chant in time as a class with a sense of pulse and beat. Add vocal and body sounds in response to a given scenario. Perform devised vocal and body sounds as part of a group. 5 2 Exploring Spooky Instrumental Sounds Perform a unison vocal chant as a class. Explore different instrumental sound sources to describe spooky effects. 6 2 Exploring Spooky Instrumental Sounds Perform a unison vocal chant in time as a class with a sense of pulse and beat. Add instrumental sounds in response to a given scenario. Perform devised instrumental sounds as part of a group. 8 3 Exploring The Hall of the Mountain King through Dynamics and Tempo Respond through movement to changes in dynamics and tempo. Identify dynamics as loud and soft sounds and identify tempo as fast and slow sounds. 9 3 Exploring The Hall of the Mountain King through Dynamics and Tempo Appreciate how an increase in tempo and dynamics can create different effects. Identify gradations of dynamics as very loud, loud, soft and very soft through performing
and listening activities. 10 4 Exploring Danse Macabre Are able to follow a graphic score listening map with assistance. Work as part of a group, with assistance, to create and perform a piece with a general sense of intended effect, with little reference to the stimulus of a poem. 11 4 Exploring Danse Macabre Are able to follow a graphic score listening map independently. Identify different orchestral instruments when listening. 12 4 Exploring Danse Macabre Participate in creating and performing a group piece based on the stimulus of a poem, showing some awareness of choice and structure of sounds and sound sources to create an effect. 13 5 Composing a Haunted House piece using a Graphic Score Follow a graphic score with assistance. Make basic suggestions as to how different symbols and images can be realised. Select basic sounds to describe different spooky symbols and images from a graphic score as part of a group. 14 5 Composing a Haunted House piece using a Graphic Score Read and perform from simple graphic notation independently. Select and combine more effective sounds to describe different spooky symbols and images recording ideas in a sound key. 15 6 Performing and Evaluating Haunted House pieces Select basic sounds to describe different spooky symbols and images from a graphic score as part of a group. Perform from a graphic score with assistance.
16 Review week Review material learned during the term. KNES Primary School Course Outline Year 3 Term 2 Music Term Overview This unit takes, as its starting point, Saint-Saëns programmatic suite Carnival of the Animals as a musical starting point to explore how composers have created descriptive music based on animals. Pupils begin to explore birdsong as a type of music, listening to bird-related movements from Carnival of the Animals and performing different birdsongs. They then move on to explore The Aquarium and create their own descriptive movement based on a fish or sea animal. Pupils then explore another descriptive and programmatic work, Prokofiev s Peter and the Wolf where different animals and characters are represented by different instruments of the orchestra, each with a unique timbre. Pupils then explore the March of the Royal Lion and other movements from Saint-Saëns suite investigating how the composer has used timbre and other elements of music to create descriptive pieces before creating their own class Carnival of the Animals suite, linked by Saint-Saëns March of the Royal Lion theme. There are a range of animal-inspired songs to accompany the unit, which can be sung as rounds and pupils are also given the opportunity to listen to other non-animal related pieces of descriptive music from different times and places by other composers. 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 Birdsong Students will understand the birdsong is a type of music and has been used by different composers as a stimulus for creating music. Perform simple birdcalls e.g. The Cuckoo or The Robin and sing a bird-inspired song in unison as part of the class. Understand that descriptive music is music which tells a story or paints a picture, describing something specific through sound. Perform more complex birdcalls e.g. The Song Thrush or The Rooster selecting appropriate sounds and timbres to imitate bird calls effectively and sing a bird-inspired song as a round as part of a group. 20 1 Exploring Birdsong Identify a range of orchestral instruments used in different pieces of bird-inspired descriptive music including how composers have used the elements of music to achieve and intended effect. Perform all birdcalls accurately in terms of pitch and rhythm and create/improvise own bird-inspired calls/music as part of a class Aviary soundscape. 21 2 Exploring The Aquarium Create a basic sound picture based on some musical features when listening and work as part of group when creating a piece
of descriptive music based on a fish or sea animal. Sing a fish-inspired song in unison as part of the class. 22 2 Exploring The Aquarium Identify some musical instruments when listening and create an effective piece of descriptive music based on a fish or seaanimal selecting sound sources and instruments carefully to match characteristics of their chosen creature. Sing a fish-inspired song as a round as part of a group. 23 3 Exploring Peter and the Wolf Understand that Prokofiev uses different instruments of the orchestra to describe different animals and characters in Peter and the Wolf. Create a piece of descriptive music based on an animal/character from Peter and the Wolf as part of a group with some sense of effect. Identify different orchestral instruments used by Prokofiev to describe different animals and characters in Peter and the Wolf. Create an effective piece of descriptive music with attention on Timbre in selecting appropriate sound sources to describe an animal or character from Peter and the Wolf. 24 3 Exploring Peter and the Wolf Are able to effectively define the word TIMBRE and how Prokofiev used tonal qualities of orchestral instruments to describe different animals and characters in Peter and the Wolf. Take on a leading role in creating an effective piece of descriptive music based on an animal/character from Peter and the Wolf. 25 4 Exploring the March of the Perform part of the March of the Royal
Royal Lion Theme Lion Theme or the accompaniment pattern. Match appropriate animals with different pieces of descriptive music when listening. 27 4 Exploring the March of the Royal Lion Theme Perform all of the March of the Royal Lion Theme individually using an appropriate timbre and tempo to create and intended effect. Describe how composers have used the elements of music in a range of animalinspired descriptive music. 28 5 Composing a class Carnival of the Animals Suite Contribute ideas, as part of a group, as to how an animal can be effectively described using a range of sounds and sound sources which convey some of the chosen animal s characteristics. 29 5 Composing a class Carnival of the Animals Suite 30 6 Performing a class Carnival of the Animals Suite 31 6 Performing a class Carnival of the Animals Suite Create an effective piece of descriptive music, as part of a group, using a range of timbres and using the elements of music effectively to create an animal-inspired movement. Contribute ideas, as part of a group, as to how an animal can be effectively described using a range of sounds and sound sources which convey some of the chosen animal s characteristics. Create and perform an effective piece of descriptive music, as part of a group, using a range of timbres and using the elements of music effectively to create an animalinspired movement. Contribute ideas, as part of a group, as to how an animal can be effectively described using a range of sounds and sound sources which convey some of the chosen animal s characteristics. Create and perform an effective piece of descriptive music, as part of a group, using a range of timbres and using the elements of music effectively to create an animalinspired movement.
KNES Primary School Course Outline Year 3 Term 3 Music Term Overview This unit contains a variety of ideas suitable for KS2 classes that wish to link their music with the history unit based on Ancient Egypt. The activities all have a clear music focus and draw upon a history element as a starting point or stimulus. Unlike other KS2 units, this unit does not attempt to explore music of the time, since at KS2 level, the historian would be relying heavily on supposition based upon wall paintings, artefacts and such like to ascertain what the music may or may not have sounded like! Rather, the activities open up opportunities for the creation of pupil s own music as a response to some of the stimuli associated with Ancient Egypt. The unit begins with a focus on two elements of music - dynamics and texture which are explored using graphic scores in the shape of an Egyptian pyramid. Pupils identify dynamics and texture and gradual changes within these two musical elements through listening, performing and composing and learn about the musical symbols used to show dynamics. Pupils are then introduced to the harmonic minor scale with its characteristic middle eastern sound, exploring this through singing a round, accompanied by chords and ostinati patterns towards a class performance, before listening to a range of Egyptianinspired music. The unit ends with a totally optional, but fun, activity exploring Ancient Egyptian dance and hand clapping to the popular song Walk Like an Egyptian. 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 Dynamics through Pyramids Demonstrate accuracy and control on a full range of untuned percussion instruments playing LOUD and QUIET sounds in response to basic shapes and symbols from a graphic score. Use an increased range of classroom instruments with the correct technique playing a gradation of sounds from LOUD to QUIET in response to different sized shapes and symbols from a graphic score, recording own ideas using appropriate symbols. 33 1 Exploring Dynamics through Pyramids Use own instrument or pitched/tuned percussion instruments to combine elements of PITCH and DYNAMICS in response to symbols from a graphic score when performing and creating and recording own ideas using appropriate symbols. 34 2 Exploring Texture & Egyptian Rhythms Identify and perform a range of different rhythm patterns using a range of different dynamics, both individually and as a group Follow a graphic score when listening identifying changes in dynamics and texture 35 2 Exploring Texture & Egyptian Rhythms Understand the concept of musical texture as density of sound using words such as thick, thin, getting thicker, getting thinner and understand how this is linked but separate to the concept of dynamics. 36 3 Exploring Dynamics Musical Symbols Understand the words and musical symbols for loud (forte f) and soft (piano p) performing rhythms at both dynamic levels individually and as part of a group. Understand the words and musical symbols
for very loud (fortissimo ff), very soft (pianissimo pp), gradually getting louder ( crescendo <) and gradually getting softer ( diminuendo >) performing rhythms at these dynamic levels individually and as part of a group. 37 3 Exploring Dynamics Musical Symbols Understand the subtle different between moderately loud (mf) and moderately soft (mp) using the word mezzo (m) and appropriate symbols when performing rhythm patterns made of a series of individual rhythms individually and as part of a group. Show an awareness of musical texture, the role of other parts and their contribution as a whole towards a complete musical piece using different dynamics and changes in dynamic levels. 38 4 Exploring Dynamics & Textural Pyramids Perform a simple rhythm at both loud (forte f) and soft (piano p) dynamic levels on an appropriate instrument as part of a group rhythm piece, using correct musical vocabulary and symbols. Identify extreme changes of loud (forte f) and soft (piano p) dynamics when listening to music from a range of times and places Perform two or more rhythms at very loud (fortissimo ff), very soft (pianissimo pp), gradually getting louder ( crescendo <) and gradually getting softer ( diminuendo >) dynamic levels on a carefully selected instrument as part of a group with some awareness of other parts, using correct musical vocabulary and symbols. Identify more subtle changes in dynamics and begin to recognise changes in musical texture when listening to music from a range of times and places. 39 4 Exploring Dynamics & Textural Pyramids Perform a more complex rhythm pattern with the subtle differences between moderately loud (mf) and moderately soft (mp) using the word mezzo (m) and appropriate
symbols as part of a group with a clear understanding of structure and texture Identify more complex changes in dynamics and texture using a wide range of musical vocabulary when listening to music from a range of times and places. 40 5 Exploring the Harmonic Minor Scale Sing as part of the class and in groups, part of a song based on a harmonic minor scale with an awareness of pitch and balance. Create and perform simple ostinato percussion rhythms in time to accompany a class performance. Know that a scale is a series of notes (pitches) and perform instrumental or chordal parts using the notes of this scale as part of a class performance. 41 5 Exploring the Harmonic Minor Scale Perform fluently using the E harmonic minor scale, sing accurately including pitching of chromatic patterns and recognise melodic shapes when listening. Take on a leading role when preparing towards a class performance with a clear awareness of how other parts fit together. 42 6 A Class Egyptian Song Performance & Exploring Egyptian-inspired Music Sing as part of the class and in groups, part of a song based on a harmonic minor scale with an awareness of pitch and balance. Create and perform simple ostinato percussion rhythms in time to accompany a class performance Identify some musical features relating to dynamics and texture when listening to a range of Egyptian-inspired music from different times and places. Know that a scale is a series of notes (pitches) and perform instrumental or chordal parts using the notes of this scale as part of a class performance. Take on a leading role when preparing towards a class performance with a clear awareness of how other parts fit together.