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Music

MUSIC YEAR SUMMARY 2016 - 2017

 

Autumn 1

Playing Rhythms

Autumn 2

Composing around a theme

Spring 1

Playing rhythmic accompaniments

Spring 2

What can we learn from the classics?

Summer 1

Rhythms from around the world

Summer 2

Learning to jam

Rec

Controlling untuned instruments, call and response, copying and playing simple four beat rhythms, performing in groups and as a class.

Learning how to change the timbre and dynamics of classroom instruments. Playing as a class to represent simple “stories”

Playing simple 4 beat rhythms to a tune, playing on different beats in a bar, and playing simple layered rhythms as a class.

Investigating how classical music represents animals and their movements. Trying the ideas out as a class.

Copying simple Indian and African rhythm sequences. Building up to four layers of rhythm as a class performance

Using untuned percussion to make a simple accompaniment to a variety tunes and rhythms.

Year 1

Developing simple unison and group rhythms to create short pieces.

Using variations of timbre and dynamics to represent places on an island.

Developing the ability to play a simple rhythm to a beat as part of a small group within a class ensemble

Investigating the ways in which classical music uses contrasts and changes to create an effect. Trying these out as a class – fast / slow, high / low, short / long

Learning and playing African and Indian rhythmic sequences and playing them as a part of a wider class performance

Making up simple rhythmic accompaniments to fit with a tune or rhythm. Using rests as well as notes

Year 2

Using cues from other groups to play simple four beat rhythms in small groups as part of a class ensemble

Varying pitch, tempo, dynamics and timbre to represent a journey. Performing as a class including simple songs and chants.

Playing simple rhythms that change to fit with verse / chorus. Beginning to compose and perform simple rhythms as part of a small group

Investigating the ways in which classical music uses contrasts to create an effect. Trying these out as a class – fast / slow, high / low, short / long. Beginning to use these ideas in small group composition

Learning and developing own sequences of African and Indian rhythms. Performing in small groups and as part of the whole class

Learning to fit rhythmic patterns to a sequence. Playing on and off the beat and using rests.

Year 3

Begin to compose and perform simple rhythms and play them as part of a class ensemble. Begin to read simple notation for rhythms.

Exploring tuned and untuned classroom instruments to create a mood and build tension by varying musical elements.

Playing rhythmic accompaniments that change with the music. Composing solos within class rhythms.

Investigate the ways in which classical music creates images. Use these ideas in class and small group compositions.

Playing and composing rhythmic sequences in an Indian, African and South American style, building up to varied, whole class pieces

Using crotchets, quavers and crotchet rests to improvise around a rhythm on untuned instruments. Begin to use pentatonic scales to improvise using tuned instruments.

Year 4

Reading notation including crotchets, quavers and crotchet rests. Playing and composing four beat rhythms in small groups as part of a class ensemble.

Varying musical elements using tuned and untuned instruments to create a mood – composing and performing in small groups

Composing and playing rhythmic accompaniments that fit with different music. Composing and incorporating solos and playing as part of a small group and whole class

Investigate the ways in which classical music creates images. Use these ideas in class and small group compositions, with a focus on tuned instruments

Playing and composing rhythmic sequences in an Indian, African and South American style, including varied, whole class pieces and some synchopation

Using crotchets, quavers, crotchet rests and triplets to improvise around a rhythm on tuned and untuned instruments.

Year 5

Composing layered rhythms and playing them as part of a small group. Using eight beat rhythms and different sound combinations to add interest. Reading notation

Small group compositions to create a mood and build tension by varying musical elements. Using pentatonic scales to create tunes around a ¾ beat. Beginning simple staff notation

Accompanying tunes using tuned and untuned instruments. Composing and performing straight and swung rhythms and solos in small groups and as part of a whole class performance.

Identify striking themes / sequences from classical music, and use them as a basis for own compositions with tuned and untuned instruments

Composing rhythmic pieces in African, Indian and South American styles. Using notation to record ideas and varying timbre to create interest.

Use quaver rests to introduce synchopation to improvised accompaniments. Begin to recognise simple chord changes to support improvisation on a pentatonic scale

Year 6

Using notation to plan, compose and play eight beat rhythms layered within small groups and as part of class compositions. Begin to use  quaver rests to introduce synchopation.

Composing spooky film music using pentatonic scales and  ¾ beat rhythms. Varying musical elements to follow actions. Reading from staff notation.

Playing tuned and untuned accompaniments that vary in timbre and pitch. Composing rhythmic accompaniments and solos based around common drum kit rhythms.

Identify melodic and rhythmical themes from famous classical works. Use these elements to create compositions with similar themes.

Composing varied rhythmic pieces in African, Indian and South American styles. Using notation to record ideas and varying timbre to create interest.

Use a range of different rhythms to improvise accompaniments. Begin to use simple chord structure to improvise harmony, and use pentatonic scales to compose solo riffs.

 

Ongoing throughout: listening to recorded and performed examples of relevant music

Ongoing throughout: A range of singing games and songs to improve vocal control and rhythmic awareness

From Year 2: learning standard notation

From Year 3: Ongoing recorder skills

 

 


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