MUSIC YEAR SUMMARY 2018-19
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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