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Year 8S |
PROGRAMME MUSIC: To gain an understanding and appreciation of Programme music through listening, appraising and composing. Using the musical elements: instrumentation, tempo, rhythm and dynamics when talking and writing about music. Composing their own music to a poem. Developing a good sense of ensemble when rehearsing and performing. CONCERTO: Introducing the concerto as a musical genre: Concerto Grosso and Solo Concerto. Exploring the significance and characteristics of the concerto including virtuosity. Discovering the role of the Ripieno, Concertino and Continuo. Maintaining a part in a class performance of a Baroque concerto. |
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Year 8 |
PROGRAMME MUSIC: To gain an understanding and appreciation of Programme music through listening, appraising and composing. Using the musical elements: instrumentation, tempo, rhythm and dynamics when talking and writing about music. Composing their own music to a poem. Developing a good sense of ensemble when rehearsing and performing. CONCERTO: Introducing the concerto as a musical genre: Concerto Grosso and Solo Concerto. Exploring the significance and characteristics of the concerto including virtuosity. Discovering the role of the Ripieno, Concertino and Continuo. Maintaining a part in a class performance of a Baroque concerto. |
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Year 7 |
RAGTIME: Developing an understanding of syncopation through performing, composing, listening and appraising. Learning the stylistic features of Ragtime music. Learning about question and answer, melodic structure, chromatic scale, parallel motion, major and minor scales. MAJOR AND MINOR: Learning to internalise the sounds of major and minor scales through performing, improvising, composing, listening and appraising. Learning to use major and minor keys as an expressive resource. Becoming familiar with the rhythms of the Tango and Habanera. Revise: tones, semitones, sharps & flats, major & minor scales, drone, ostinato, ternary and binary forms, dotted notes. |
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Year 6 |
SONGWRITER: Learning about what is meant by the term 'lyrics' and how they can reflect the time and place in which they were written. Exploring how the lyrcs and melody are used together in songs through listening, composing and identifying structures. EXPLORING ROUNDS: Learning about the effect of different pitches played together. Learning simple rounds in 4 parts, performing them vocally and instrumentally. Learning to provide an interesting accompaniment based on a triad. |
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Year 5 |
BASIC BAROQUE: Introducing pupils to the features of Baroque music. Developing listening skills. Learning to perform a movement of a Vivaldi concerto with new material added by pupils. JOURNEY INTO SPACE: Identifying contrasting moods. Exploring different textures using unturned instruments. Creating different effects using combinations of pitched sounds. Use ICT to change and manipulate sounds and compose a soundscape stimulated by space. THE QUIZ SHOW: Acting out a quiz show, involving improvisation, encouraging spontaneity and oral fluency. THAT'S FUNNY: This play is a detective story involving rap and making percussion instruments. |
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Year 4 |
PAINTING WITH SOUND: Developing an understanding of how the sounds made on different instruments can be used expressively. Exploring how sounds can describe the moods stimulated by pictures and words.Creating simple compositions combining rhythm and melody. Exploring more abstract use of sounds. DRAGON SCALES: Improvising simple tunes based on the pentatonic scale. Exploring and performing different types of accompaniment and melodic patterns. Creating a class song. RECORDERS: Continuing to learn the recorder and read musical notation. AT A RESTAURANT: A role play involving practising asking and ordering, and improvisation. THE ROMANS IN BRITAIN: A play involving taking up and sustaining different roles and adapting them to suit the situation. |
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Year 3 |
FEEL THE PULSE: Developing pupils' ability to recognise the difference between pulse and rhythm and to perform with a sense of pulse. Developing confidence in singing and playing to a common pulse. Responding and exploring changes of tempo. Repeating and creating simple rhythmic phrases. Using these skills to create an accompaniment to a song or chant. EXPLORING RHYTHMIC PATTERNS: Learning about rhythmic patterns and how rhythms can be described through symbols (notation). Composing music using rhythmic ostinati. RECORDERS: Continuing to learn to play the recorder, including rhythm games and reading musical notation. DRAMATIC PRODUCTION: Rehearse and perform in costume in front of an audience. |
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Year 2 |
MORE CHALLENGING LISTENING GAMES: Deepening the skill of aural discrimination. Focussing on sustaining rhythmic patterns and beats against other rhythmic matter, including the concept of silence. Continuing to develop the singing voice and interpret the mood of a piece of music through free movement. |
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Year 1 |
ACTION! NOTE VALUES: Continuing developing listening, rhythmic and concentration skills with the emphasis on the note values crotchets, minims and quavers. Continuing to develop vocal control and singing with simple actions |