Scissett CE Academy
Music
"This is fun - music making!" Year 2
"We learn about different music from different cultures. We listen to music all around the globe." Year 4
Intent
Music is a practical, creative subject, which can be of benefit to all children in developing imagination, the ability to listen attentively and the ability to express personal thoughts and feelings. It is a valuable vehicle for encouraging spiritual, moral, social and cultural development and promoting diversity.
As part of a broad and balanced curriculum, Scissett CE Academy aims to develop pupils’ understanding and enjoyment of music, through activities that bring together the skills of music appreciation, composing and performing. In line with our School Vision, we provide opportunities for all children to achieve success, to respond to music in a variety of ways, and to develop confidence and enthusiasm in listening to, creating and performing music. We aim to broaden children’s experience of the wealth of different music from around the world and through history, and to develop their ability to listen with discrimination and respect, and discuss their ideas knowledgeably and with awareness of emotional impact.
Implementation
At Scissett CE Academy, our children’s musical journeys begin in EYFS, through singing songs, playing musical games, making sounds and purposeful silences using instruments, keeping a beat, and responding to music through hand or body movements, voices and mood.
These foundations are built upon in Key Stages 1 and 2, where we have devised a scheme of work combining songs from Jolly Music, units from the commercial ‘Charanga’ scheme and bespoke, thematic units that make cross-curricular links with other subjects studied by each year group, such as Space, South America, Glorious Gardens, Castles (Medieval Music) and Animal Magic. Within these units, all children experience activities that fulfil the following strands:
- Listening with concentration and understanding (music appreciation)
- Experimenting with, creating, selecting and combining sounds to achieve a desired effect (composing)
- Playing tuned and untuned instruments (performing)
- Using the voice expressively and creatively (performing)
Within these strands, the musical elements of pitch, duration, timbre, texture, dynamics and structure are progressively introduced, enabling children to discuss music with understanding and relevant vocabulary. In Key Stage 2, musical literacy is gradually developed, allowing children to read and write standard staff notation in both rhythm (Years 3 and 4) and pitch (Year 5). Music lessons are weekly, allowing a build up of skills and knowledge through the year, rather than in short blocks, where learning may be forgotten.
We present positive images of music and musicians, and the curriculum reflects a wide range of cultures and traditions. Our children will experience music from different periods of the “classical” music tradition, world music from Africa, China, India, the Caribbean and South America, and a variety of modern genres including pop, jazz, rock and film music, providing a rich variety of experiences and content.
Singing forms an important part of school life, in Collective Worship, Key Stages, and in individual classes, and is ongoing throughout the school year. Each class is also given instrumental tuition throughout the year: glockenspiel in Key Stage 1 and Recorder in Key Stage 2, allowing a good degree of expertise to be reached in these particular instruments, and providing a good platform for children to further their learning in other instruments through individual, peripatetic lessons should they wish to.
Music Overview:
|
|
EYFS |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
|
Autumn 1 |
Ongoing: singing, music games, using instruments and responding to music |
Jolly Music & Firework Music |
Glockenspiel 1è2 (then ongoing through the year) |
Recorder 1 (then ongoing through the year) |
Recorder 1è 2 (then ongoing through the year) |
Space
Recorder 2 (ongoing) |
|
Autumn 2 |
Medieval Music |
The Orchestra & the String family |
The Brass family |
|||
|
Spring 1 |
Jolly Music & Animal Magic |
The Percussion family & African Music |
Glorious Garden |
Painting with Sound & Film Music |
Water Music |
|
|
Spring 2 |
Hands, feet & heart |
The Dragon Song |
||||
|
Summer 1 |
Jolly Music, the Keyboard family & Glockenspiel 1 |
Stories in Music |
Indian Music |
South America & Samba |
Song Writer / Festival time |
|
|
Summer 2 |
I wanna play in a band |
Let your Spirit fly |
Living on a Prayer |
|||
|
Ongoing skills revisited throughout each Year |
Singing |
Singing & staff notation (crotchets, quavers & rests) |
Singing & staff notation (minims, semiquavers & rests) |
Singing & staff notation (semibreves, rests & treble clef notation) |
||
Impact
We believe that, through regular Music teaching, children will be able to sing and perform using instruments with increasing confidence, control, intention and awareness of the overall effect of the music. They will build up knowledge of key composers, performers, instruments and pieces from a wide variety of genres, times and places. They will be able to discuss and evaluate music using appropriate musical vocabulary, expressing their own personal preferences, while showing respect for diversity and the preferences of others, and use music as a means of communication and self-expression.
It is our intention that children will have had a wide and rich variety of musical experiences by the time they leave Scissett CE Academy, including hearing quality live performances. We hope that, by providing children with these experiences, it will enhance their musicianship and promote a love of creating, sharing and appreciating music in the wider world.
Assessment and Criteria - Purpose of Study (National Curriculum September 2014 onwards)
Music is a universal language that embodies one of the highest forms of creativity. A high-quality musical education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to listen with discrimination to the best of the musical canon.
The national curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key Stage 1 (Years 1 and 2)
In Key Stage 1, pupils should be taught to:
· use their voices expressively and creatively by singing songs and speaking chants and rhymes
· play tuned and untuned instruments musically
· listen with concentration and understanding to a range of high-quality live and recorded music
· experiment with, create, select and combine sounds using the inter-related dimensions of music
Key Stage 2 (Years 3, 4 and 5)
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
In Key Stage 2, 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
At Scissett CE Academy, pupils develop knowledge, understanding and skills through musical practices to:
|
|
Foundation Stage |
Year 1 |
Year 2 |
|
|
Use voice expressively & creatively |
|
|
|
|
|
Play tuned & unturned instruments |
|
|
|
|
|
Listen with concentration & understanding |
|
|
|
|
|
Discriminate between sounds and silence
|
Vocab |
|
||
|
Experiment with, create, select & combine sounds |
|
|
|
|
|
Key genres/ composers/ pieces & instruments |
Wide variety of music from all genres to use as stimulus for movement, discussion, artwork etc. |
Classical: Firework music – Handel (firework theme) (Autumn) Carnival of the Animals (Spring)
Other: (Summer)
|
Classical: Peter and the Wolf – Prokofiev World: African drumming Caribbean music (Pirates link) Other: Medieval music (Castles link) |
|
|
Percussion instruments at basic level |
Keyboard family, including piano, church organ, celeste & harpsichord |
Percussion family |
||
|
|
Year 3 |
Year 4 |
Year 5 |
|
Play & perform |
|
|
|
|
Improvise & compose music |
|
|
|
|
Listen with attention to detail and recall sounds |
|
|
|
|
|
||
|
Use and understand staff and other musical notations |
|
|
|
|
Appreciate and understand a wide range of high-quality live and recorded music |
|
|
|
|
Develop an understanding of the history of music |
|
|
|
|
Key genres/ composers/ pieces & instruments |
Classical: Rule Britannia – Thomas Arne Land of Hope and Glory – Elgar National Anthem Young Person’s Guide to the Orchestra – Britten (Summer term)
World: Indian music (Hinduism link)
Other: Folk Music (with Violin peri) |
Classical: Stripsody – Cathy Berberian Pieces at an Exhibition – Mussorgsky Little Train of the Caipira (Bachianas Brasileiras) - Villa-Lobos
World: Latin American music
Other: Film scores (Viking link) |
Classical: Planet Suite – Holst Vltava – Smetana La Mer – Debussy Sea Symphony – Vaughan-Williams Hebrides Overture – Mendelssohn The Water Music – Handel Tintagel - Bax
Other: Film music (Water link) Genres of Pop music |
|
String family |
Brass family |
Woodwind family |
|
Scissett CE Academy
Music
"This is fun - music making!" Year 2
"We learn about different music from different cultures. We listen to music all around the globe." Year 4
Intent
Music is a practical, creative subject, which can be of benefit to all children in developing imagination, the ability to listen attentively and the ability to express personal thoughts and feelings. It is a valuable vehicle for encouraging spiritual, moral, social and cultural development and promoting diversity.
As part of a broad and balanced curriculum, Scissett CE Academy aims to develop pupils’ understanding and enjoyment of music, through activities that bring together the skills of music appreciation, composing and performing. In line with our School Vision, we provide opportunities for all children to achieve success, to respond to music in a variety of ways, and to develop confidence and enthusiasm in listening to, creating and performing music. We aim to broaden children’s experience of the wealth of different music from around the world and through history, and to develop their ability to listen with discrimination and respect, and discuss their ideas knowledgeably and with awareness of emotional impact.
Implementation
At Scissett CE Academy, our children’s musical journeys begin in EYFS, through singing songs, playing musical games, making sounds and purposeful silences using instruments, keeping a beat, and responding to music through hand or body movements, voices and mood.
These foundations are built upon in Key Stages 1 and 2, where we have devised a scheme of work combining songs from Jolly Music, units from the commercial ‘Charanga’ scheme and bespoke, thematic units that make cross-curricular links with other subjects studied by each year group, such as Space, South America, Glorious Gardens, Castles (Medieval Music) and Animal Magic. Within these units, all children experience activities that fulfil the following strands:
- Listening with concentration and understanding (music appreciation)
- Experimenting with, creating, selecting and combining sounds to achieve a desired effect (composing)
- Playing tuned and untuned instruments (performing)
- Using the voice expressively and creatively (performing)
Within these strands, the musical elements of pitch, duration, timbre, texture, dynamics and structure are progressively introduced, enabling children to discuss music with understanding and relevant vocabulary. In Key Stage 2, musical literacy is gradually developed, allowing children to read and write standard staff notation in both rhythm (Years 3 and 4) and pitch (Year 5). Music lessons are weekly, allowing a build up of skills and knowledge through the year, rather than in short blocks, where learning may be forgotten.
We present positive images of music and musicians, and the curriculum reflects a wide range of cultures and traditions. Our children will experience music from different periods of the “classical” music tradition, world music from Africa, China, India, the Caribbean and South America, and a variety of modern genres including pop, jazz, rock and film music, providing a rich variety of experiences and content.
Singing forms an important part of school life, in Collective Worship, Key Stages, and in individual classes, and is ongoing throughout the school year. Each class is also given instrumental tuition throughout the year: glockenspiel in Key Stage 1 and Recorder in Key Stage 2, allowing a good degree of expertise to be reached in these particular instruments, and providing a good platform for children to further their learning in other instruments through individual, peripatetic lessons should they wish to.
Music Overview:
|
|
EYFS |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
|
Autumn 1 |
Ongoing: singing, music games, using instruments and responding to music |
Jolly Music & Firework Music |
Glockenspiel 1è2 (then ongoing through the year) |
Recorder 1 (then ongoing through the year) |
Recorder 1è 2 (then ongoing through the year) |
Space
Recorder 2 (ongoing) |
|
Autumn 2 |
Medieval Music |
The Orchestra & the String family |
The Brass family |
|||
|
Spring 1 |
Jolly Music & Animal Magic |
The Percussion family & African Music |
Glorious Garden |
Painting with Sound & Film Music |
Water Music |
|
|
Spring 2 |
Hands, feet & heart |
The Dragon Song |
||||
|
Summer 1 |
Jolly Music, the Keyboard family & Glockenspiel 1 |
Stories in Music |
Indian Music |
South America & Samba |
Song Writer / Festival time |
|
|
Summer 2 |
I wanna play in a band |
Let your Spirit fly |
Living on a Prayer |
|||
|
Ongoing skills revisited throughout each Year |
Singing |
Singing & staff notation (crotchets, quavers & rests) |
Singing & staff notation (minims, semiquavers & rests) |
Singing & staff notation (semibreves, rests & treble clef notation) |
||
Impact
We believe that, through regular Music teaching, children will be able to sing and perform using instruments with increasing confidence, control, intention and awareness of the overall effect of the music. They will build up knowledge of key composers, performers, instruments and pieces from a wide variety of genres, times and places. They will be able to discuss and evaluate music using appropriate musical vocabulary, expressing their own personal preferences, while showing respect for diversity and the preferences of others, and use music as a means of communication and self-expression.
It is our intention that children will have had a wide and rich variety of musical experiences by the time they leave Scissett CE Academy, including hearing quality live performances. We hope that, by providing children with these experiences, it will enhance their musicianship and promote a love of creating, sharing and appreciating music in the wider world.
Assessment and Criteria - Purpose of Study (National Curriculum September 2014 onwards)
Music is a universal language that embodies one of the highest forms of creativity. A high-quality musical education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to listen with discrimination to the best of the musical canon.
The national curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key Stage 1 (Years 1 and 2)
In Key Stage 1, pupils should be taught to:
· use their voices expressively and creatively by singing songs and speaking chants and rhymes
· play tuned and untuned instruments musically
· listen with concentration and understanding to a range of high-quality live and recorded music
· experiment with, create, select and combine sounds using the inter-related dimensions of music
Key Stage 2 (Years 3, 4 and 5)
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
In Key Stage 2, 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
At Scissett CE Academy, pupils develop knowledge, understanding and skills through musical practices to:
|
|
Foundation Stage |
Year 1 |
Year 2 |
|
|
Use voice expressively & creatively |
|
|
|
|
|
Play tuned & unturned instruments |
|
|
|
|
|
Listen with concentration & understanding |
|
|
|
|
|
Discriminate between sounds and silence
|
Vocab |
|
||
|
Experiment with, create, select & combine sounds |
|
|
|
|
|
Key genres/ composers/ pieces & instruments |
Wide variety of music from all genres to use as stimulus for movement, discussion, artwork etc. |
Classical: Firework music – Handel (firework theme) (Autumn) Carnival of the Animals (Spring)
Other: (Summer)
|
Classical: Peter and the Wolf – Prokofiev World: African drumming Caribbean music (Pirates link) Other: Medieval music (Castles link) |
|
|
Percussion instruments at basic level |
Keyboard family, including piano, church organ, celeste & harpsichord |
Percussion family |
||
|
|
Year 3 |
Year 4 |
Year 5 |
|
Play & perform |
|
|
|
|
Improvise & compose music |
|
|
|
|
Listen with attention to detail and recall sounds |
|
|
|
|
|
||
|
Use and understand staff and other musical notations |
|
|
|
|
Appreciate and understand a wide range of high-quality live and recorded music |
|
|
|
|
Develop an understanding of the history of music |
|
|
|
|
Key genres/ composers/ pieces & instruments |
Classical: Rule Britannia – Thomas Arne Land of Hope and Glory – Elgar National Anthem Young Person’s Guide to the Orchestra – Britten (Summer term)
World: Indian music (Hinduism link)
Other: Folk Music (with Violin peri) |
Classical: Stripsody – Cathy Berberian Pieces at an Exhibition – Mussorgsky Little Train of the Caipira (Bachianas Brasileiras) - Villa-Lobos
World: Latin American music
Other: Film scores (Viking link) |
Classical: Planet Suite – Holst Vltava – Smetana La Mer – Debussy Sea Symphony – Vaughan-Williams Hebrides Overture – Mendelssohn The Water Music – Handel Tintagel - Bax
Other: Film music (Water link) Genres of Pop music |
|
String family |
Brass family |
Woodwind family |
|
Scissett CE Academy
Music
"This is fun - music making!" Year 2
"We learn about different music from different cultures. We listen to music all around the globe." Year 4
Intent
Music is a practical, creative subject, which can be of benefit to all children in developing imagination, the ability to listen attentively and the ability to express personal thoughts and feelings. It is a valuable vehicle for encouraging spiritual, moral, social and cultural development and promoting diversity.
As part of a broad and balanced curriculum, Scissett CE Academy aims to develop pupils’ understanding and enjoyment of music, through activities that bring together the skills of music appreciation, composing and performing. In line with our School Vision, we provide opportunities for all children to achieve success, to respond to music in a variety of ways, and to develop confidence and enthusiasm in listening to, creating and performing music. We aim to broaden children’s experience of the wealth of different music from around the world and through history, and to develop their ability to listen with discrimination and respect, and discuss their ideas knowledgeably and with awareness of emotional impact.
Implementation
At Scissett CE Academy, our children’s musical journeys begin in EYFS, through singing songs, playing musical games, making sounds and purposeful silences using instruments, keeping a beat, and responding to music through hand or body movements, voices and mood.
These foundations are built upon in Key Stages 1 and 2, where we have devised a scheme of work combining songs from Jolly Music, units from the commercial ‘Charanga’ scheme and bespoke, thematic units that make cross-curricular links with other subjects studied by each year group, such as Space, South America, Glorious Gardens, Castles (Medieval Music) and Animal Magic. Within these units, all children experience activities that fulfil the following strands:
- Listening with concentration and understanding (music appreciation)
- Experimenting with, creating, selecting and combining sounds to achieve a desired effect (composing)
- Playing tuned and untuned instruments (performing)
- Using the voice expressively and creatively (performing)
Within these strands, the musical elements of pitch, duration, timbre, texture, dynamics and structure are progressively introduced, enabling children to discuss music with understanding and relevant vocabulary. In Key Stage 2, musical literacy is gradually developed, allowing children to read and write standard staff notation in both rhythm (Years 3 and 4) and pitch (Year 5). Music lessons are weekly, allowing a build up of skills and knowledge through the year, rather than in short blocks, where learning may be forgotten.
We present positive images of music and musicians, and the curriculum reflects a wide range of cultures and traditions. Our children will experience music from different periods of the “classical” music tradition, world music from Africa, China, India, the Caribbean and South America, and a variety of modern genres including pop, jazz, rock and film music, providing a rich variety of experiences and content.
Singing forms an important part of school life, in Collective Worship, Key Stages, and in individual classes, and is ongoing throughout the school year. Each class is also given instrumental tuition throughout the year: glockenspiel in Key Stage 1 and Recorder in Key Stage 2, allowing a good degree of expertise to be reached in these particular instruments, and providing a good platform for children to further their learning in other instruments through individual, peripatetic lessons should they wish to.
Music Overview:
|
|
EYFS |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
|
Autumn 1 |
Ongoing: singing, music games, using instruments and responding to music |
Jolly Music & Firework Music |
Glockenspiel 1è2 (then ongoing through the year) |
Recorder 1 (then ongoing through the year) |
Recorder 1è 2 (then ongoing through the year) |
Space
Recorder 2 (ongoing) |
|
Autumn 2 |
Medieval Music |
The Orchestra & the String family |
The Brass family |
|||
|
Spring 1 |
Jolly Music & Animal Magic |
The Percussion family & African Music |
Glorious Garden |
Painting with Sound & Film Music |
Water Music |
|
|
Spring 2 |
Hands, feet & heart |
The Dragon Song |
||||
|
Summer 1 |
Jolly Music, the Keyboard family & Glockenspiel 1 |
Stories in Music |
Indian Music |
South America & Samba |
Song Writer / Festival time |
|
|
Summer 2 |
I wanna play in a band |
Let your Spirit fly |
Living on a Prayer |
|||
|
Ongoing skills revisited throughout each Year |
Singing |
Singing & staff notation (crotchets, quavers & rests) |
Singing & staff notation (minims, semiquavers & rests) |
Singing & staff notation (semibreves, rests & treble clef notation) |
||
Impact
We believe that, through regular Music teaching, children will be able to sing and perform using instruments with increasing confidence, control, intention and awareness of the overall effect of the music. They will build up knowledge of key composers, performers, instruments and pieces from a wide variety of genres, times and places. They will be able to discuss and evaluate music using appropriate musical vocabulary, expressing their own personal preferences, while showing respect for diversity and the preferences of others, and use music as a means of communication and self-expression.
It is our intention that children will have had a wide and rich variety of musical experiences by the time they leave Scissett CE Academy, including hearing quality live performances. We hope that, by providing children with these experiences, it will enhance their musicianship and promote a love of creating, sharing and appreciating music in the wider world.
Assessment and Criteria - Purpose of Study (National Curriculum September 2014 onwards)
Music is a universal language that embodies one of the highest forms of creativity. A high-quality musical education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to listen with discrimination to the best of the musical canon.
The national curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key Stage 1 (Years 1 and 2)
In Key Stage 1, pupils should be taught to:
· use their voices expressively and creatively by singing songs and speaking chants and rhymes
· play tuned and untuned instruments musically
· listen with concentration and understanding to a range of high-quality live and recorded music
· experiment with, create, select and combine sounds using the inter-related dimensions of music
Key Stage 2 (Years 3, 4 and 5)
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
In Key Stage 2, 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
At Scissett CE Academy, pupils develop knowledge, understanding and skills through musical practices to:
|
|
Foundation Stage |
Year 1 |
Year 2 |
|
|
Use voice expressively & creatively |
|
|
|
|
|
Play tuned & unturned instruments |
|
|
|
|
|
Listen with concentration & understanding |
|
|
|
|
|
Discriminate between sounds and silence
|
Vocab |
|
||
|
Experiment with, create, select & combine sounds |
|
|
|
|
|
Key genres/ composers/ pieces & instruments |
Wide variety of music from all genres to use as stimulus for movement, discussion, artwork etc. |
Classical: Firework music – Handel (firework theme) (Autumn) Carnival of the Animals (Spring)
Other: (Summer)
|
Classical: Peter and the Wolf – Prokofiev World: African drumming Caribbean music (Pirates link) Other: Medieval music (Castles link) |
|
|
Percussion instruments at basic level |
Keyboard family, including piano, church organ, celeste & harpsichord |
Percussion family |
||
|
|
Year 3 |
Year 4 |
Year 5 |
|
Play & perform |
|
|
|
|
Improvise & compose music |
|
|
|
|
Listen with attention to detail and recall sounds |
|
|
|
|
|
||
|
Use and understand staff and other musical notations |
|
|
|
|
Appreciate and understand a wide range of high-quality live and recorded music |
|
|
|
|
Develop an understanding of the history of music |
|
|
|
|
Key genres/ composers/ pieces & instruments |
Classical: Rule Britannia – Thomas Arne Land of Hope and Glory – Elgar National Anthem Young Person’s Guide to the Orchestra – Britten (Summer term)
World: Indian music (Hinduism link)
Other: Folk Music (with Violin peri) |
Classical: Stripsody – Cathy Berberian Pieces at an Exhibition – Mussorgsky Little Train of the Caipira (Bachianas Brasileiras) - Villa-Lobos
World: Latin American music
Other: Film scores (Viking link) |
Classical: Planet Suite – Holst Vltava – Smetana La Mer – Debussy Sea Symphony – Vaughan-Williams Hebrides Overture – Mendelssohn The Water Music – Handel Tintagel - Bax
Other: Film music (Water link) Genres of Pop music |
|
String family |
Brass family |
Woodwind family |
|