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Music in Year 1 - Topic 1 Keeping the pulse

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Music in Year 1 - Topic 1 Keeping the pulse

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In Year 1 we have been focused on keeping the pulse together through music and movement, by exploring their favourite things.

Outcomes for this unit includes

Clap the rhythm of their name in time to the pulse.

Sway or tap in time to the pulse.

Sing a rhythm in time with the pulse.

Copy rhythms based on word patterns using an instrument.

Keep the pulse while playing a rhythm on an instrument.

Follow instructions during a performance.

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Music in Year 1 - Topic 2 Tempo: The snail and the mouse

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Music in Year 1 - Topic 2 Tempo: The snail and the mouse

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This topic is all about tempo, the speed of the music.

Using the characters Snail and Mouse the children have been learning about changing speed of the music - reflecting back on our learning about pulse in our previous topic.

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Music in Year 2 -  Topic 1 Call and response: Animals

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Music in Year 2 -  Topic 1 Call and response: Animals

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In this unit, the children use instruments to represent animals, copying rhythms and creating call and response rhythms.

Outcomes for this unit include:

Use dynamics when creating sound.

Play in time with a group.

Experiment with different sounds on the same instrument.

Clap the animal sound patterns mostly accurately.

Clap the sound patterns in time with the pulse of the backing track.

Demonstrate both a call and response.

Copy a sound pattern using an instrument.

Playing either a call and/or response role in time with another pupil.

Perform a composition.

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In this unit we learned about how music can be used in Storytelling.

Outcome include

Identify sections of the music where the tempo changes.

Correctly describe sections of music as fast or slow.

Point out moments in the music where the dynamics change.

Accurately describe dynamic changes as soft or loud.

Give specific examples of how the music corresponds to actions in the story.

Provide clear and specific examples of how music supports the story.

Justify tempo and dynamic choices made to represent a character, event or feeling.

Suggest appropriate musical dynamics and tempo changes for different scenes of the story.

Work as part of a group to rehearse a performance.

Perform confidently using appropriate instrumental sounds.

Play their part at appropriate tempo and dynamics.

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In Year 3 we listened to some ballads and worked together to create our own song telling the story of the animation 'Soar'.

Outcomes for this unit includes

Identify the key features of a ballad.

Perform a ballad using actions.

Sing in time and in tune with a song and incorporate actions.

Retell a summary of an animation’s story.

Write a verse with rhyming words which tell part of a story.

Perform their lyrics fluently and with actions.

You can watch Soar by following this link CGI Award-Winning 3D Animated Short : "Soar" - by Alyce Tzue | TheCGBros

Our song can be heard by clicking on the link at the top. Hope you enjoy it!

SOARING – By Year 3

I want to be soaring,

soaring high in the sky.

My plane.

It is broken.

I cannot fly.

Verse 1

my plane will not fly.

I have been trying and trying.

It is no good fixing it.

I just feel like crying.

Something hits my head.

Is it a toy?

The plane it is broken.

I feel sorry for the boy.

Verse 2,

I need a success

as his friends fly up high

to help him smile.

I think he wants to cry.

He needs to get back

way up in the sky.

We both try together

to make him fly.

Verse 3

way up to the stars.

He sails far away.

Glad to be with his friends.

But the girl hoped he'd stay

shine bright like a diamond

in the night sky.

the boy adds another star.

Sparkling bright way up high.

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Music in Year 3 - Topic 2 Creating compositions for an animation

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Music in Year 3 - Topic 2 Creating compositions for an animation

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In this unit we looked at how music is used to support the telling of a story through animation

Outcomes include

Verbalise how the music makes them feel.

Create actions or movements appropriate to each section of a piece of music.

Play in time and with an awareness of other pupils’ parts, giving some thought to dynamics.

Play melodies and rhythms which represent the section of animation they are accompanying.

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Music in Year 4 - Body and tuned percussion: Rainforests

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Music in Year 4 - Body and tuned percussion: Rainforests

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In Year 4 we used body and tuned percussion (glockenspiels)to create the sounds of the Rainforest.

Outcomes for this unit include:

Identify the structure of a piece of music.

Have an idea as to when there is one layer in a piece of music and when there are two.

Play a sequence in the correct order in time with their partner.

Have two contrasting rhythms being played together.

Have two different melodies being played together.

Have a complete piece of music with four different layers with an appropriate structure

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In this unit we used the glockenspiels to perform a set walking bass line all together. Key outcomes for this unit include:

Perform the hand jive hand actions in sequence and in time with the music.

Sing in tune and perform their actions in time.

Play the notes of the walking bass in the correct sequence.

Independently play their part with some awareness of the other performers.

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Music in Year 5 - Composition and notation: Ancient Egypt

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Music in Year 5 - Composition and notation: Ancient Egypt

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In Year 5 we have been starting to use notation in different forms to note our Music compositions and have been introduced to some musical terms.

Outcomes for this unit include

Sing in time and in tune with other people and the backing track.

Remember the lyrics to a song.

Identify the structure of a piece of music and match this to non-standard notation.

Improvise their own piece of music.

Play a melody with reasonable accuracy.

Perform with confidence and in time with others.

Compose and play a melody using stave notation.

Contribute meaningfully to the group performance and composition.

Use hieroglyphic notation to show the structure of their piece.

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Music in Year 6 - Dynamics, pitch and texture: Fingal's Cave

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Music in Year 6 - Dynamics, pitch and texture: Fingal's Cave

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In Year 6 we have been using Mendelssohn's Fingal's Cave. We composed some word based compositions using dynamics, pitch, texture and rhythm.

Outcomes for this unit include

Engage in discussion about the sounds of an orchestral piece.

Have a selection of varied vocabulary in response to what they hear.

Change dynamics and pitch, differentiating between the two.

Take the role of conductor or follow a conductor.

Change texture within their group improvisation and talk about its effect.

Create a graphic score to represent sounds.

Follow the conductor to show changes in pitch, dynamics and texture.

You can listen to our composition by clicking the link above.