Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds)

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1 Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Music at EYFS stage reflects the different ways in which children learn and engage with other people. Many examples of stories, songs and musical excerpts can be found in music express EYFS 1 st and 2 nd edition. In this first term the area of learning is to aid personal, social and emotional development, facilitating making relationships through exploring beat and tempo. Children are encouraged to sing simple songs and move to music with a clear beat. To begin with activities are teacher led then gradually the children are encouraged to explore the sounds made by unturned percussion instruments and create sequences of beats. Hand and feet patterns are excellent for encouraging individuals to compose their own beat pattern. While we listen to a piece of music can you move your body in time to the beat? Building on the previous term s work the children should now be encouraged to explore the elements of Loud and Quiet in music they listen to and songs they sing. Introduce that has loud and soft sections and songs with contrasting dynamics. Have a selection of sound makers for the children to explore. Show me how you play on your instrument or use your voice to make loud/soft sounds. In the final term focus on the elements of high and low and pull together their previous learning to explore simple structure in music. As the children make their own music, use opportunities that arise to talk about shapes and patterns. Clap out sound patterns and encourage them to clap the pattern back. Music can be related to every aspect of a day in school. In the story of Goldilocks show me how you can use your voice to be daddy, mummy or baby bear.

2 Handale Primary School Music Curriculum Year 1 (5-6 years old) In year 1 pupils will embark on a more formal approach to music in which exploration of sound, participation and composition all play a part. Where appropriate musical terminology will be used in lessons. In the term pupils will focus on EXPLORING SOUNDS through their voices, Encourage movement in activities, it is an important means of musical learning. Try to lead singing Can you use your voice loudly, quietly? Is this sound Loud or Soft? playing unturned percussion instruments and wherever possible. Call and response and cumulative Can you create a sound collage with vocal and instrumental hand bells. Listening to and moving to selected short pieces of music will enhance this experience. The concept of LOUD and SOFT should also be introduced. songs are to be recommended. Link up with Literacy adding expressive voices to a story. sounds? In the term the musical focus will be BEAT and SIMPLE RHYTHM. Call / play and response will lead to short simple individual or group composition. The pupils should now be able to play untuned percussion with control. Repeat a silent action to music with a steady beat. Step in time to a chant with a steady beat. Choose a rhythmic piece of music such as In the Hall of the Mountain King, tap knees to the steady beat. Introduce the word TEMPO (speed variation) Listen to this piece of music and tell me what happens to the Tempo. Can you accompany a piece of music with an unturned instrument. Can we vary the Tempo of our singing to suit the words of a song. eg.. Happy a fast tempo, sad a slow tempo. In the term Pitch touched on earlier will be explored more thoroughly. Pupils will be encouraged to make high and low sounds relating them to high and low body posture. In the second half of the term the elements of BEAT, PITCH and DYNAMICS will be drawn together in performance and composition Sing songs with contrasting high and low melodies. Choose listening pieces with obvious high and low contrasting pitch. Can you sing this song in a high/low voice? Is the sound I am playing high or low. Is this music fast or slow? What do I mean by the Tempo of a piece of music?

3 Handale Primary School Music Curriculum Year 2 ( 6-7years old) In year 2 pupils will develop their understanding of the elements of music by being actively involved in using and developing their singing voices, using body percussion and whole body actions and learning to handle and play classroom instruments effectively to create and express their own and others music. Adding vocal and instrumental sounds to a Suitable poems and songs and musical excerpts with a Could you play or sing some music to make me feel sad?. poem s and songs, matching sounds to moods steady beat and changing mood.eg.. John Kanaka How do you think happy music should sound? and displaying an elementary graphical description of the pitch of a piece of music. Pupils will begin to develop a sense of steady beat through chant, actions and instruments. They will begin to explore timbre and texture to understand how sounds can be descriptive Explore myths and legends to suggest sounds of different timbre and texture How do different musical instruments produce a different timbre? How can the texture of a piece of music make us feel happy, excited, sleepy or sad? Pupils will now begin to combine sounds to create a musical effect and explore how music, dance and drama can combine in Listen to excerpts of music such as Night on the bare mountain, Winter from the Four Seasons. Watch the video of A short ride in a Fast machine from 10 Could you respond with a dance to a piece of music so that I know what mood the music is portraying.? Could you draw the pitch of the piece of music you are storytelling. The use of chime bars, hand bells simple pieces. listening to? unturned percussion and voices will be encouraged.

4 Handale Primary School Music Curriculum Year 3 (7-8 years old) On entry to key stage 2 pupils should be taught to sing and play musically with increasing confidence and control Elements of good composition will also be explored.. Pupils will listen to excepts of descriptive writing and select suitable sounds to accompany them. In singing 2 part harmony will be introduced and exploration and use of OSTINATI and RONDO FORM. Chime bars and tuned percussion instruments to be used. Examples of descriptive writing and music in Rondo Form Can you tell me what an Ostinato is? We have explored Rondo Form why do you think the piece of music we are listening to is written in that form? Learn about how sounds are produced and how instruments are classified. Understand musical conversation structure. Posters of a variety of instruments or if possible the instruments themselves. String, blown banged. Call and response songs. How do we get different sounds from a wind instrument, from a stringed instrument or a drum. In this term pupils will explore pitch in a more formal way using the PENTATONIC scale.this 5 note scale can be used in singing, performance and composition. Chinese New Year is a good time to introduce the Pentatonic scale as it is part of the Chinese culture. How many notes do we have in a pentatonic scale? Can you play a short melody using the notes C D E G A.

5 Handale Primary School Music Curriculum Year 4 (8-9 years old) When pupils enter Key Stage 2 they should be taught to sing and play musically with increasing confidence and control, also practice listening with focus thus developing an aural memory. In the term the musical focus will be performance and pupils will be looking at musical notation with reference to metre and accent. Canon and Ostinato will be explained and explored whilst attention will be paid to accent,diminuendo and balance. Suitable poems with repeated word rhythms eg From a railway carriage, R L Stevenson. Raps and beatbox rhythms. Can you tell me which words form the ostinato in the poem you have listened to? In a small group could you perform a given poem with rhythmic accuracy. Exploring the different Timbres in a piece of music and how they can be descriptive Learn how to accompany a song with Drone and Ostinato on tuned percussion. Have sufficient tuned percussion, xylophones, glockenspiels and chime bars for class to share 2 pupils to an instrument. The children must first be able to observe simple rules in playing these instruments and care of the same. Use music such as Vaughan Williams Antarctic symphony as a starting point. In a piece of music such as Antarctic Symphony by Maxwell Davies can you recognise some of the unconventional sound sources he uses. Could you in a small group collect together some such sources to make a descriptive piece of music. In the summer term emphasis should be put on more adventurous singing such as three part rounds and verse and chorus structure using a mix of instrumental and vocal.. Ternary form or A B A structure should be introduced. Teachers need to familiarise themselves with simple examples of these musical forms. Several can be found in Music Express Year 3. What is a Chorus and what does verse and chorus mean? How do we sing a ROUND and a CANON. Could you tell me what A B A or SANDWICH Form means in music?

6 Handale Primary School Music Curriculum Year 5( 9-10yr years old) In year five the emphasis is on Listening, composing, performing Learning to sing selected songs, understanding metre through singing and playing instruments, conducting a metre of four or two or three,writing lyrics and performing them with ostinato or rhythm accompaniment Take a term to complete these projects and familiarise oneself with music specific language relating to metre and song arrangements. Research songs from our heritage and try to find contrasting arrangements of those songs. Can you conduct a metre of four or two or three? Would you be able to play a short melodic Ostinato as an accompaniment to a given song.? Do you understand the words of the songs you learn to sing. Have you researched what part of our musical heritage these words describe? This term pupils will listen to music with focus Do not forget that though the focus this term is and attempt to analyse the composition using listening lessons should always contain some element When you listen to a piece of music how does it affect you? Does it create images in your mind, can you describe those musical vocabulary. They will study and s of composition and performance. Encouraging pupils images? What in the music helped you make those develop their own use of dynamics and texture in a song in a song, begin to learn a melodic ostinato from staff notation and find out a little about tone and phrasing in music to use their own graphics when listening to a piece of music helps them to focus. Keep listening pieces short but effective. decisions?. In the final term the focus is on structure in music, composition, development of the understanding of staff notation and an introduction to scales. Encourage the pupils to choreograph movement to the music they listen to and the songs they sing. This reinforces the concept of beat, rhythm and texture (group movement) Always make music FUN Do you enjoy music lessons? Do you think you understand more about how music of any kind is created?

7 Handale Primary School Music Curriculum Year 6 (10-11years old) By the time pupils reach year 6 they should have a working knowledge of performance, composition and an understanding of how music is created, produced and communicated. Deeper exploration of beat and syncopation and the development of co-ordination and rhythm skills. Understanding pitch through movement and notation Cross curricular links with PE are useful using movement to explore beat through body movement and understanding pitch through movement and notation. A basic knowledge of notation is advisable In a small group could you devise a short cross rhythm piece? Could you devise your own rhythm dance sequence in patterns of eight and perform these to music? Singing in two and three part harmony and exploring expressive singing in a part song with echoes. Pupils will also learn about a song s structure and sing a pop song with backing harmony. Choose simple songs with a unison verse and short 3 part chorus. Always begin by learning unison melodies the put in harmony. Encourage children to breath well. Choose a subject link e.g. PSHE and help class to research songs about a chosen topic. Could you find a short excerpt from a pop song you like and create some harmonies for it or devise an echo sequence for it? Could you listen to a song and explain its structure? Building on previous musical knowledge pupils will explore the makeup of chords; learn to play a melody with chordal Go over the various musical facts and techniques learnt, work in groups for research and ideas as to whole class activity and draw on individual s ability to accompaniment. The term should end with add to the performance. the preparation, rehearsal of an extended performance of what they have learned in the year.

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