Year 5 Unit 5: Dancing in the Street Motown ‐ What is a riff in music? Can you hear one in Dancing in the Street? National Curriculum Link – KS2: ‐ 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 using the inter‐related dimensions of music. Listen with attention to detail and recall sounds with increasing aural memory. Use and understand musical notations. Appreciate and understand music from different traditions, composers and musicians. International Baccalaureate Learner Profile Link: Inquirers – be curious, develop inquiry skills, learn independently and together, learn with enthusiasm Knowledgeable – develop and use our understanding, explore knowledge Thinkers – use critical and creative thinking skills, show initiative, make reasoned choices Communicators – express ourselves confidently and creatively, collaborate effectively and listen carefully to others Open Minded – appreciate our own and others’ cultures, values and traditions Risk Takers – work independently and cooperatively to explore new ideas, be resourceful and resilient Reflective – consider our ideas, experiences, strengths and weaknesses in order to support our learning Prior Skills – Y4 New Skills – Y5 (building on LKS2) Future Skills – Y6 (building on Y5) Performing – Singing Performing – Singing Performing – Singing ● To take part in vocal warm up exercises and ● Sing in unison or parts and sing backing vocals ● To sing more challenging unison or part songs understand their importance ● Be aware of how they fit into the group ● To know about the style of a range of songs ● To sing in unison and in simple two‐parts ● To experience rapping and solo singing and be able to represent the feeling and context ● To demonstrate a good singing posture ● To sing with awareness of being ‘in tune’ to an audience ● To follow a leader when singing ● To know and confidently sing songs and their ● To enjoy exploring singing solo parts from memory and to sing them with a Performing ‐ Playing Instruments ● To sing with awareness of being ‘in tune’ strong internal pulse ●Refine and further develop playing skills ● To have an awareness of the pulse internally ●To choose a song and be able to talk about its introduced in Y5, showing increased confidence when singing main features (singing in unison, the solo, lead and improved technique ● To sing with an awareness of mood vocal, backing vocals or rapping) ●Know the notes C, D, E, F, G, A, B + C on the ● To rejoin a song if lost Performing ‐ Playing Instruments treble stave and use them more readily ● To listen to the group when singing ● Select and learn an instrumental part to play ● To recognise that a solo singer makes a thinner from memory or using notation texture than a large group ● To lead a rehearsal session Creating ‐ Improvising and Composing using the Performing ‐ Playing Instruments interrelated dimensions of music ● To treat instruments with care and respect ● Know and use different forms of written music ●To be able to draw upon their exisng musical ● Play a part on a tuned instrument from e.g. graphic scoring, sound symbols…etc. skills and knowledge when improvising, such as memory or using notation ●To know the notes C, D, E, F, G, A, B + C on the using known riffs and licks ● To rehearse and perform their part within the treble stave and where appropriate, use them ●Improvise with a feeling for various styles of context of a song Creating ‐ Improvising and Composing using the ● To listen to and follow musical instrucons interrelated dimensions of music music from a leader ● To know and be able to talk about three well‐ ●Further develop composion skills introduced in ● To experience leading the playing by making known improvising musicians Y5. Show greater refinement in their musical sure everyone plays in a song’s ‘playing section’ ● Improvise using instruments in the context of decision making and ability to reflect upon / ●To recognise and be able to talk about the songs they are learning. Listen to an improvisa‐ improve their own work instruments used in class tion track and play back their own answers ●Notaons become more musically sophisticated ●To recognise and be able to talk about other in‐ ●Improvise with a feeling for selected styles struments they might play or are played in a ● Improvise within a group using melodic and Listening and Appraising band, orchestra, or by their friends rhythmic phrases ● Talk about music and how it makes them feel, Creating ‐ Improvising and Composing using the ● Create simple melodies using up to five using musical vocabulary to describe the music interrelated dimensions of music different notes and simple rhythms that work (see Y6 list) ● To be able to talk about improvisaon and musically with the style of a song ● Understand and discuss the historical context recognise that improvising means making up a ● Explain the keynote or home note of a of songs or instrumental pieces and identify what tune or rhythm on the spot composition and the structure of the melody else was going on at the time, musically and his‐ ● Improvise using instruments in the context of ● Listen to and reflect upon the developing torically songs they are learning to perform. Listen to an composition and make musical decisions about improvisation track and play back their own an‐ ● Know and talk about the fact that we each how the melody connects with the song swers using a limited range of notes have a musical identity ● Know that a composition has a pulse, rhythm ● Improvise using repeated paerns/ known riffs and pitch that work together and are shaped by ● Help create at least one simple melody using up to 5 different notes tempo, dynamics, texture and structure. Use this ● Plan and create a secon of music that can be understanding to support their own composition performed within the context of a song work ● Talk about how it was created Listening and Appraising ● Listen to and reflect upon the developing com‐ ● know songs from memory, who sang or wrote position and make musical decisions about pulse, them, when they were written and, if possible, rhythm, pitch, dynamics and tempo why? ● Record composions in any way appropriate ●Compare two songs in the same style, talking that recognises the connection between sound about what stands out musically in each of and symbol (e.g. graphic/pictorial) them, their similarities and differences. Listening and Appraising ● When they talk about music, try to use musical ● To know songs from memory, who wrote them vocabulary (see Y5 list) and identify the style ● To confidently idenfy and move to a pulse. ● Understand and discuss the historical context ● To think about the meaning of a song’s lyrics of songs or instrumental pieces and identify and identify the main sections of a song (verse, what else was going on at the time chorus…etc.) ● To talk about the musical dimensions working ● To be able to idenfy some of the style indica‐ together in instrumental pieces/songs (pulse, tors of songs (musical characteristics that give a rhythm, pitch, tempo, dynamics, texture and song its style) structure) ● Talk about music and describe how it makes them feel ● When they talk about music, try to use musical vocabulary (see Y4 list) ● Listen carefully and respecully to other peo‐ ple’s thoughts about the music ● To talk about the musical dimensions working together in instrumental pieces/ songs and where they are used (texture, dynamics, tempo, rhythm and pitch) ● Name some of the instruments they hear in songs/ instrumental pieces

Knowledge, Skills and Understanding:  Find and keep an internal pulse  Copy back rhythms and pitches  Respond rhythmically and melodically through question and answer activities  Sing in two parts with an awareness of other performers  Follow the directions of a musical leader and sing a Motown song from memory  Play a 1 or 2 note instrumental part accurately and in time, both by ear and from notation (F or F + G)  Improvise using instruments within the context of a song (1 or 2 given notes: D or D + E)  Compose a melody using simple rhythms (based around 3 given notes: C + D + E)  Identify the structure of a Motown song  Identify the instruments/voices used in a Motown song: Female voice and female backing vocals, keyboard, drums, bass guitar (rhythm section), brass section (trumpet, trombone and sax).  Identify some of the style indicators of Motown  When listening to a song, comment on tempo, dynamics and texture  Know that pulse, rhythm, pitch, tempo, dynamics, texture and structure work together to make music sound interesting  Contribute to a musical performance by singing, playing an instrumental part, improvising or by performing compositions  Appraise a performance, discussing what went well and how it could be improved  Discuss music using musical terms

Challenge:  Play a harder instrumental part by ear and from notation (4 notes: F + G + A + D)  Improvise using instruments within the context of a song (3 given notes: D + E + F)  Compose a melody using simple rhythms (choice of 5 notes: C + D + E + F + G)  Demonstrate leadership and create musical ideas for others to copy or respond to  Identify changes in tempo, dynamics and texture and say where in the music they occurred  Listen to other iconic Motown songs and be able to describe them using musical vocabulary

Resources: Website/Apps: https://charanga.com/site/  Charanga Musical School interactive resources – https://charanga.com/yumu/login ( individual logins with Year 5 – Unit 5 ‐ Motown resources and Apps to share with pupils for extended  Glockenspiels / other tuned percussion individual learning)  Any instruments children are learning to play https://www.bbc.co.uk/bitesize/subjects/zwxhfg8  Untuned percussion https://www.bbc.co.uk/teach/ks2-music/zfv96v4 https://www.bbc.co.uk/teach/ten-pieces  iPads for recording https://www.bbc.co.uk/programmes/articles/qt76WSzk- sPSPmkj9tbV0p9/the-pieces-and-composers (10 pieces material on CBBC) https://gb.abrsm.org/en/classical100primary/ https://www.motownmuseum.org/story/motown/ Vocabulary: Soul, groove, riff, bass line, backbeat, brass section, harmony, hook, melody, compose, improvise, cover, pulse, rhythm, pitch, tempo, dynamics, timbre, texture, structure.

Suggested Quality Listening: Numeracy Skills:  Dancing in the Street sung by Martha and The Counting beats; recognising, copying and extending patterns, Vandellas Interpreting symbols, understanding structures  I can’t Help Myself (Sugar Pie Honey Bunch) by WOW Experience: The Four Tops Make and watch back recording of final performance /  I Heard It Through the Grapevine by Marvin incorporate performance into an assembly / perform for a Gaye specific audience.  Ain’t No Mountain High Enough sung by Marvin Gaye and Tammi Terrell  You Are the Sunshine of My Life by Stevie Wonder

Cross Curricular Links:  History – The origins of Motown and its impact on music history  Social – The Civil Rights Movement – history and impact  Geography – geographical origins of Motown