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MUSIC Controlling Sounds Through Singing and Playing (Performing)

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MUSIC Controlling Sounds Through Singing and Playing (Performing) Progression of skills: MUSIC In music, we aim to develop an understanding that music is a unique way of communicating that can inspire, motivate and be a vehicle for personal expression. Music reflects the culture and society we live in, and so the teaching and learning of music enables children to better understand the world they live in and help them to feel part of a community. We provide opportunities for all children to create, play, perform and enjoy music, to develop the INTENT skills to appreciate the wide variety of musical forms and to begin to make judgements about the quality of music. Controlling sounds through singing and playing (performing) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 1. Follow instructions on 1. Sing songs in 1. Sing songs from 1. Sing in tune, breathe 1. Show control, phrasing 1. Sing or play from how and when to ensemble following the memory with accurate well, pronounce words, and expression in memory with sing/play an instrument. tune (melody) well. pitch and in tune. change pitch and singing. confidence. dynamics. 2. Take notice of others 2. Use voice to good 2. Show control in voice 2. Hold part in a round 2. Take turns to lead a when performing. effect understanding and pronounce the 2. Sustain a rhythmic (pitch/structure). group. the importance of words in a song clearly ostinato/ drone/ 3. Make and control long warming up first. (diction). melodic ostinato (riff) 3. Perform in solo and 3. Maintain own part in a and short sounds (to accompany ensemble contexts round/ sing a harmony/ (duration). 3. Perform in ensemble 3. Maintain a simple part singing) on an using a variety of play accurately with with instructions from within an ensemble. instrument (tempo/ techniques, awareness of what 4. Imitate changes in pitch– the leader. duration/ texture). confidently, others are playing. high and low. 4. Play notes on expressively and in 4. Make and control long instruments clearly 3. Perform with control tune. 4. Play more complex and short sounds and including steps/ and awareness of instrumental parts. using voices and leaps in pitch. what others are 4. Improvise on own with 5. Improvise using 5 instruments, playing by singing/ playing. increasing aural ear and including 5. Improvise (including memory. notes of the pentatonic simple improvisation call and response) 4. Improvise within a scale. (duration). within a group using 1 group using more than or 2 notes. 2 notes. Progression of skills: MUSIC Creating and developing musical ideas (composing) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 1. Make a sequence of 1. Choose and order 1. Compose and perform 1. Compose and perform 1. Compose and perform 1. Compose and perform long and short sounds sounds to create an melodies using two or melodies using three or melodies using four or melodies using five or with help (duration). effect (structure- three notes. four notes. five notes. more notes. beginnings/endings). 2. Clap longer rhythms 2. Use sound to create 2. Make creative use of 2. Use a variety of 2. Show confidence, with help. 2. Create short musical abstract effects the way sounds can be different musical thoughtfulness and patterns. (including using ICT). changed, organised devices including imagination in selecting 3. Make different sounds and controlled melody, rhythms and sounds and structures (high and low– pitch; 3. Create sequences of 3. Create/ improvise (including ICT). chords. to convey an idea. loud and quiet– long and short sounds- repeated patterns dynamics; fast and rhythmic patterns (ostinati) with a range 3. Create 3. Record own 3. Create music reflecting slow-tempo; quality of (duration). of instruments. accompaniments for compositions. given intentions and the sound- smooth, tunes using drones or record using standard crisp, scratchy, rattling, 4. Use pitch changes to 4. Effectively choose, melodic ostinati (riffs). 4. Create own songs notation. tinkling etc. – timbre). communicate an idea. order, combine and (raps- structure) control sounds (texture/ 4. Create (dotted) identifying where to 4. Use ICT to organise 5. Start to compose with structure). rhythmic patterns with place emphasis and musical ideas (where two or three notes awareness of timbre accents in a song to appropriate). and duration. create effects (duration). Progression of skills: MUSIC Responding and reviewing (appraising) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 1. Hear the pulse in 1. Identify the pulse in 1. Internalise the pulse in 1. Know how pulse stays 1. Know how pulse, 1. Know how the other music. music. music. the same but rhythm rhythm and pitch fit dimensions of music changes in a piece of together. are sprinkled through 2. Hear different moods in 2. Recognise changes in 2. Know the difference music. songs and pieces of music. timbre (sound quality- between pulse and 2. Use a range of words music. smooth, crisp, scratchy, rhythm. 2. Listen to several layers to describe music (eg. 3. Identify texture– one rattling, tinkling etc.), of sound (texture) and duration, timbre, pitch, 2. Use musical sound or several dynamics (loud and 3. Start to use musical talk about the effect on dynamics, tempo, vocabulary confidently sounds? quiet), tempo (fast and dimensions vocabulary mood and feelings. texture, structure, beat, to describe music. slow) and pitch (high to describe music– rhythm, metre, silence, 4. Choose sounds to and low). duration, timbre, pitch, 3. Use more musical riff, ostinato, melody, 3. Work out how represent different dynamics, tempo, dimensions vocabulary harmony, chord, flat, harmonies are used things (ideas, thoughts, 3. Start to recognise texture, structure. to describe music– sharp, dotted rhythm, and how drones and feelings, moods etc.). different instruments. duration, timbre, pitch, staccato, legato, melodic ostinati (riffs) 4. Use these words to dynamics, tempo, crescendo, are used to accompany identify where music texture, structure, diminuendo). singing. works well/ needs rhythm, metre, riff, improving. ostinato, melody, 3. Use these words to 4. Use knowledge of how harmony. identify strengths and lyrics reflect cultural weaknesses in own context and have social 4. Identify orchestral meaning to enhance and others’ music family timbres. own compositions 5. Identify cyclic patterns Progression of skills: MUSIC Listening and applying knowledge and understanding Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 1. Listen for different 1. Listen carefully and 1. Use musical 1. Combine sounds 1. Create music with an 1. Use increased aural types of sounds. recall short rhythmic dimensions together to expressively (all understanding of how memory to recall and melodic patterns. compose music. dimensions). lyrics, melody, rhythms sounds accurately. 2. Know how sounds are and accompaniments made and changed. 2. Use changes in 2. Know number of beats 2. Read notes and know work together 2. Use knowledge of dynamics, timbre and in a minim, crotchet, how many beats they effectively musical dimensions to 3. Make sounds with a pitch to organise music. quaver and semibreve represent (minim, (pitch/texture/ know how to best slight difference, with and recognise symbols crotchet, semibreve, structure). combine them. help. 3. Change sounds to suit (duration). quaver, dotted a situation, making own crotchet, rests). 2. Read/ work out the 3. Know and use 4. Use voice in different sounds and symbols to 3. Play with a sound-then- musical stave (notes as standard musical ways to create different make and record symbol approach. 3. Know that sense of Year 4). notation to perform and effects. music. occasion affects record own music 4. Use silence for effect performance. 3. Perform songs in a way (adding dotted 4. Start to look at basic and know symbol for a that reflects the quavers). formal notation- play by rest (duration). 4. Describe different meaning of the words, ear first. purposes of music in the venue and sense of 4. Use different venues 5. Describe different history/ other cultures. occasion so that the and occasions to vary 5. Know music can be purposes of music in audience appreciates performances. played or listened to for history/ other cultures. it. a variety of purposes 5. Describe different (in history/ different purposes of music in 4. Describe different cultures). history/ other cultures. purposes of music in history/ other cultures .
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