Music Implementation
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Year Group Autumn Spring Summer Scheme All units refer to the Charanga scheme. During each phase children will be exposed to a range of musical instruments including string, percussion and woodwind. Assessment At the end of each term pupils are expected to know, apply and understand the matters, skills and processes taught in the relevant program of study. At the end of each term teacher assessment will be recorded on the foundation tracker. Teacher assessment at the end of each term is based on a combination of classroom observations, self-evaluation and performances. 1 Hey You and Rhythm In The Way We Your Imagination and Reflect, In The Groove and Round & Round Walk & Banana Rap Rewind & Replay 2 Friendship Song and Reflect, Rewind Hands, Feet, Heart and Ho, Ho, Ho I Wanna Play in a Band and Zootime & Replay 3 Three little birds and The Dragon Bringing us together – Reflect, Let your spirit fly – Glockenspiel 1 Song Rewind and Replay Blackbird, Reflect, Rewind and 4 Mamma Mia, Glockenspiel Stage 2 Stop, Lean On Me Replay Guitars with peripatetic teacher Guitars with peripatetic teacher Guitars with peripatetic teacher 5 Livin’ on a Prayer and Classroom Make You Feel My Love and The Dancing in the Street and Reflect, Jazz Fresh Prince of Bel Air Rewind and Replay 6 A New Year Carol and You’ve Got a Music and Me and Reflect, Rewind Happy and Class Room Jazz 2 Friend and Replay Music Curriculum Coverage Whole School Music Skills Ladder Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and National Curriculum inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of Purpose of study achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. Music skills progression Year National Curriculum Objectives Vocabulary Key Genres, Musicians and Significant Musical Pieces Listen and appraise Y1 ✓ use their voices Y1 specific: pulse, Y1 ● To learn how they can enjoy moving to & expressively and rhythm, pitch, rap, Old School Hip Hop – music by dancing, marching, being Y2 creatively by singing improvise, compose, Me, Myself and I by De La Soul animals or pop stars. songs and speaking melody, bass Fresh Prince of Bel-Air by Will Smith ● To learn how songs can tell a story or chants and rhymes guitar, drums, decks, Rapper’s Delight by The Sugarhill Gang describe an idea. ✓ play tuned perform, singers, U Can’t Touch this by MC Hammer and untuned instruments keyboard, percussion, It’s Like That by Run DMC Games musically trumpets, saxophones, Reggae – ● Find the pulse. ✓ listen with Blues, Baroque, Latin, The Planets, Mars by Gustav Holst (Classical) ● Listen to the rhythm and clap back. concentration and Irish Folk, Funk, Tubular Bells by Mike Oldfield (Pop) ● Copy back short rhythmic phrases. understanding to a groove, audience, The Banana Rap by Jane Sebba (Hip Hop) ● Create rhythms for others to copy. range of high-quality imagination Happy by Pharrell Williams (Pop) When I’m 64 by live and recorded music The Beatles (Pop) Singing ✓ experiment with, Y2 specific: Blues, Baroque, Latin, Bhangra, Folk, Funk – ● Learn about voices, singing notes of create, select and keyboard, drums, How Blue Can You Get by B.B. King (Blues) different pitches (high and low). combine sounds using bass, electric guitar, Let The Bright Seraphim by Handel (Baroque) ● Learn that they can make different the inter-related saxophone, trumpet, Livin’ La Vida Loca by Ricky Martin (Latin/Pop) types of sounds with their voices – you dimensions of music pulse, rhythm, pitch, Jai Ho by J.R. Rahman (Bhangra/Bollywood) can rap or say words in rhythm. improvise, compose, Lord of The Dance by Ronan Hardiman (Irish) ●Learn to start and stop singing when audience, question and Diggin’ On James Brown by Tower of Power (Funk) following a leader. answer, melody, Bossa Nova – ● Learn to find a comfortable singing dynamics, tempo, Livin’ La Vida Loca by Ricky Martin (Latin/Pop) position. perform/performance, Imperial War March by John Williams (Film) Playing audience, rap, Reggae, It Had Better Be Tonight by Michael ● Play a tuned instrumental part with glockenspiel Bublé (Latin/Big Band) the song they perform. Why Don’t You by Gramophonedzie Music Curriculum Coverage Whole School ● Learn to play an instrumental part (Big Band/Dance) that matches their musical Oya Como Va by Santana (Latin/Jazz) challenge, using one of the Pop – differentiated parts (a one-note part, a Supercalifragilisticexpialidocious from Mary simple part, medium part). Poppins ● Listen to and follow musical Pure Imagination from Willy Wonka & The Chocolate instructions from a leader. Factory ● Play the part in time with the steady Daydream Believer by The Monkees pulse. Rainbow Connection from The Muppet Movie A Whole New World from Aladdin Improvisation Classical – ● Listen and clap back, then listen and A Song Before Sunrise by Frederick Delius (20th clap your own answer (rhythms of Century) words). The Firebird by Igor Stravinsky (20th Century) ● Use voices and instruments, listen and The Bird by Sergei Prokofiev (20th Century) sing back, then listen and play your own Grand March from Aida by Giuseppe Verdi answer using one or two notes. (Classical) ● Take it in turns to improvise using one Bolero by Maurice Ravel (20th Century) or two notes. The Lamb by John Tavener (Contemporary) Composition Y2 ● Help to create a simple melody using Afropop, South African – one, two or three notes. The Click Song sung by Miriam Makeba ● Learn how the notes of the The Lion Sleeps Tonight sung by Soweto Gospel composition can be written down and Choir changed if necessary. Bring Him Back by Hugh Masekela ● Help create three simple melodies You Can Call Me Al by Paul Simon with the Units using one, three or five Hlokoloza by Arthur Mafokate different notes. A song with rapping and improvising for Christmas Performance – ● Record and perform a song, adding Please choose your own song here own ideas. Bring Him Back Home (Nelson Mandela) by Hugh Masekela (Freedom Song) Suspicious Minds by Elvis Presley (Pop) Sir Duke by Stevie Wonder (Funk) Music Curriculum Coverage Whole School Fly Me to the Moon by Frank Sinatra (Big Band/Jazz) Rock – We Will Rock You by Queen Smoke On The Water, by Deep Purple Rockin’ All Over The World, by Status Quo Johnny B. Goode, by Chuck Berry I Saw Her Standing There, by The Beatles Reggae – Kingston Town by UB40 Shine by ASWAD IGY by Donald Fagen Feel Like Jumping by Marcia Griffiths I Can See Clearly Now by Jimmy Cliff Pop – Count On Me by Bruno Mars We Go Together (Grease soundtrack) You Give A Little Love (from Bugsy Malone) That's What Friends Are For by Gladys Knight, Stevie Wonder, Dionne Warwick with Elton John You've Got A Friend In Me by Randy Newman Classical – Peer Gynt Suite: Anitras Dance by Edvard Grieg (Romantic) Brandenburg Concerto No 1 by Johann Sebastian Bach – Baroque from The Diary Of A Fly by Béla Bartók (20th Century) Fantasia On Green sleeves by Ralph Vaughn Williams (20th Century) Dance of The Sugar Plum Fairy by Pytor Tchaikovsky (Romantic) The Robots (Die Roboter) by Kraftwerk (Contemporary) Music Curriculum Coverage Whole School Listen and appraise Y3 ✓ to sing and play Y3 specific: Y3 ● To confidently identify and move to & musically with increasing structure, RnB – the pulse. Y4 confidence and control intro/introduction, Please choose your own song/piece here ● To think about what the words of a ✓ improvise and compose verse, chorus, Colonel Bogey March by Kenneth Alford (Film) song mean. music for a range of improvise, compose, Consider Yourself from the musical ‘Oliver!’ ● To take it in turn to discuss how the purposes using the pulse, rhythm, pitch, (Musicals) song makes them feel. inter-related dimensions tempo, dynamics, bass, Ain’t No Mountain High Enough by Marvin Gaye ● Listen carefully and respectfully to of music drums, guitar, (Motown) other people’s thoughts about the music. ✓ listen with attention to keyboard, You’re The First, The Last, My Everything by Barry detail and recall sounds synthesizer, hook, White (Soul) Games with increasing aural melody, Mixed Styles – ● Clap and say back rhythms. memory texture, structure, Easy E ● Create your own simple rhythm ✓ appreciate and electric guitar, organ, Strictly D patterns and lead the class using their understand a wide range backing vocals, hook, Drive simple rhythms. of high-quality live and riff, melody, Reggae, D-E-F-initely ● Listen and sing back’ (no notation). recorded music drawn pentatonic Roundabout ● Copy back pitch with instruments, from different scale, imagination, March of the Golden Guards without, then with notation. traditions and from Disco Portsmouth Singing great composers and Reggae– ● To sing in unison and in simple two- musicians Y4 specific: Jamming by Bob Marley parts. keyboard, electric Small People by Ziggy Marley ● To demonstrate a good singing guitar, bass, drums, 54-56 Was My Number by Toots and The Maytals posture. improvise, compose, Ram Goat Liver by Pluto Shervington ● To follow a leader when singing. melody, pulse, rhythm, Our Day Will Come by Amy Winehouse ● To enjoy exploring singing solo. pitch, tempo, A Pop song that tells a story – ● To sing with awareness of being ‘in dynamics, texture, Birdsong (Chinese Folk Music) tune’. structure, compose, Vaishnava Java (A Hindu Song) ● To have an awareness of the pulse improvise, hook, riff, A Turkish Traditional Tune internally when singing. melody, solo, Aitutaki Drum Dance from Polynesia ● To re-join the song if lost.