<p> Music Unit Brainstorm</p><p>Title/Context: Creating Images in Music Year Four Quality Musical Experience(s): Performance of Animal piece to class Performance of dance in assembly</p><p>Element(s): Timbre : identify a wider range of non-percussion instruments by name distinguish between different ways of playing percussion instruments Pitch : distinguish between steps, leaps and repeats in melodies</p><p>Skill(s): 1b use own instruments where appropriate and an increased range of tuned and untuned percussion with knowledge of correct technique 1c make improvements to their work in pairs, commenting on intended effect 2b experiment with repeating and reordering sound patterns and sections of pieces 1 Controlling sounds through singing and playing – Performing Skills  singing – Animal Fair, add simple rhythmic accompaniments to emphasise character of different animals in song, (birds, beasts, baboon, monkey, elephant) add own ideas  accompany singing with repeated melodic phrase e.g. “went to the animal fair”  playing phrases from song by ear – recognising steps/leaps and repeats 2 Creating and developing musical ideas – Composing Skills  pair work – recreate events in Animal Fair through short musical phrases on tuned percussion (no words)  pair work – compose short sound picture representing animal of own choice  small groups – compose longer piece representing two animals – give menu to include use of contrasting instruments, some interaction between animals, repeated sections, melodic phrases moving in steps/leaps, some rhythmic interest 3 Responding and reviewing – Appraising Skills  dance – respond to musical character, use of repeated sequences, steps and leaps to mirror music (Carnival of the Animals: Tortoises/Kangaroos/Finale)  baseboards – recognising steps/leaps and repeats in short extracts heard Vocabulary : Words associated with timbre, melody, steps, leaps, repeats, ostinati, accompaniment 4 Listening, and applying Knowledge and Understanding  naming instruments heard, discussing character of piece/choice of instrument  revisit work on rhythm – identify and use rhythmic patterns/ideas in song and music Musical Examples: Carnival of the Animals – Saint Saens (especially Tortoises, Elephant, Kangaroos, Personages with Long Ears, The Aviary, Finale) Use of ICT: keyboards as part of composition, tape record performance for pair evaluation Performance Opportunity: perform composition to class, dance display in assembly Music Unit Brainstorm</p><p>Title/Context: Creating Images in Music Year Three Quality Musical Experience(s): Performance of Animal piece to class Performance of dance in assembly</p><p>Element(s): Timbre : identify a range of percussion instruments by name distinguish between different ways of playing percussion instruments Pitch : distinguish between steps, leaps and repeats in melodies</p><p>Skill(s): 1b demonstrate accuracy and control of technique on a full range untuned percussion 1c make improvements to their work in pairs, with increasing awareness of balance 2b experiment with repeating and reordering sound patterns and sections of music</p><p>These unit brainstorms have been adapted into the Hampshire Music Service planning proformas from the QCA unit 9 entitled “Animal Magic”. It has been adapted to offer a more focused approach to the work and thus lead to greater development of skills and understanding explored throughout the work.</p>