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‘Experience the Music’
The programme incorporates exciting musical activities that engage children in:
- Vocalising and singing – exploring their voices.
- Focused listening – identifying sounds, learning new songs.
- Movement – with and without scarves. Listening to instructions and adding positional language. Responding to sounds in the music.
- Playing of rhythm instruments – experiencing and marking the steady beat, accompanying songs.
- Expressing what they hear through mark making.
- Play with a sense of purpose and enjoyment.
- Sing a variety of songs accompanied and unaccompanied with actions.
‘Weekly lesson plans allow for daily repetition along with sequential progression.’ (ETM Curriculum for the UK by Caroline Morris)
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Autumn 1 – Exploring and Perform
- Learning routines
- Exploring instruments and how sounds are made.
- Exploring opposites in music (fast/slow, loud/quiet, high/low)
- Following hand signals and symbols.
- Developing the sense of a steady beat.
- Playing with a sense of purpose and enjoyment.
Autumn 2 - Christmas Preparation – Learning songs, developing vocal technique, rehearsing and performing.
- Performing to parents in the Christmas Concert.
Spring and Summer are linked into Reception Topics.
Spring 1
Twinkle, Twinkle – Metal Sounds
- Coordinate actions to go with a song.
- Make changes to the voice to express different feelings.
- Explore metal sounds.
- Play metal instruments to accompany a song.
Space
- Learn space songs.
- Add movement to a space song.
- Explore a variety of sound makers.
- Listen, move and mark make to Holst’s Planet Suite (Mars and Venus)
- Play from a space themed graphic score
Spring 2
Space Sharing Assembly – incorporates space songs/ movement.
Three Little Pigs
- Learn Three Pigs Song.
- Explore instruments by shaking and tapping.
- Sing and accompany the song with appropriate instruments.
Summer 1
Farms
- Sing a variety of action songs, circle songs.
- Create own verses to a song and add actions.
- Choose appropriate instruments for these actions.
- Perform and play, ‘When we’re on a farm.’
Hungry caterpillar
- Learn a song to go with the story, add instruments, create a class performance.
Summer 2
Journeys - (Links in with trip to Thorndon woods to the Gruffalo Trail)
- Compose a song using ideas from the pupils, that describes the trip.
- Modify the words once they have been on the trip.
- Perform the song as a class
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Vocal Progression
Threaded throughout the day
Developed in music lessons.
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EYFS
- Start and stop together.
- Respond appropriately to a range of classroom songs, e.g. tidy-up songs, circle time songs, line-up songs.
- Speak and chant short phrases together.
- Find their singing voice and begin to develop a sense of pitch over a small range of notes.
- Sing a variety of songs both accompanied and unaccompanied.
- Co-ordinate actions to go with a song.
- Make changes in their voices to express different moods /feelings
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Topics – Key skills and Knowledge
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Autumn 1
Prep for Harvest Tea – 3 Songs
Sounds Interesting – identify sounds and change and use sounds expressively in response to a stimulus.
- Identify sound sources
- Listen with concentration
- Play instruments in different ways with control.
- Select sounds and sound sources carefully to describe the words in a song.
Autumn 2
Christmas Preparation – Learning songs, developing vocal technique, rehearsing and performing.
Christmas Performance to Parents
Spring 1
The long and short of it – Discriminate between long and short sounds and create interesting sequences of sound.
- Recognise and make long and short sounds.
- Explore long and short sounds on classroom instruments in response to symbols.
- Identify long and short sounds in music.
- Create a sequence of long and short sounds.
- Accompany a song with untuned instruments using long and short sounds.
Spring 1/2
Feel the Pulse – develop the ability to recognise the difference between pulse and rhythm and to perform with a sense of pulse.
- Identify the beat in pieces of music and join in at faster and slower tempi (speed)
- Identify the rhythm of the words.
- Accompany a song by playing the beat or rhythm using an ostinato
Spring 2
What’s the score – Exploring instruments and symbols
- Identify instruments and the way their sounds can be changed.
- Identify different groups of instruments.
- Identifying sounds and matching movements to given sounds.
- Perform together using symbols as a support.
- Choose sounds and instruments carefully as part of a class composition
Summer 1
Rain, Rain Go Away – Exploring Tempo (Fast and slow), timbre (tone quality of the sound, graphic notation) and dynamics (Loud and quiet)
- Sing songs expressively
- Describe different images created by music.
- Select appropriate instruments and choose and combine sounds carefully.
- Contribute ideas and control sounds as part of a class composition and performance.
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Summer 2
Taking Off – Exploring pitch - Discriminate between higher and lower sounds and create simple melodic patterns
- Follow pitch movement with their hands and use high middle and low voices.
- Sing a melody accurately at their own pitch.
- Play and sing phrases from dot notation.
- Create and choose sounds in response to a given stimulus.
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Autumn 1
Prep for Harvest Tea – 3 songs
The long and short of it – Discriminate between long and short sounds and create interesting sequences of sound.
- Recognise long and short sounds and make longer and shorter sound with their voices.
- Perform long and short sounds in response to symbols.
- Explore long and short sounds on classroom instruments in response to symbols.
- Recognise long and short sounds in music.
- Create a sequence of long and short sounds using graphic notation.
Autumn 2
Christmas Preparation – Learning songs, developing vocal technique, rehearsing and performing.
Christmas Performance to Parents
Spring 1
Listen and Appraise
- Listening with concentration to high quality recorded music
- Discuss the music introducing correct musical terminology - exploring the interrelated musical dimensions
Recorders
- Playing a musical instrument.
- Developing breath control
- Fostering a love of music.
- Playing repeated rhythmical pattern.
- Following Notation
- Play a piece of music as a class, controlling the breath using correcting fingering for the note B
Spring 1/ 2
Feel the Pulse – Exploring pulse and rhythm – ostinato, rhythmic patterns. develop the ability to recognise the difference between pulse and rhythm and to perform with a sense of pulse.
- Identify the beat in different pieces of music and join in at faster and slower speeds.
- Identify the rhythm of the words.
- Recall and perform rhythmic patterns to a steady beat.
- Accompany a chant/song by playing the beat or rhythm.
Spring 2
Taking Off – Exploring Pitch- Discriminate between higher and lower sounds and create simple melodic patterns
- Sing a melody accurately at pitch.
- Recognise that symbols can represent sound.
- Play and sing different pitches from notation.
- Perform different pitches on tuned percussion instruments
- Compose a pitch pattern and play it accurately.
Summer 1
Rain, Rain Go Away – Exploring Tempo (Fast and slow), timbre (tone quality of the sound, graphic notation) and dynamics (Loud and quiet)
- Sing songs expressively
- Describe different images created by music.
- Select appropriate instruments and choose and combine sounds carefully.
- Contribute ideas and control sounds as part of a class composition and performance.
Summer 2
Music in the round preparation –
- Learning songs, performing with live musicians,
- Learning about orchestral instruments.
- Listening to live music - fostering a love of music
- Visiting a theatre
- Developing musical ideas into a Leavers’ Assembly performance.
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Vocal Progression
(Class singing,
Singing assembly,
Choir)
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YEAR 1
- speak and chant together
- sing in time to a steady beat
- co-ordinate actions to go with a song
- follow simple signals: stop/start
- sing songs in different styles conveying different moods (happy, sad, angry etc) and with sense of enjoyment
- perform an action or a sound (clapping, stamping, etc.) on the steady beat whilst singing
- sing songs showing increasing vocal control (singing more in tune, breathing deeply, singing words clearly)
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YEAR 2
- sing a variety of songs with more accuracy of pitch
- echo short sung melodic phrases
- identify if pitch is getting higher/lower/staying the same
- sing words clearly and breathing at the end of phrases
- convey the mood or meaning of the song
- follow a leader (teacher)starting and stopping together
- sing with a sense of control of dynamics [volume] and tempo [speed]
- demonstrate some confidence in performing as a group and as an individual
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