coit primary used the charanga music sow, bbc ten pieces
TRANSCRIPT
Subject: Music 2021-2022
1
Coit Primary used the Charanga Music SOW, BBC Ten pieces resources and bought in Singing sessions from Sheffield Music Service Y3 Y4 Y5
and KS1 has a digital singing package in the Spring
Musicianship delivered in the Autumn Term/Spring/Summer Term by Sheffield Music Hub teachers for Y3 4 5 6
F2 Y1 Y2 will use Charanga SOW
BBC Ten Pieces website is used to supplement units for lIstening and Appraising A1 A2 SP1 SP2 SU1 SU2
Learn to sing nursery rhymes and action songs
FS Expressive Art
and Design
ME Charanga Style: Mixed styles Songs
● Celebration ● Happy ● Sing ● Sing a rainbow ● Happy Birthday ● Our House
Listen and Appraise How does the music make you feel? Nursery Rhymes
● Pat-a-cake ● 1, 2, 3, 4, 5,
Once I Caught a Fish Alive
● This Old Man ● Five Little Ducks ● Name Song ● Things For
Fingers
Musical Activities
My Stories Charanga Style: Mixed styles Songs
● Roll Alabama ● Boogie
Wonderland ● Don’t go breaking
my heart ● Frosty the
snowman ● Spiderman
Nursery Rhymes
● I’m A Little Teapot
● The Grand Old Duke Of York
● Ring O’ Roses ● Hickory Dickory
Dock ● Not Too Difficult ● The ABC Song
Musical Activities
● Rhythm Games Pitch
Everyone Charanga Style:Mixed Styles Songs
● We are family ● Thula Baba ● ABC ● My mum is
amazing ● Conga ● Mozart’s horn
Nursery Rhymes
● Wind The Bobbin Up
● Rock-a-bye Baby ● Five Little
Monkeys Jumping On The Bed
● Twinkle Twinkle ● If You're Happy
And You Know It ● Head, Shoulders,
Knees And Toes
Musical Activities
Our World Charanga
Style:Mixed Styles
Songs
● Lovely Day ● Beyond the sea ● Mars from the
planets ● Frog’s legs and
dragon’s teeth ● Ain't no
mountain high enough
● Singing in the rain
Nursery Rhymes
● Old Macdonald ● Incy Wincy Spider ● Baa Baa Black
Sheep ● Row, Row, Row
Your Boat ● The Wheels On
The Bus ● The Hokey Cokey
Musical Activities
Big Bear Funk Transition Unit Charanga
Style:Mixed Styles
Songs
● Big Bear Funk ● I feel good ● Don’t you worry about a thing ● My promise ● Superstition ● Pick up the pieces
Musical learning focus:
● Learning to sing Big Bear Funk and revisiting other nursery rhymes and action songs
●
●
●
●
● Musical Activities
● Playing instruments within the song ● Improvisation using voices and instruments ● Riff-based composition
Subject: Music 2021-2022
2
● Copycat rhythm games
● High low games (pitch)
● Singing rhymes
● Playing Instruments tuned and untuned percussion
● Rhythm ● Pitch ● Using
instruments glocks and percussion
● Pitch ● Rhythm ● Pulse ● Tempo ● Structure ● glocks and
percussion
● Share and perform the learning that has taken place
Listening and Appraising
Hands in the air BBC Listen and Respond
Rhythm
https://www.bbc.co.uk/teach/bring-the-noise/hands-in-the-air-lyrics/z7g78xs
Gareth Malone Tips for teaching singing Bring the noise Teacher Techniques
https://www.bbc.co.uk/teach/bring-the-noise/get-singing-with-gareth-malone/zkvj92p
I am a robot BBC Listen and Respond Moving in time https://www.bbc.co.uk/teach/bring-the-noise/i-am-a-robot-song/zkf9bdm
Andy’s Animal Raps
BBC Bring the noise
Rainforest
Woods
Polar Party
Minibeasts
Who lives under the sea
https://www.bbc.co.uk/teach/bring-the-noise/andys-raps-index/z6tjcqt
Yolanda's Band Jam
BBC Bring the noise
Rhythm
Pulse
Pitch
Dynamics
Dif
https://www.bbc.co.uk/teach/bring-the-noise/music-eyfs-yolanda-brown-band-jam/zbgxwty/ferent instruments in a band
Bring the noise (BBC)
Pulse
Rhythm
Playing as an ensemble
https://www.bbc.co.uk/teach/bring-the-noise/bring-the-noise-lyrics/zrskgwx
Performance Christmas Nativity
Subject: Music 2021-2022
3
Y1
Charanga
Hey You! Charanga Style:Old School Hip Hop Songs
● Hey You ● Me Myself and I ● Fresh Prince of
Bel AIr ● Rapper’s Delight ● U can't touch
this ● It’s like that ● No Place like
home Listen and Appraise
● Vocal lines-how many singers
● Male of female singers?
● How many instruments are used?
● Are there any solos?
● What is the hook?
● Tempo-slow or fast or inbetween?
● Texture and layers of sound
KS1 Christmas Performance Songs
Sheffield Music Hub Digital Package Week 1-3 - Pulse and rhythm (notation introduction) Week 4-6 - Pitch (including kodaly)and harmony Week 7-10 - Singing and performance techniques
Your Imagination Charanga Style: Mixed styles Songs
● Your imagination ● Supercalifragilisticex
pialidocious ● Pure Imagination ● Daydream believer ● Rainbow connection ● A whole new world
Listen & Appraise ● Does the song tell a
story? ● How does the music
make you feel? ● What do you like
about this song? Musical Activities
● Games ● Singing ● Playing ● Improvisation ● composition
Subject: Music 2021-2022
4
Musicianship
Sheffield Music Service TBD
Listening and Appraising
https://www.bbc.co.uk/programmes/articles/3Qq9cBQHpg6FJqTRsnqbGB6/primary-music-ks1-little-red-riding-hood-info
John Adams Short Ride in a Fast Machine https://www.bbc.co.uk/teach/ten-pieces/intro-films-and-orchestral-films/zv2gqp3
Thunder JAM BBC KS1 Weather Space https://www.bbc.co.uk/teach/bring-the-noise/ks1-thunder-jam/zkfkgwx
Thunder Jam BBC KS1 music Cities Rainforests https://www.bbc.co.uk/teach/bring-the-noise/ks1-thunder-jam/zkfkgwx
Performance Harvest Festival Christmas Performance Preparation KS1
Y2 Charanga
Hands,feet,heart Charanga Style-South African Music Songs
● Hands Feet Heart
● The Click Song ● The Lion Sleeps
Tonight ● Bring him back
Listen & Appraise - ● Vocal lines-how
many singers ● Male of female
singers? ● What is the
hook?
KS2 Christmas Performance Songs
Sheffield Music Hub Digital Package Week 1-3 - Pulse and rhythm (notation introduction) Week 4-6 - Pitch (including kodaly)and harmony Week 7-10 - Singing and performance techniques
Glockenspiel Learning how to play a music instrument
Glockenspiel Learning how to play a music instrument
Subject: Music 2021-2022
5
● Tempo-slow or fast or inbetween?
● Use of voices-calling and responding
● find the pulse, recognise instruments, listen, discuss other dimensions of music.
Musical Activities ● Warm up games ● Singing songs
Musicianship
Sheffield Music Service
Listening and Appraising
Fire of London Theme https://www.bbc.co.uk/teach/school-radio/history-ks2-the-great-fire-of-london/z4bft39
Performance Harvest Festival KS1 Performance preparation for Christmas
Subject: Music 2021-2022
6
Y3 Autumn Term Students will be able to confidently identify a
pulse in a piece of music, exploring different time
signatures and beat patterns. They will be able
to repeat musical rhythms taught to them.
Students will be introduced to notes from
western music notation and begin to explore
reading and writing music.
Spring Term
Students will be able to confidently identify and
explore different pitches within the capabilities
of their voice. They will be introduced to the
Kodaly method using songs including do-do.
They will experiment with harmony using match
songs, rounds and will begin to understand
how those parts create simple harmony.
Summer Term
Students will use their voices expressively
and confidently to communicate music with
accuracy and competence. They will be
confident in considering the use of dynamics,
tempo, expression, articulation and structure
and the impact of these on a performance.
Students will be offered a performance
opportunity to be decided with your assigned
Music Leader.
Y3 Musicianship
Sheffield Music Hub
Autumn 1 Sheffield Music Hub Singing and
Performance
Technique
Exploring pulse and rhythm to provide a bedrock of music
making and quality listening. Children should
explore walking/moving/clapping to a steady beat and be able to
confidently identify changes in speed
(tempo)
Autumn 2 Sheffield Music Hub Singing Seasonal
Repertoire
The repertoire builds on
the Pulse and Rhythm skills being developed in Autumn 1, as well as
encouraging vocal confidence. When teaching the
music, we will use language and visuals used to teach musicianship including
beat, pulse, or rests.
Building on the culture of learning raps and
Spring 1 Sheffield Music Hub Singing
Pitch and Harmony
Focus on exploring pitch,
understanding the relationship between notes as higher and lower,
and exploring notes happening at the same time to create a harmony.
By using;
● Kodaly Method
(do-do) ● Rounds
● Match Songs ● Simple harmonies
Spring 2 Sheffield Music Hub Singing
Seasonal
Repertoirce
Perform a range of songs in school
assemblies Play and perform in solo and
ensemble contexts, using their voices and playing musical
instruments with increasing
accuracy, fluency, control and
Summer 1 Sheffield Music Hub Singing
We will focus on good physical preparation for
singing; warming up, breath control, posture, in order to make sure
they are best prepared for good singing technique.
They will use their voices expressively and creatively by singing songs and speaking
chants and rhymes.
Begin to confidently perform using
Summer 2 Sheffield Music Hub Singing
Seasonal Repertoire
We will see assured
performances that are technically sound and engaging to listen
to. Students should feel a shared
responsibility for the quality of the
outcome and a sense of pride in
Subject: Music 2021-2022
7
Repeat copy-cat rhythms using both
notation and word-pattern chants including crochet,
quavers and rests. Introduce and understand the differences between
crotchets and paired quavers. Use and understand staff and other musical notations. While each class may differ in their fluency of reading each class
should have the opportunity to see simple bars of music. Students should feel
confident reading simple bars of music and may write some
rhythms of their own. By using;
● Raps
● Rhymes ● Chants
● Body percussion
● Tongue twisters
students will start to
chants, students will be taught lyrics to songs
using the same methods, encouraging a strong sense of pulse
and rhythm. At this point in the year we aspire to students
singing songs with a confident sense of pulse, rhythms and expressive voices. These activities focus on listening with attention to detail and recall sounds with
increasing aural memory
● Visualisation/Notation
students will learn about the pitch capabilities of their own voice by singing
collectively and at the same pitch. They will listen with attention to detail and recall sounds
with increasing aural memory Students will sing a widening range of unison songs of varying styles and structures with a pitch range of do–do, tunefully and with expression.
Groups will sing rounds and partner songs in different time signatures
(2, 3 and 4 time) and begin to sing repertoire with small and large leaps
as well as a simple second part to introduce vocal harmony.
We will experiment with positioning singers
randomly within the group – i.e. no longer in discrete
parts – in order to develop greater listening skills,
balance between parts
expression expression, including understanding the
context and lyrics of a song, and the impact of their performance
decisions on an audience. Students will be
comfortable using vocabulary describing the dimensions of music and confidently make appropriate choices of dimensions of music when singing such as;
● Dynamics
(forte/piano/crescendo/diminuendo)
● Tempo
● Structure (verse/chorus/part 1/part 2)
● Articulation ● Expression
Students will take
ownership of their
sound and apply their understanding of music
making to their voices.
What makes a good
performance?
their accomplishments.
We will also open a discussion as to
where they can take their music making next. Now that this package
has ended, what will they do now as a class and as individuals to continue their musical development?
Subject: Music 2021-2022
8
feel the weight and stress on words to
indicate bars, beat groupings, and begin to understand pulse
keeping to aid musical precision and speed. Students will apply word chants to
rhythms, understanding how to link each syllable to one musical note. They will use their voices expressively and creatively by singing songs and
speaking chants and rhymes.
When approaching notation use the french counting
method as a standard.
Suggested exercises
Divide the class into 4 groups and give each
group a bar of simple 4/4 rhythm. Ask the
students to pick something they are
studying in another
and vocal independence.
Students will focus on singing a wide range of call and response songs
to control vocal pitch and to match the pitch they hear with accuracy.
They will experiment with, create, select and combine sounds using the inter-related dimensions of music.
Students will observe
phrasing, accurate pitching and appropriate style.
Students will develop a sense of confidence and ownership
regardless of the size or nature of the stage or performing/recording space; engage with an audience; respect fellow performers and acknowledge applause They will compare
different performance styles and examine what decisions performers have made
to best affect their audience.
Encourage peer feedback. Create an environment where
pupils can
constructively express their thoughts on
performances. This is a valuable way to develop
listening skills and musical vocabulary.
Subject: Music 2021-2022
9
lesson and fit some words to their given
rhythm. (for example, a bar of crotchets linked to a
geography lesson; glo-bal-war-ming) Build up the bars until you have a samba
band of students chanting about their current learning. Students will improvise and compose music for a range of purposes using the inter-related dimensions of music.
Play and perform in solo and ensemble
contexts, using their voices with increasing accuracy, fluency,
control and expression.
Listening and Appraising
Brazil Amazon Theme Trailblazers Little Train of the Caipira Brazil x 6 lessons Heitor Lobos https://www.bbc.co.uk/teach/ten-pieces/classical-music-heitor-villa-lobos/z4nsmfr
Winter Theme Vivaldi Trailblazer (artwork inspiration)
https://www.bbc.co.uk/teach/ten-pieces/winter-from-the-four-seasons-by-vivaldi-ks2-lesson-plans/zvwbnrd https://www.bbc.co.uk/teach/ten-pieces/intro-films-and-orchestral-films/zv2gqp3
Troy songs linked to the story of the Trojan War x7 (5 mins max) https://www.bbc.co.uk/teach/school-radio/music-ks2-heroes-of-troy-index/zn4d8xs
Performance Harvest Festival Christmas Performance
Singing Festival at the Comp?
Subject: Music 2021-2022
10
Y4 Music
Musicianship
Autumn 1 Sheffield
Music Hub Singing and Performance
Technique Exploring pulse and rhythm to
provide a bedrock of music making and quality listening. Children should explore walking/moving/
clapping to a steady beat and be able to confidently
identify changes in speed (tempo)
Repeat copy-cat rhythms
using both
notation and word-pattern
chants including
crochet, quavers and
rests. Introduce
Autumn 2 Sheffield Music
Hub Singing Seasonal Repertoire
The repertoire builds on the Pulse and Rhythm
skills being developed in Autumn 1, as well as encouraging vocal confidence. When teaching the music, we will use language and
visuals used to teach musicianship including beat,
pulse, or rests. Building on the
culture of learning raps and chants, students will be
taught lyrics to
songs using the same methods,
encouraging a strong sense of
pulse and rhythm.
At this point in the
Spring 1 Sheffield Music Hub
Singing Pitch and Harmony
Focus on exploring pitch, understanding the relationship between notes as
higher and lower, and exploring notes happening at the same time to create a harmony. By using;
● Kodaly Method (do-do)
● Rounds ● Match Songs
● Simple harmonies
● Visualisation/N
otation students will learn about the pitch
capabilities of their
own voice by singing collectively and at the
same pitch. They will listen with attention to
detail and recall sounds with
Spring 2 Sheffield Music
Hub Singing Seasonal Repertoire
Perform a range of songs in
school assemblies Play and perform in solo and ensemble contexts, using their voices and playing musical
instruments with increasing accuracy, fluency, control
and expression
Summer 1 Sheffield Music Hub
Singing We will focus on good
physical preparation for singing; warming up, breath control, posture, in order to make sure they are best
prepared for good singing technique. They will use their voices expressively and creatively by singing songs and speaking chants and rhymes. Begin to confidently perform
using expression, including understanding the context and lyrics of a song, and the impact of their performance
decisions on an audience. Students will be comfortable
using vocabulary describing the dimensions of music and confidently make appropriate
choices of dimensions of
music when singing such as; ● Dynamics
(forte/piano/crescendo/diminuendo)
● Tempo ● Structure
(verse/chorus/part
Summer 2 Sheffield Music Hub
Singing Seasonal Repertoire
We will see assured performances that are technically sound and
engaging to listen to. Students should feel a shared responsibility for the quality of the outcome and a sense of pride in their accomplishments. We will also open a
discussion as to where they can take their music making next. Now that this package has ended, what will they do
now as a class and as individuals to continue their musical development?
Subject: Music 2021-2022
11
and understand the differences
between crotchets and paired quavers.
Use and understand staff and other
musical notations. While each class may differ in their fluency of reading each class should have the opportunity to
see simple bars of music. Students should feel
confident reading simple bars of music
and may write some rhythms of their own.
By using; ● Raps
● Rhymes ● Chants
● Body percussi
on
year we aspire to students singing
songs with a confident sense of pulse, rhythms
and expressive voices. These activities
focus on listening with attention to detail and recall sounds with increasing aural memory
increasing aural memory
Students will sing a widening range of
unison songs of varying styles and structures with a pitch range of do–do,
tunefully and with expression. Groups will sing rounds and partner songs in different time signatures (2, 3 and 4 time) and begin to sing repertoire with
small and large leaps as well as a simple second part to introduce vocal
harmony. We will experiment
with positioning singers randomly within the group – i.e.
no longer in discrete
parts – in order to develop greater
listening skills, balance between
parts and vocal independence.
1/part 2) ● Articulation
● Expression Students will take ownership of their sound and apply their
understanding of music making to their voices.
What makes a good
performance?
Students will observe phrasing, accurate pitching and appropriate style. Students will develop a sense of confidence and ownership
regardless of the size or nature of the stage or performing/recording space; engage with an audience;
respect fellow performers and acknowledge applause
They will compare different performance styles and examine what decisions
performers have made to
best affect their audience.
Encourage peer feedback. Create an environment where
pupils can constructively express their thoughts on
performances. This is a
Subject: Music 2021-2022
12
● Tongue twisters
students will start to feel the weight and
stress on words to indicate bars, beat groupings, and begin to
understand pulse keeping to aid musical precision and speed. Students will apply word chants to rhythms,
understanding how to link each syllable to one musical
note. They will use
their voices expressively and creatively
by singing
songs and speaking
chants and rhymes.
When
Students will focus on singing a wide range
of call and response songs to control vocal pitch and to match the
pitch they hear with accuracy. They will experiment
with, create, select and combine sounds using the inter-related dimensions of music.
valuable way to develop listening skills and musical
vocabulary. Play and perform in solo and
ensemble contexts, using their voices with increasing accuracy, fluency, control and expression.
Subject: Music 2021-2022
13
approaching notation use
the french counting method as a
standard. Suggested exercises
Divide the class into 4 groups and give each group a bar of simple 4/4 rhythm. Ask the students to pick something they are studying in
another lesson and fit some words to their given rhythm.
(for example, a bar of crotchets linked to a
geography lesson; glo-bal-war-ming)
Build up the
bars until you have a samba
band of students
chanting about their current
learning.
Subject: Music 2021-2022
14
Students will improvise and
compose music for a range of purposes using
the inter-related dimensions of music.
Subject: Music 2021-2022
15
Listening and
Appraising
Mountain Theme Grieg In the hall of the mountain king https://www.bbc.co.uk/programmes/articles/1rpRf1Q7cK683F9LlwqTb5x/in-the-hall-of-the-mountain-king-by-edvard-grieg
Mountain Theme Mussorgsky A Night on Bare Mountain https://www.bbc.co.uk/programmes/articles/1gKvMXSQVvqyfcv1Xjjnkr5/a-night-on-the-bare-mountain-by-modest-mussorgsky
Romans story set to music 7/8 units https://www.bbc.co.uk/teach/school-radio/music-ks1-ks2-rocking-romans-songs-index/z79phbk
Performance
Harvest Festival Christmas Performance
Singing Festival
Subject: Music 2021-2022
16
Year 5
Music Musicianship
Summer 2 Sheffield Music
Hub Singing Seasonal Repertoire
We will see assured
performances that are technically
sound and engaging to listen to.
Students should feel a shared responsibility for
the quality of the outcome and a sense of pride in their accomplishment
s. We will also open a discussion as to where they can take their music
making next.
Now that this package has
ended, what will
they do now as a class and as
Summer 2 Sheffield Music
Hub Singing Seasonal Repertoire
We will see assured
performances that are technically
sound and engaging to listen to.
Students should feel a shared responsibility for
the quality of the outcome and a sense of pride in their accomplishment
s. We will also open a discussion as to where they can take their music
making next.
Now that this package has
ended, what will
they do now as a class and as
Summer 2 Sheffield Music
Hub Singing Seasonal Repertoire
We will see assured
performances that are technically sound
and engaging to listen to. Students should
feel a shared responsibility for the quality of the
outcome and a sense of pride in their accomplishments.
We will also open a discussion as to where they can take their music making next. Now that this package has ended, what
will they do now
as a class and as individuals to
continue their
musical development?
Summer 2 Sheffield Music Hub Singing
Seasonal Repertoire We will see assured
performances that are technically sound and engaging to listen to.
Students should feel a shared responsibility for the quality of
the outcome and a sense of pride in their accomplishments. We will also open a discussion
as to where they can take their music making next. Now that this package has ended, what
will they do now as a class and as individuals to continue their musical development?
Summer 2 Sheffield Music Hub
Singing Seasonal Repertoire
We will see assured performances that are technically sound and
engaging to listen to. Students should feel a
shared responsibility for the quality of the outcome and a sense of pride in their accomplishments.
We will also open a discussion as to where
they can take their music making next. Now that this package has ended, what will they do now as a class and as individuals to
continue their musical development?
Summer 2 Sheffield Music Hub
Singing Seasonal Repertoire
We will see assured performances that are technically sound
and engaging to listen to.
Students should feel a shared responsibility for the quality of the
outcome and a sense of pride in their accomplishments.
We will also open a discussion as to where they can take their music making
next. Now that this package has ended, what will they do now as a class and as individuals to continue their musical development?
Subject: Music 2021-2022
17
individuals to continue their
musical development?
individuals to continue their
musical development?
Listening and Appraising
Viking Theme Wagner BBC Ten Pieces Ride of the Valkyries https://www.bbc.co.uk/teach/ten-pieces/intro-films-and-orchestral-films/zv2gqp3 http://downloads.bbc.co.uk/learning/tenpieces/KS2-3/Wagner/KS2%20-%20Primary/Ride%20of%20the%20Valkyries%20by%20Richard%20Wagner.pdf Listening and describing a piece of music Use motifs to create a piece of music Structure sections to create a rondo
Vikings Saga Songs Theme BBC https://www.bbc.co.uk/teach/school-radio/music-ks2-viking-saga-songs-index/z72w8xs
EARTH Theme Hans Zimmer x 6 lessons BBC TEn pieces https://www.bbc.co.uk/teach/ten-pieces/classical-music-hans-zimmer-earth/zh4k382 Watch the live recording with film Learn to play a shimmer Create vocal melodies Improvise and compose music Create 3 note repeating patterns and different durations Create motifs Structure sessions into a bigger shape Learn about dynamics
Subject: Music 2021-2022
18
Create leitmotifs and use to create a narrative Perform
Performance Harvest Festival Christmas Performance
Y6 Music
Learning how to play
an instrument
Ukulele lessons
Learning how to play an instrument
Ukulele lessons
Charanga
Happy
Style: Pop Music with soul
Songs
● Top of the World ● Don’t worry be happy ● Walking on Sunshine ● When you’re smiling ● Love will save the day
Listen and Appraise
● Tempo ● Dynamics ● Range of instruments ● Number of voices ● How are they used
during the song ● Identify a hook
Musical Activities ● Games ● Singing ● Playing ● Improvisation ● Composition
Charanga:
You’ve got a friend
Style: Carole King music
Songs
-One fine day
-Up on the roof
-Will you still love me
tomorrow
-You make me feel like a
natural woman
Subject: Music 2021-2022
19
Listening and Appraising
WW1
Vaughan Williams
Lark Ascending
https://www.bbc.co.
uk/teach/ten-
pieces/intro-films-
and-orchestral-
films/zv2gqp31
WW11 Theme
Elgar Enigma
BBC Ten
pieces
https://www.b
bc.co.uk/teach
/ten-
pieces/intro-
films-and-
orchestral-
films/zv2gqp3
Ravi Shankar Hindusatini x 6
lessons BBC 10 Pieces
https://www.bbc.co.uk/teach/te
n-pieces/classical-music-ravi-
shankar-symphony-
finale/znk8bdm
● Listen to a
performance from a
different tradition
● Learn about drones and
ragas
● Learn about call and
response
● Create a coda
● Build structure sections
of music into a bigger
piece and perform
Performance Harvest Festival
Christmas
Performance
Y6 leaving production