MUSIC KNOWLEDGE ORGANIZER Year 4 Term 1

Topic – 4i - Musical verse 1: Drones

Make up and notate your own tune and drone accompaniment using both treble and bass clef notation so that others can learn it

Skills Play a wider range of notes on tuned instrument with dynamic variation Play a simple tuned accompaniment at same time as somebody else plays a melody Learn to play from simple treble and bass clef notation when given 'code breaking' support

Show awareness of others in group performance (no part dominating at the expense of others) Make up simple melodies with rhythms based on either the note durations learned (crotchets, etc.) or spoken rhythms Add drone or ostinato accompaniment on tuned percussion e.g. bass xylophone Add further rhythmic accompaniment on untuned percussion Continue informal notation as an 'aide memoire' apart from notating - short melodies, which can be 'put in code' (treble clef notation) - simple repetitive rhythms, which can also be put in code (using crotchet, minim and semibreve notation) Describe the sounds of different groups of instruments and the effects they have Identify aspects of music related to concepts learned Continue to develop a basic understanding of historical differences in music Repeat longer sung phrases Work out short tunes 'by ear' on tuned percussion

Knowledge Know that there are higher and lower versions of each note Know that combinations of notes played at the same time make chords Know that this is called harmony

Compose and perform music with - particular metre - abrupt changes of tempo to have a desired effect

Make up and notate simple phrases using combinations of one, two and four beat notes Know a dot increases the note value by half again (dotted minim = 2 + 1 beat = 3 beats)

Key Vocabulary melody, tune melodic phrase/pattern high, (getting) higher, going up low, (getting) lower, going down steps – jumps – slides staying the same melodic ostinato drone pentatonic scale Note names A, B, C, etc. unison, harmony, chord fast, allegro, (getting) faster slow, andante, (getting) slower steady pulse, beat duple time, triple time different speeds steady pulse, beat start, stop long, longer, sustained short, shorter, staccato rhythm, rhythmic patterns word rhythm, syllables rhythmic ostinato semibreve - four beats minim - two beats crotchet - one beat

Listening A brief history of harmony (Plainsong to pop song) What changes from one piece to the next?

Parallel Organum (10th - 12th Century)

Machaut - Messe de Notre Dame (1365)

Palestrina - Missa Papae Marcelli (1562)

Blues

Roxanna Panufnik - Westminster Mass (1997)

Big Question – Can all styles of music be sacred?

MUSIC KNOWLEDGE ORGANIZER Year 4 Term 2

Topic – 4ii - Musical verse 2: Rounds

Make up and perform your own protest song by writing a short protest verse, and then putting a tune to this verse over your choice of two-chord pattern

Skills Play a wider range of notes on tuned instrument with dynamic variation Play a simple tuned accompaniment at same time as somebody else plays a melody Learn to play from simple treble and bass clef notation when given 'code breaking' support

Show awareness of others in group performance (no part dominating at the expense of others) Make up simple melodies with rhythms based on either the note durations learned (crotchets, etc.) or spoken rhythms Add drone or ostinato accompaniment on tuned percussion e.g. bass xylophone Add further rhythmic accompaniment on untuned percussion Continue informal notation as an 'aide memoire' apart from notating - short melodies, which can be 'put in code' (treble clef notation) - simple repetitive rhythms, which can also be put in code (using crotchet, minim and semibreve notation) Describe the sounds of different groups of instruments and the effects they have Identify aspects of music related to concepts learned Continue to develop a basic understanding of historical differences in music Repeat longer sung phrases Work out short tunes 'by ear' on tuned percussion

Knowledge Know that there are higher and lower versions of each note Know that combinations of notes played at the same time make chords Know that this is called harmony

Select sounds for compositions with particular effects in mind

Identify the effect of different groups of instruments

Understand what is meant by the terms 'round' and 'ostinato' Identify musical phrases in instrumental music with low levels of support Identify where music changes in 'feel', or where the way its elements are used changes

Key Vocabulary melody, tune melodic phrase/pattern high, (getting) higher, going up low, (getting) lower, going down steps – jumps – slides staying the same melodic ostinato drone pentatonic scale Note names A, B, C, etc. unison, harmony, chord

descriptive words such as: light, heavy, bright, hollow, dull, cold, warm, smooth, scratchy, chiming, clicking; words describing the qualities of sounds, such as: rattling, smooth, tinkling; words relating to sound production, such as: hitting, shaking, scraping

solo duet ensemble few – many combined

beginning – middle – end phrase verse – chorus round repetition introduction interlude, ostinato drone

Listening Music of Protest How does the composer make the protest clear?

Haydn – Farewell Symphony: Last movement (1772)

Smyth – March of the Women (1910)

Spirituals, e.g. Nobody knows the trouble I’ve seen

Plastic Ono Band – Give Peace A Chance (1969)

The Special – Free Nelson Mandela (1984)

Big Question – Can a song change the world?

MUSIC KNOWLEDGE ORGANIZER Year 4 Term 3

Topic – 4iii - Simple Songs

Compose your own song with lyrics to fit in with topic of your choice. You can base it on a two-chord pattern in the same way as the previous topic.

Skills Play a wider range of notes on tuned instrument with dynamic variation Play a simple tuned accompaniment at same time as somebody else plays a melody Learn to play from simple treble and bass clef notation when given 'code breaking' support

Show awareness of others in group performance (no part dominating at the expense of others) Make up simple melodies with rhythms based on either the note durations learned (crotchets, etc.) or spoken rhythms Add drone or ostinato accompaniment on tuned percussion e.g. bass xylophone Add further rhythmic accompaniment on untuned percussion Continue informal notation as an 'aide memoire' apart from notating - short melodies, which can be 'put in code' (treble clef notation) - simple repetitive rhythms, which can also be put in code (using crotchet, minim and semibreve notation) Describe the sounds of different groups of instruments and the effects they have Identify aspects of music related to concepts learned Continue to develop a basic understanding of historical differences in music Repeat longer sung phrases Work out short tunes 'by ear' on tuned percussion

Knowledge Know that there are higher and lower versions of each note Know that combinations of notes played at the same time make chords Know that this is called harmony

Make music with sudden changes of dynamic to achieve a particular effect

Understand what is meant by the terms 'round' and 'ostinato' Identify musical phrases in instrumental music with low levels of support Identify where music changes in 'feel', or where the way its elements are used changes

Key Vocabulary melody, tune melodic phrase/pattern high, (getting) higher, going up low, (getting) lower, going down steps – jumps – slides staying the same melodic ostinato drone pentatonic scale Note names A, B, C, etc. unison, harmony, chord

loud – forte getting louder – crescendo quiet – piano getting quieter – diminuendo

beginning – middle – end phrase verse – chorus round repetition introduction interlude, ostinato drone

Listening Local Music What do the examples show about the range of local music opportunities?

The Houghton Weavers

Wingates Brass Band

Wigan Youth Jazz Orchestra

The Verve

Hallé Orchestra

Big Question – Does music build community?