MUSIC KNOWLEDGE ORGANIZER Year 5 Term 1

Topic – 5i - Music to save the world

Compose your own soundtrack to accompany a film clip of the rainforest (maybe to accompany a 'Save the Rainforest' clip)

Skills Play music using quavers Play with control to produce both sudden and gradual changes Play with strong and weak beats to show the music's metre

Try different ways of singing/playing so as to have different effects on the listeners

Explore ways of varying melodies and rhythms by making small changes to - notes and note order - repetition within rhythms Combine previously learned composition skills with harmonic structures being learned (12 bar blues, etc) to make longer compositions Compose music with and without lyrics

Continue to - use informal 'aide memoire' notation - practice notating short melodies and repetitive rhythms with 'standard' staff notation Begin to match lyrics to notes Begin to notate chords using (e.g.) Guitar chord symbols

Identify aspects of music related to concepts learned Develop an understanding of basic music genre and historic time periods

Knowledge Begin to know common chord patterns such as 12 bar blues Identify the effect of high and low music

Identify music with gradual changes of tempo Identify the effect of gradual changes in tempo With support, compose and perform music with gradual changes of tempo

Identify a greater range of dynamic levels Use the correct musical terminology for these

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. interval unison, harmony, chord

fast, allegro, (getting) faster, accelerando slow, andante, (getting) slower, rallentando steady pulse, beat duple time, triple time different speeds

(moderately) loud – (mezzo) forte very loud – fortissimo getting louder – crescendo (moderately) quiet – (mezzo) piano very quiet - pianissimo getting quieter - diminuendo

Listening Natural History programme soundtracks How does the music enhance the images?

Elizabeth Parker - 'Planet Earth' Theme (1984)

Hans Zimmer - Planet Earth II Theme (2016)

Jacob Shea - The House Of Gods from 'Seven Worlds, One Planet' (2019)

BBC Galapagos Music Competition Entries - There are several to compare on YouTube (2006)

Big Question – Are tours by 'supergroups' good for the planet?

MUSIC KNOWLEDGE ORGANIZER Year 5 Term 2

Topic – 5ii - I wanna be a Rock and Roll star!

Compose and perform your own blues song, choosing a blues pattern or making one up yourself from the chords you have learned.

You may wish to play a melody 'over the top'

Skills Play music using quavers Play with control to produce both sudden and gradual changes Play with strong and weak beats to show the music's metre

Try different ways of singing/playing so as to have different effects on the listeners

Explore ways of varying melodies and rhythms by making small changes to - notes and note order - repetition within rhythms Combine previously learned composition skills with harmonic structures being learned (12 bar blues, etc) to make longer compositions Compose music with and without lyrics

Continue to - use informal 'aide memoire' notation - practice notating short melodies and repetitive rhythms with 'standard' staff notation Begin to match lyrics to notes Begin to notate chords using (e.g.) Guitar chord symbols

Identify aspects of music related to concepts learned Develop an understanding of basic music genre and historic time periods

Knowledge Begin to know common chord patterns such as 12 bar blues Identify the effect of high and low music

Identify where beats have contained two sounds - quavers Associate this with staff notation Play simple rhythmic phrases that contain quavers

Identify the effect of different groups of instruments

Begin to identify different ways pieces of music have been structured, including both formal musical models such as rondos and extra-musical ones such as to fit different parts of a story Begin to suggest reasons for the structures used

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. interval unison, harmony, chord

sustained, staccato rhythm, rhythmic patterns word rhythm, syllables rhythmic ostinato rest semibreve - four beats minim - two beats crotchet - one beat quaver - half-beat

solo duet ensemble

beginning – middle – end phrase verse – chorus repetition introduction sections interlude ostinato bass melodic ostinato

Listening The birth of rock and roll How many different ways of using a simple structure can there be?

Sister Rosetta Tharpe - Rock Me (1938)

Willie Mae Thonton - Hound Dog (1952)

Bill Haley - Rock around the clock (1954)

Chuck Berry - Roll over Beethoven (1956)

Elvis Presley - Blue Suede Shoes (1956)

Big Question – Music doesn't feed or clothe us, so why bother teaching it?

MUSIC KNOWLEDGE ORGANIZER Year 5 Term 3

Topic – 5iii - My Garage is out of this world…

Children, compose a piece which shows off your musical talents - it should include both solo and tutti sections.

It can use any previous work if desired, and can be based on themes from other composers.

Skills Play music using quavers Play with control to produce both sudden and gradual changes Play with strong and weak beats to show the music's metre

Try different ways of singing/playing so as to have different effects on the listeners

Explore ways of varying melodies and rhythms by making small changes to - notes and note order - repetition within rhythms Combine previously learned composition skills with harmonic structures being learned (12 bar blues, etc) to make longer compositions Compose music with and without lyrics

Continue to - use informal 'aide memoire' notation - practice notating short melodies and repetitive rhythms with 'standard' staff notation Begin to match lyrics to notes Begin to notate chords using (e.g.) Guitar chord symbols

Identify aspects of music related to concepts learned Develop an understanding of basic music genre and historic time periods

Knowledge Describe - - the timbre of an increasing range of instruments - the effect on the listener of different timbre

Identify the effect of different groups of instruments

Begin to identify different ways pieces of music have been structured, including both formal musical models such as rondos and extra-musical ones such as to fit different parts of a story Begin to suggest reasons for the structures used

Key Vocabulary 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 attack, decay, accent

solo duet ensemble few – many combined

beginning – middle – end phrase verse – chorus round repetition introduction sections interlude ostinato bass drone melodic ostinato

Listening Electronic music How does the music benefit from the technology?

Berio - Visage (1961)

The Beatles - Revolution 9 (1968)

Vangellis - Chariots of Fire Theme (1981)

The Orb - Little Fluffy Clouds (1990)

AIVA - 3641 (2018)

Big Question – Will computers replace human composers?