music knowledge organizer year 6 term 1
TRANSCRIPT
MUSIC KNOWLEDGE ORGANIZER Year 6 Term 1
Topic – 6i - World Music study
Research and present information about music from your assigned culture around the world –
complete with descriptions of the role of music, what is used in performances, and recorded examples (create your own 'YouTube' playlist)
Skills Play music using semiquavers
Decide how to perform a piece to have a particular effect on the audience - practice and perform with sufficient control to implement this
Use structures learned to make longer vocal and instrumental works to express an idea or emotion
Continue to - use informal 'aide memoire' notation - practice notating short melodies and repetitive rhythms with 'standard' staff notation - practise matching lyrics to notes - practise notating chords using (e.g.) Guitar chord symbols
Identify aspects of music related to concepts learned Continue to develop an understanding of music genre and historic time periods
Knowledge Extend knowledge of - chord types - chord patterns
Compose and perform music with tempo chosen (including changes of tempo) to achieve a desired effect
Make up and notate simple rhythmic phrases that include quavers
Compose and perform music with dynamics chosen (including changes of dynamics) to achieve a desired effect
Select sounds for compositions with particular effects in mind
Identify the effect of different groups of instruments
Use a variety of different structural devices in their own compositions
Key Vocabulary note names A, B, C, etc. unison, harmony, chord
long, longer, sustained short, shorter, staccato rhythm, rhythmic patterns semibreve - four beats minim - two beats crotchet - one beat quaver - half-beat semiquaver - quarter-beat
(moderately) loud – (mezzo) forte very loud – fortissimo getting louder – crescendo (moderately) quiet – (mezzo) piano very quiet - pianissimo getting quieter - diminuendo
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
beginning – middle – end phrase repetition introduction sections interlude
Listening
Traditional music of different
cultures - use the website:
https://worldmusic.net/blogs/guide-
to-world-music and other audio and
video search engines to find
examples.
What are the key elements of the
music of the culture you are
studying?
Big Question – Is 'western' music killing off other traditions?
MUSIC KNOWLEDGE ORGANIZER Year 6 Term 2
Topic – 6ii - Music and theatre
Children, in groups, compose music to set the scene/ use during the scene/close the scene for
your part in the Shakespeare production (you will be allocated exactly which part your group is to cover)
Skills Play music using semiquavers
Decide how to perform a piece to have a particular effect on the audience - practice and perform with sufficient control to implement this
Use structures learned to make longer vocal and instrumental works to express an idea or emotion
Continue to - use informal 'aide memoire' notation - practice notating short melodies and repetitive rhythms with 'standard' staff notation - practise matching lyrics to notes - practise notating chords using (e.g.) Guitar chord symbols
Identify aspects of music related to concepts learned Continue to develop an understanding of music genre and historic time periods
Knowledge Extend knowledge of - chord types - chord patterns
Compose and perform music with tempo chosen (including changes of tempo) to achieve a desired effect
Make up and notate simple rhythmic phrases that include quavers
Compose and perform music with dynamics chosen (including changes of dynamics) to achieve a desired effect
Select sounds for compositions with particular effects in mind
Identify the effect of different groups of instruments
Use a variety of different structural devices in their own compositions
Key Vocabulary note names A, B, C, etc. unison, harmony, chord
long, longer, sustained short, shorter, staccato rhythm, rhythmic patterns semibreve - four beats minim - two beats crotchet - one beat quaver - half-beat semiquaver - quarter-beat
(moderately) loud – (mezzo) forte very loud – fortissimo getting louder – crescendo (moderately) quiet – (mezzo) piano very quiet - pianissimo getting quieter - diminuendo
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
beginning – middle – end phrase repetition introduction sections interlude
Listening Music and theatre through the ages, from Monteverdi to Lloyd Weber What does the composer do to make the music match the action?
Claudio Monteverdi – Orfeo (1st opera) (1607)
Wolfgang Amadeus Mozart – Marriage of Figaro (1786)
Giuseppe Verdi – Aida (1871)
George Gershwin – Porgy and Bess (1935)
Andrew Lloyd Weber – Joseph (1968)
Big Question – The 20th Century composer Igor Stravinsky said that music has the power to express nothing. Was he right?
MUSIC KNOWLEDGE ORGANIZER Year 6 Term 3
Topic – 6iii - This is me: culmination piece for Leavers' Assembly
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 semiquavers
Decide how to perform a piece to have a particular effect on the audience - practice and perform with sufficient control to implement this
Use structures learned to make longer vocal and instrumental works to express an idea or emotion
Continue to - use informal 'aide memoire' notation - practice notating short melodies and repetitive rhythms with 'standard' staff notation - practise matching lyrics to notes - practise notating chords using (e.g.) Guitar chord symbols
Identify aspects of music related to concepts learned Continue to develop an understanding of music genre and historic time periods
Knowledge Extend knowledge of - chord types - chord patterns
Compose and perform music with tempo chosen (including changes of tempo) to achieve a desired effect
Make up and notate simple rhythmic phrases that include quavers
Compose and perform music with dynamics chosen (including changes of dynamics) to achieve a desired effect
Select sounds for compositions with particular effects in mind
Identify the effect of different groups of instruments
Use a variety of different structural devices in their own compositions
Key Vocabulary note names A, B, C, etc. unison, harmony, chord
long, longer, sustained short, shorter, staccato rhythm, rhythmic patterns semibreve - four beats minim - two beats crotchet - one beat quaver - half-beat semiquaver - quarter-beat
(moderately) loud – (mezzo) forte very loud – fortissimo getting louder – crescendo (moderately) quiet – (mezzo) piano very quiet - pianissimo getting quieter - diminuendo
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
beginning – middle – end phrase repetition introduction sections interlude
Listening The development of the solo - from concerti to big band and beyond How does the music show off the skill of the performer?
Johann Sebastian Bach - Brandenburg Concerto 4 (1721)
Amy Beach - Piano Concerto (1899)
Germaine Tailleferre - Concerto for 2 pianos, chorus and 4 saxophones (1934)
Dave Brubeck - Take 5 (1959)
Paul Simon - Boy in the bubble (1991 Live performance)
Big Question – Is everyone musical?