"For we are the handiwork of God, born in Christ Jesus to do good works that God

has pre-planned for us to do"

Ephesians 2:10

St Stephen’s CE Primary School

Music

Implement Statement

and Schemes of Work

Cycle A

Implement Statement

Throughout our music curriculum, children will be introduced to a wide range of genres and styles of music from classical to modern composers including those of different cultures to their own. They will learn about the composer’s life and the style of music that they wrote/write. They will be encouraged to express their views on music, move in time with it and be introduced to related musical terms - such as dynamics, tempo and timbre etc. They will experience different musical instruments and be encouraged to create their own instruments from everyday objects. Children will also be encouraged to use body percussion to create music. They will have opportunities to hear live music as part of their St. Stephen’s Promise as well as recorded music linking to the genre studied in music lessons. Opportunity to extend musical knowledge will be through discrete teaching and continuous provision in EYFS with mark making and extend through each year group with appropriate symbols to the use of notation in Upper Key Stage 2. As children progress they will be encouraged to perform their compositions, discuss the images they provoke and evaluate their own and others work. Where appropriate, these compositions will be performed to an audience. In each unit of work, the listen and respond to music may be taught separately to the singing and moving to music. Throughout their time at St. Stephen’s, children will be taught about a range of different musical instruments through the ‘Instrument of the week’, which will enable them to recognize and enjoy a wide variety of instruments and their contribution to compositions.

Scheme of Work for Early Years

Foundation Stage

EYFS Music Autumn 1 – Main Focus – Introducing a Range of Songs

Listen and Appraise through the term:

Celebration by Kool and the Gang https://www.youtube.com/watch?v=3GwjfUFyY6M&safe=active Happy by Pharrell https://www.youtube.com/watch?v=ZbZSe6N_BXs&safe=active Sing by the Carpenters https://www.youtube.com/watch?v=7hHhVHRegWw&safe=active Sing a Rainbow by Peggy Lee https://www.youtube.com/watch?v=zhubfB1OV3E&safe=active Happy Birthday by Lionel Ritchie https://www.youtube.com/watch?v=IWM42KvBMaM&safe=active Our House by Madness https://www.youtube.com/watch?v=WYZ8aJmI040&safe=active

Instruments to be introduced to:

Guitar Keyboard/piano Drum Chime bar

Singing and Responding to music: Teach a selection of songs – action, counting and topic based, e.g. 5 little speckled frogs/ 5 currant buns/ 5 green bottles; days of the week, alphabet song.  Introduce hand signals for teacher sings/all sing  Play games where they need to listen and respond to music e.g. boo game, musical statues  Play a hidden instrument game to see if they can recognise which instrument is being played. Accompany the counting games with instruments.   Learn that we can we make sounds with our bodies e.g. clap, stomp, sing 

EYFS Music Autumn 2 - Main Focus - Know how to change the dynamics and tempo in a song Listen and Appraise through the term: Roll Alabama by Bellowhead https://www.youtube.com/watch?v=Kj9AtHrjmsQ&safe=active Boogie Wonderland https://www.youtube.com/watch?v=_93PWvC2_vU&safe=active Don’t go breaking my heart https://www.youtube.com/watch?v=TolSJT-tRoU&safe=active Ganesh is Fresh https://www.youtube.com/watch?v=nRFi9w9ekPA&safe=active Frosty the Snowman https://www.youtube.com/watch?v=_NY8pfqL85Q&safe=active Spiderman (Michael Buble) https://www.youtube.com/watch?v=9WQJg5fP0U8&safe=active Instruments to be introduced to:

Trumpet Violin Flute Maraca

Singing and Responding to music: Recap making sounds with our voice, body and instruments.   Model changing the volume (dynamics) while singing a song. Apply to hidden teddy game. Repeat.  Model hand signal for getting louder and quieter. Sing a song and see if they can follow signal to get louder and quieter.  Try to apply this to playing an instrument.  Sing ‘The Bear Went Over The Mountain’ song. Apply hand signals for dynamics to singing the song.  Introduce the idea of tempo. Explore how to sing the song slowly. What animal might go over the mountain quickly? Try singing it quickly. Repeat singing the bear went over the mountain song. Which animal shall we try now? Model hand signal for faster and slower tempo.  Sing a familiar song – changing tempo to match hand signal. Apply this to an instrument. Model making long and short sounds with voices.  What could we use around us as instruments? Model using a table leg as a rhythm stick. Allow them to make sounds using different objects inside and outside. 

EYFS Music Spring 1 Main Focus: Know that the same instrument can make different sounds. 

Listen and Appraise through the term : We are Family by Sister Sledge https://www.youtube.com/watch?v=uyGY2NfYpeE&safe=active Thula baba https://www.youtube.com/watch?v=k03znbGf2vo&safe=active ABC Jackson 5 https://www.youtube.com/watch?v=Vnrzn4EZgzE&safe=active My mum is Amazing https://www.youtube.com/watch?v=bZE8noRaFDw&safe=active

Conga by Miami Sound Machine https://www.youtube.com/watch?v=hFgXiBqGUHc&safe=active Mozart’s Horn Concerto no 4 – Rondo https://www.youtube.com/watch?v=L_TrR2uH3T4&safe=active Instruments to be introduced to:

Guitar (recap) Drum (recap) Tambourine Claves

Singing and Responding to music: Recap names of instruments.  Revise what tempo and dynamics means.   Explore how we can play one instrument in different ways.  Model creating a pattern using one instrument. E.g. tap, tap, scrape, tap, tap, scrape. What other patterns could we make?  Explain that a conductor leads musicians. Using instruments, model conducting the groups in the colours game.  Model simple mark making for different sounds with instruments. This could link to a space topic (rocket taking off/ landing/ walking in space/ aliens etc.) Work with small groups at a time to create different marks to represent different sounds made by different instruments. 

EYFS Music Spring 1 Main Focus: Know that the same instrument can make different sounds

Listen and Appraise through the term: Lovely Day https://www.youtube.com/watch?v=bEeaS6fuUoA&safe=active Beyond the Sea https://www.youtube.com/watch?v=FzKpTdQeQ34&safe=active The Planet Suite Mars https://www.youtube.com/watch?v=Jmk5frp6-3Q&safe=active Frog’s legs and Dragon’s teeth by Bellow head https://www.youtube.com/watch?v=_4Ntoeufxwk&safe=active Ain’t No Mountain High Enough sung by Marvin Gaye and Tammi Terrell https://www.youtube.com/watch?v=-C_3eYj-pOM&safe=active Singing in the Rain https://www.youtube.com/watch?v=D1ZYhVpdXbQ&safe=active Instruments to be introduced to:

Triangle Cymbal Piano (recap) Glockenspeil

Singing and Responding to music: Listen and learn songs associated with animals e.g. Down in the Jungle, The Animal Fayre, Little Peter Rabbit, Old Macdonald. Work with small groups at a time to create different marks to represent different sounds made by different instruments.  Recap different marks they made for different sounds.   Revise dynamics and tempo.  Model how to record a pattern of sounds and play back.   Children compose sound effects for the songs they have been learning.

EYFS Music Summer 1 Main Focus: Make voice sounds to accompany part of a story

Listen and Appraise through the term: I feel Good James Brown https://www.youtube.com/watch?v=U5TqIdff_DQ&safe=active Don’t you Worry ‘bout a thing https://www.youtube.com/watch?v=rzI3ALq3PBY&safe=active My Promise by Earth Wind & Fire https://www.youtube.com/watch?v=PyV4iMKxjl8&safe=active Superstition by Stevie Wonder https://www.youtube.com/watch?v=0CFuCYNx-1g&safe=active Pick Up The Pieces by Average White Band https://www.youtube.com/watch?v=kj4K87jvvyI&safe=active Instruments to be introduced to

Trumpet Trombone Saxophone

Singing and Responding to music:

Listen to a story which has music and sound effects to accompany parts of the story. Play a listening game where they put their hands on their head when they hear a sound effect. Discuss how the sounds have been used.  Model how to make a voice sound to accompany a part of a story  Create other sounds for different story events.   Model how to select an instrument to play to accompany a part of a story.   Explain choice and play the instrument at the appropriate time. 

EYFS Music Summer 2 Main Focus – Use body percussion to accompany a song

Listen and Appraise through the term: William Tell Overture https://www.youtube.com/watch?v=c7O91GDWGPU&safe=active Dance of the Sugar Plum Fairy https://www.youtube.com/watch?v=4rTjJUcJNAw&safe=active (you could also show a video of this being used in the ballet. https://www.youtube.com/watch?v=Wz_f9B4pPtg&safe=active Flight of the Bumblebee https://www.youtube.com/watch?v=aYAJopwEYv8&safe=active Planet Suite Jupiter https://www.youtube.com/watch?v=Nz0b4STz1lo&safe=active Fantasia On A Theme By Thomas Tallis by Ralph Vaughan Williams https://www.youtube.com/watch?v=0U6sWqfrnTs&safe=active E.T. Flying Theme by John Williams https://www.youtube.com/watch?v=2-qrMz-JAzo&safe=active Instruments to be introduced to:

Violin Flute drum

Singing and Responding to music - To Clap beats and rhythms: Counting and clapping to songs and rhymes e.g. 5 Honey Bees: https://www.dltk-teach.com/rhymes/bumblebee/index5.htm You Are My Sunshine: https://dltk-holidays.com/summer/msunshine.htm

Follow the different counting rhythms in: https://www.youtube.com/watch?v=mVhh0oATqBI join in and add their own activities. Follow the tune and when some children clap others tap the drum. Follow the same beat and replace some claps with another percussive instrument e.g. triangle. Sing with correct timing in a song: Shared read about the summer. Long-term memory quizzes, games and revision: tempo/ dynamics/ names of instruments/ Follow the instructions to learn how to sing in time. https://www.bing.com/videos/search?q=summer+songs+for+kids&qpvt=summer+songs+for+kids&view=detail&mid=077B8435A63F5C60F894077B8435A63F5C60F894&&FORM=VRDGAR (Lots of call and response songs are available on go noodle) Know how to sing a song to the correct timing and beat. Accompany the song with claps and percussion matching the timing of the words. https://www.bing.com/videos/search?q=summer+songs+for+kids+youtube&view=detail&mid=CBC9BE1D090300DAA0F8CBC9BE1D090300DAA0F8&FORM=VIRE Compare the speeds of songs and clapping https://www.bing.com/videos/search?q=summer+songs+for+kids+youtube&view=detail&mid=4F89EC5A428006F347AD4F89EC5A428006F347AD&FORM=VIRE To use dynamics when singing and performing: Share read about the summer. Long-term memory quizzes, games and revision: tempo/ dynamics/ names of instruments/ Revise the songs so far, clapping and playing instruments at the right time. Introduce the idea of changing dynamic within a song https://www.bing.com/videos/search?q=dynamics+in+songs&adlt=strict&qpvt=dynamics+in+songs&view=detail&mid=321DAEE30763E6922425321DAEE30763E6922425&&FORM=VDRVRV Learn how to conduct singers to make them sing louder and quieter Know how different songs have parts to be sung in the different ways.

Scheme of Work for Key Stage One

KS1 – The Great Fire of London - Summary Over the course of these lessons, children will listen to classical music based around the theme of fire. They will discuss the images it provokes and impact dynamics and tempo have on a piece of classical music. They will look at some instruments in an orchestra and use tuned and un-tuned percussion instruments to compose a piece of music based on their learning about the fire of London. They will develop notation in regards to instruments, dynamics and tempo.

Instrument of the week – This is a discussion around the musical instrument. Show a picture, what do they think the instrument is? How do they think it will be played? What does it sound like? Is it like any other instrument they have seen? Introduce families of instruments (wind, brass, percussion, string). Suitable recordings of the band could be played for children to see the song performed.

KS1 – The Great Fire of London - Lessons Lesson 1: To know how music can create an image Revise music terms dynamic Instrument of the week violin - https://www.youtube.com/watch?v=zgaQFLUdUL0 Listen and appraise – https://www.youtube.com/watch?v=1r6KH8bn0r4 Ritual Fire Dance from ‘El Amor Brujo’ What can they hear/ likes and dislikes/ feelings? Record in music floor book. Warm up games based on dynamics. Introduce the concept of an orchestra and the different sections it is split in to. Ask what kinds of instruments they think they know and can hear. Why do they think the composer chose these sounds? Children draw an image relating to fire for how the music sounds. Lesson 2 : To use musical instruments to improvise and compose Revise the musical term tempo and how it affects songs and compositions. Instrument of the week – the trumpet. Listen and appraise – https://www.youtube.com/watch?v=UQaP-cskpDo Warm up games – based on tempo. Children use musical instruments to improvise sounds that can be used for the fire starting. Introduce simple notation using symbols for sounds and how to record composition. Children begin to compose the beginning of their piece of music where The Great Fire of London is starting. Lesson 3: To understand how dynamics and tempo are used in music and use this within composition Revise the musical term dynamics and how it affects songs and compositions. Instrument of the week – the trombone. Listen and appraise – listen to pieces of music from previous weeks to compare and contrast. Warm up games using dynamics. Recap on composition from previous week and rehearse as groups. Think about fire spreading and the situation getting more urgent. What will happen to the music? (Louder and faster...use the words dynamic and tempo). Discuss how more instruments could be used to layer the music in this part of the composition. Children improvise in groups and then choose their instruments and begin to compose the next part of the music. Lesson 4 – To use notation to compose a piece of music Revise music terms tempo, dynamic and texture … how the layers of music combine to form an overall piece. Instrument of the week – French horn - https://www.youtube.com/watch?v=cK0UFgnrIqY Recap on composition from previous weeks and rehearse as groups. Think about fire being stopped. The use of water and the fire dying away. What will happen to the music? (Quieter and slower - maybe a loud noise as water starts...use the words dynamics and tempo). Discuss how more instruments could be used to layer the music in this part of the composition. Which instruments could represent the water? Children improvise in groups and then choose their instruments and begin to compose the final part of their music.

Lesson 5: To perform and evaluate their work Instrument of the week – the flute. https://www.youtube.com/watch?v=MTqOckjkkeE Children rehearse and perform their work to the rest of the class. Children to evaluate and appraise each group’s work. Keep records for floor book. Lesson 6: To know how music is used to tell a story Use the nursery rhyme, London’s Burning. Look at the lyrics and discuss what it could be about using their knowledge of The Great Fire of London. Think about the melody of the music. Why do they use harsh shrill notes for ‘Fire! Fire!’ What happens when you sing “Pour on water”? Why do you think the pitch lowers? Children use tuned instruments to accompany the nursery rhyme.

KS1 – Dance Music Through the Years - 1950s to Modern Day - Summary

Over the course of these lessons, children will look at how popular dance music has changed over the last 70 years. They will investigate the way a song is structured and discuss the use of the chorus and the hook. They will experiment with tuned and un-tuned percussion instruments to compose accompaniments during instrumental sections, and to play alongside strong melodies. These will be both improvised and composed with symbols for notation created by children. Instrument of the week – This is a discussion around the musical instrument. Show a picture, what do they think the instrument is? How do they think it will be played? What does it sound like? Is it like any other instrument they have seen? Introduce families of instruments (wind, brass, percussion, string). Suitable recordings of the band could be played for children to see the song performed.

KS1 – Dance Music Through the Years - 1950s to Modern Day - Lessons Lesson 1: To understand how pulse is central to a piece of music Revise the musical term pulse - what is it and how does it affect songs and compositions?

Instrument of the week – the double bass. Shared read text about the history of rock and roll and dance halls using Kiddle. https://www.kiddle.co/s.php?q=rock+and+roll#gsc.tab=0&gsc.q=rock%20and%20roll&gsc.page=1 Listen to the song and answer the following questions: Listen to and appraise Rock around the clock by Bill Haley and his Comets. https://www.youtube.com/watch?v=-eJOJhwgluE What can you hear? What do you like and dislike? What do you feel when you listen to this music? What instruments can you hear? Discuss the tempo of the song. Is it constant? Why does it have a fast tempo? Discuss how the music is structured with a verse and a chorus. Introduce the term hook. Which bit of the song do they remember? How is the double bass used? Children keep pulse of song using various movements. Lesson 2: To compare and contrast music from different decades Revise the musical term pulse - what is it and how does it affect songs and compositions?

Instrument of the week – the acoustic guitar. Shared read – suitable Information text about The Beatles.

Listen and appraise ‘Can’t Buy Me Love’ by The Beatles. https://www.youtube.com/watch?v=srwxJUXPHvE Warm up games – call and response games using chime bars using melodies from the song if possible. Children improvise to the song. Discuss the structure of the song. How is the music organised? Is there a hook? How is the same or different to music from 1950s’s? Which do they prefer? Lesson 3: To use and understand pitch in music Revise music terms pulse/pitch/ tempo. What can the children remember?

Instrument of the week – the piano. Listen and appraise ‘We Are Family’ by Sister Sledge. https://www.youtube.com/watch?v=uyGY2NfYpeE Record responses in floor book. Warm up games using pitch. Can children play higher or lower notes on chime bars? Compare to previous weeks song. How is music changing? Can the children identify how the songs listened to so far have changed as we get closer to this year?

Lesson 4 – To use instruments to improvise short accompaniments Revise the musical terms pulse, pitch and melody. Instrument of the week – the keyboard. Compare to the piano and find similarities and differences. Shared read on information about 1980s music. Listen to and appraise and perform Spandau Ballet’s ‘Gold’. https://www.youtube.com/watch?v=ntG50eXbBtc Warm up games using rhythm. (Copy back/ pass it on etc.) Compare with music from previous weeks and discuss likes and dislikes. Children then use instruments to accompany and improvise music for the song. Lesson 5: To compare and contrast music over time Revise music terms pulse, pitch and melody. Instrument of the week – the saxophone. Listen and appraise ‘Don’t Stop Movin’ by Livin’ Joy https://www.youtube.com/watch?v=5M4dR-eWp1Y Compare and contrast to previous week’s songs. Warm up games based on dynamics. Lesson 6: Compose and evaluate

Children choose a song from previous learning. This should be a different song for each group. Children choose instruments to compose an accompaniment to the song. They should record their notation. Children rehearse, polish and perform their piece. Evaluate the work of themselves and each other. Record in floor books and on iPad. Over the course of the lessons, children should record their listen/ appraise and evaluate within their class floor book. Warm up activities, responses and performances should be recorded and stored on seesaw.

KS1 – Music from around the World - Summary

Lesson 1 - To listen and appraise Revise the musical term – rhythm. Instrument of the week - the claves.

Read – A fact file about Brazil. Warm up games – use claves to copy different rhythms (could be taken from the music they are listening to). Listen and appraise – introduce the term “Bossa Nova” It means ‘new trend’ in Portuguese, which is the

language spoken in Brazil.

The main instrument in bossa nova is the guitar. There are also percussion instruments, such as drums and claves. One of the most famous bossa nova songs is ‘The Girl from Ipanema’. https://www.youtube.com/watch?v=c5QfXjsoNe4

What instruments can they hear? How does the music make them want to move?

Can they hear any bits of music where the melody/ rhythm repeats? Can children use the claves to recreate this melody?

Children choose from a variety of pictures to show which they think represents their mood when listening to

the music https://www.youtube.com/watch?v=EsJpKA8HZ-g gives more examples of bossa Nova.

Lesson 2 - To compare and contrast music from the same style Revise the musical term – rhythm. Instrument of the week – the Spanish guitar. Read – A fact file about Mexico. Warm up games – call and response games. Listen and appraise – https://www.youtube.com/watch?v=vtRn2qmmOes

What instruments can they hear? How does the music make them want to move?

One example of traditional Mexican music is mariachi. A mariachi band is often made up of different types of

guitars, trumpets and violins. All the musicians sing and wear special outfits called charro suits. Mariachi

musicians often walk as they perform. A famous mariachi song is ‘La Cucaracha’, which is Spanish for ‘the

cockroach’. Spanish is the language spoken in Mexico.

https://www.youtube.com/watch?v=cRxMOMQqPv4

Listen to the second piece of music and find similarities and differences between the two pieces of music.

Lesson 3 - To move in time with music

Revise the musical term – Pulse. Instrument of the week - the castanets. Read – Shared read about Flamenco dancing. Warm up games – games based body percussion (claps and stamps). Listen and appraise – Traditional Spanish Flamenco Music (Greatest Hits Full Album) ( From approx. five

minutes is good).

Discuss any similarities to the traditional Mexican music that they heard last week. Discuss how the same

instrument is used (Spanish guitar) Children may have seen flamenco dancing whilst on holiday. Flamenco

Dance, Seville, Spain

Generate vocabulary from the music... How does it make them feel? Do they like the music?

Children watch some basic flamenco tutorials and join in with dancing to the music Spanish Flamenco & Dance

Tutorial for Kids 💃

Video responses.

Lesson 4 - To compare and contrast music of a similar style.

Revise the musical term –pulse. Instrument of the week – the sitar Read – Shared read about India. Warm up games – games based on tempo. Listen and appraise – Punjabi Bhagra Dhol Instrumental Song By Bipin Panchal [Indian Classical] | Dhol

Dhamaka

Discuss which other music they have listened to that has strong beats with melody over the top. Find

similarities and difference with the Spanish Flamenco from previous week. Children complete a similarities

and differences sheet.

Listen to modern Bhangra music Best Bhangra Music - Brand New Bhangra Mix 2012 HD

How is it the same or different to the traditional music that they listened to at the beginning of the lesson?

Contact the temple to see if they are able to bring traditional instruments or do a dance workshop with the

children.

Lesson 5 - To use percussion to create a piece of music

Revise the musical term –pulse. Instrument of the week - djembe drum. Read – Shared read about African drumming. Warm up games – games based tapping rhythms. Listen and appraise – Jalikunda African Drums take the Montserrat African Music Festival by storm

Split into two groups. One group will tap two beats on the table. The other group will tap three beats in the

same time it takes the first group to tap their two beats.

Children work in groups of four to compose their own short drumming piece using repeated rhythms.

Recap how they could record the different rhythms so each group could follow it and “read” the music.

Evaluate the compositions.

Lesson 6 - To use computer software to compose music

Recap on the drumming lesson from previous week. Introduce the music composition software on Purple

Mash. Show how they can have different lines of music for each drum.

Children use the software to create a drumming piece based on their compositions from previous weeks.

Share compositions with the class and evaluate them together.

Scheme of Work for Lower Key

Stage Two

LKS2 Music to Tell a Narrative - Summary

Over the course of these lessons, children will listen to music composed to tell a narrative. They will listen to a variety of pieces, focus on the structure of each piece and how the tempo and dynamics affect the mood of the music. They will compare and contrast these within the lessons and discuss similarities, differences and preferences. Reflections, compositions and evaluations will be recorded in floor books as a mix of individual responses and class. Children will compose lyrics and music to retell part of a narrative studied in class. Instrument of the week – This is a discussion around the musical instrument. Show a picture, what do they think the instrument is? How do they think it will be played? What does it sound like? Is it like any other instrument they have seen? Vocabulary – texture/ timbre/ pulse/ dynamics/ louder/quieter/climax/ softer/ layers/ mood/

LKS2 Music to Tell a Narrative - Lessons

Lesson 1: To sing in a group to a known piece. Revise the musical terms texture and timbre. Warm up games based on call and response for singing. https://www.youtube.com/watch?v=KVHSmRcBVKM&list=PLVk8mp09hG88pT2FrG5VeP0Y3jSOuo0wc&index=5&t=0s&safe=active (Do the actions) Instrument of the week – the oboe. Listen and Appraise ‘Food Glorious Food’ from the Oliver The Musical. https://www.youtube.com/watch?v=ly7PONiKGUs (clip from film) Discuss likes and dislikes. Which instruments can the children hear? Who is singing? How does the timbre of the song change from the beginning to when they talk about the food? Is there a hook? Look at the lyrics? How is this song important in retelling the story of Oliver? Record reflections in the class floor book. Children join in singing with the song. https://www.youtube.com/watch?v=J0qSDxxtCGM ( Copy with lyrics.) Lesson 2: To listen and appraise a piece of music. Instrument of the week - Teacher’s choice. Revise the musical terms tempo, timbre dynamics. Warm up games based on using dynamics. https://www.teachingideas.co.uk/musical-elements/conductor Teacher to choose a song children are comfortable with and change the dynamics as they sing. Instrument of the week – clarinet Listen and appraise ‘Jacob and Sons/Joseph’s coat’ from the musical Joseph and his Technicoloured Dreamcoat. https://www.youtube.com/watch?v=QtpzoGj-1V8&safe=active Discuss how the music is structured. Who sings when? Narrator/ Jacob/ Joseph/ Brothers/ Backing singers. Why is this important? How does it help to retell the story? Discuss how the tone of the music changes at different points. Discuss likes and dislikes. Record in floor book.

Lesson 3: To use notation to record compositions. Revise musical terms rhythm notation. Warm up games based on rhythm – use Charanga rhythm grids. Instrument of the week – the chime bars. Listen to and Appraise ‘The Perfect Nanny’ from Mary Poppins. https://www.youtube.com/watch?v=fNTzp9grp2Q Who sings? Speech which interrupts the song? Why is it there? Discuss the timbre of the music. It is very sweet/ calm...why? Record reflections in floor book. Children to practise using the chime bars to create a short melody. Which notes sound good together? Which sound as if they don’t belong? Use the rhythm grids on Charanga to show how to hold notes for longer. Children use notations with letters to show which chime bars to play. Lesson 4: To compose a piece of music for a purpose. Revise the musical terms tempo, rhythm, dynamics and timbre. Warm up games based on rhythm and notation fish, hedgehog and teddy bear. Say the rhythm tap the rhythm write the rhythm. https://www.teachingideas.co.uk/musical-elements/soft-toys-and-rhythm Instrument of the week – the harp Listen and appraise ‘When Will My Life Begin?’ from Tangled. https://www.youtube.com/watch?v=fNTzp9grp2Q Children begin to look at composing a short piece of music to retell the narrative which is being used within class. Work in small mixed ability groups (no more than 4) to write some lyrics (stress that these are editable) which will retell their part of the story. Begin to make notes about what musical instruments are available and which ones would give them their desired texture for their song. Think about structure. Are they having a chorus? How many verses? Lesson 5 To use the dynamics and texture of a piece of music to create an effect. Revise musical term dynamics. QUICK REACTION GAMES 1. Teacher places a Dynamic on the whiteboard, and kids play a steady beat at that dynamic level on percussion instruments. As the teacher replaces that dot with a new one on the whiteboard, the class must immediately adjust their dynamics accordingly. 2. Same activity as above, but this time the class sings a familiar tune instead of playing percussion, and must make quick changes in their vocal dynamics as the teacher changes the dots. Use loud/ soft/ quieter/ louder/ normal Instrument of the week - percussion in orchestra Listen and appraise ‘This is me!’ from The Greatest Showman. https://www.youtube.com/watch?v=CjxugyZCfuw Discuss the structure and dynamics. Who sings? How is it important to the story? Children continue with their song from last week. Begin to compose a melody to the music. Use chime bars for melody and attempt to follow. Children begin to record notation for their song. Include notation for dynamics if appropriate. Rehearse and refine. Lesson 6: To perform and evaluate compositions Fun singing warm up – any go noodle call and response (e. g pizza/ man/ milkshake). Performances, review and Evaluate. Record on ipads and floor books.

LKS2 Music inspired by Extreme Earth - Summary Over the course of these lessons, children will listen to music composed to represent natural disasters. They will experience a variety of pieces and focus on discussing the different dimensions of pitch, duration, dynamics, tempo, timbre, texture, structure. They will think about the musical instruments that combine together to create the end sounds. They then compare and contrast these within the lesson and discuss similarities, differences and preferences. Children will then improvise and compose music to represent a natural disaster (volcano erupting or an earthquake). Instrument of the week – This is a discussion around the musical instrument. Show a picture, what do they think the instrument is? How do they think it will be played? What does it sound like? Is it like any other instrument they have seen?

LKS2 Music inspired by Extreme Earth – Lessons

Lesson 1: To understand how dynamics create different effects in music. Revise the musical term dynamics. Warm up games based on dynamics. Instrument of the week – recap on the string instruments - violin, viola and cello. Listen and Appraise Haydn’s Symphony no.39. https://www.youtube.com/watch?v=Kv8_kcSosQQ Discuss likes and dislikes. Which instruments can the children hear? Does one family dominate? Can children keep the pulse to this piece of music? Why not? Discuss how orchestral music changes tempo. Listen to the use of dynamics within the music children use hands to show loud and soft sounds. When do they think the loudest part of the storm is? When is it windy or wavy? Children use un-tuned percussion to try and recreate the sound of rain/ as storm. Lesson 2: To understand how the texture of a piece of music is used to create an effect. Revise the musical term texture. Warm up games based on texture. Instrument of the week – the cornet. Listen and Appraise Johann Strauss: "Thunder and Lightning" Op Polka, 324.

https://www.youtube.com/watch?v=b-UNhnZCAGM&list=RDb-UNhnZCAGM&index=1 Discuss likes and dislikes. Which instruments can the children hear? Does one family of instruments dominate? Can children keep the pulse to this piece of music? Why not? Discuss how orchestral music changes tempo. Listen to the use of dynamics within the music. Children use their hands to show loud and soft sounds. Demonstrate how to use a line chart to show how the dynamics in a piece of music change. Children draw their own line chart for the piece of music. Lesson 3: To understand music can be used to create an image. Revise the musical terms tempo and rhythm. Warm up games based on rhythm. Instrument of the week – the baritone horn. Listen and Appraise Beethoven - Symphony 6 - IV. Storm and Tempest.

https://www.youtube.com/watch?v=ULHgdT_Xmuc Children draw a cartoon strip to depict what they think would happen during the music. Beethoven’s Fantasia Pastoral Symphony movement 4 (this was used in Disney’s fantasia depicting a storm). https://www.youtube.com/watch?v=gTInBejxFW0 Lesson 4 To improvise using tuned and un-tuned instruments. Revise musical terms tempo rhythm dynamics timbre Warm up games based on rhythm and notation

Instrument of the week – trombone Recap on the previous learning for how music is used to depict a storm. Focus in a natural disaster. (A volcano would be good for this.) Think about how they could depict the slow movement of the volcano as the ash cloud begins to smoke. Children improvise sounds using instruments and body percussion. Work in groups to compose a short 30 second clip for the start of the volcano. Groups develop their own notation to show length of notes and how the dynamics change. Lesson 5: To use notation to develop compositions and show notes length and dynamics. Revise the musical terms tempo, dynamics, pulse and timbre. Warm up games based on pitch. Instrument of the week – the tuba. Recap on the previous learning for how music is used to depict a storm and how they had begun to compose a piece of music for a volcano. Briefly rehearse previous compositions. Work in groups to compose a further 30 second clip for the main explosion of the volcano. Explore how dynamics increase whilst still being controlled. Groups develop their own notation to show length of notes and how the dynamics change. Add to composition. Lesson 6: To rehearse and refine compositions as a group. Revise musical terms tempo, rhythm, pitch, dynamics, texture and timbre. Warm up games based on notation/rhythm using rhythm grids on Charanga. Instrument of the week – the French horn. Recap on previous learning about how music was used to depict a storm and how they had begun to compose a piece of music for a volcano. Briefly rehearse previous compositions. Work in groups to compose a further 30 second clip for the final part of the volcano eruption with the lava moving down the volcano and hardening. Explore how dynamics should soften as the explosion ends - along with the tempo of the music. Each group should then develop their own notation to show length of notes and how the dynamics change. Add to composition. Lesson 7: To perform and evaluate compositions. Performances and evaluation of previous learning. Record on ipad and in floor books

LKS2 Music Inspired by the Rainforest - Summary

Over the course of these lessons, children will listen to music composed to represent The Rainforest. They will listen to a variety of pieces and focus on discussing the different dimensions of pitch, duration, dynamics, tempo, timbre, texture and structure. They will think about the musical instruments that combine together to form sounds. They will compare these within the lesson and discuss similarities, differences and preferences. Children will improvise and compose music to represent life in the rainforest, including the animals, weather and deforestation. Instrument of the week – This is a discussion around the musical instrument. Show a picture. What do they think the instrument is? How do they think it will be played? What does it sound like? Is it like any other instrument they have seen?

LKS2 Music Inspired by the Rainforest – Lessons

Lesson 1. To listen to and appraise a musical piece. Revise the musical term pulse. Warm up games based on pulse. Instrument of the week – the djembe drums. Look at images of the rainforest and list all the sounds that they might hear there. Listen to the ‘The rain forest song’. https://www.youtube.com/watch?v=yrcU514z6nM Focus on the sounds in the background – can they hear sounds from the rainforest? How do the children think these sounds were created? Lesson 2: To improvise sounds using technology. Revise the musical terms dynamics and timbre. Warm up games based on dynamics. Instrument of the week – the tabla. Listen and appraise the sounds of nature. https://www.youtube.com/watch?v=gbgLvUSrOX4 Children write which sounds they can hear in the amazon. Think of musical instruments that they can use to replicate these sounds. Introduce children to a virtual keyboard using app on ipad. Can the children use this to replicate sounds in the rainforest? Record ideas and notations for use in future lessons. Lesson 3: To evaluate music using the dimensions of music. Revise the musical terms dynamics timbre and texture Warm up games based on timbre. Instrument of the week – the Reco reco. Collect vocabulary to describe how the music from the rainforest has made them feel. Show images of deforestation. Do they think of the same words now? Collect new vocabulary? How do they think the music would change if they were to represent deforestation? Encourage children to use the technical vocabulary referring to the elements of music. (Dynamics, texture etc.) Would the dynamics be loud or soft? What would the timbre of the music be? Would it be harsh or would it be calm? What about the tempo of the music? Would the pulse quicken or slow down? Children improvise with instruments (and using apps) to depict the sounds of machinery cutting down the trees. Lesson 4 To compose music to represent a picture Revise musical terms tempo rhythm dynamics timbre Warm up games based on rhythm and notation Instrument of the week – display 5-6 pictures of the rainforest including ones of the weather, the river, animals and deforestation. Children work in groups to begin to compose music to represent each picture ( approx 20 seconds per picture). Demonstrate how they could record their composition on paper using pictoral scores and annotations. Lesson 5 To use notation to record composition Revise musical terms notation Warm up games based on notation and rhythm Instrument of the week – tambour Recap on the previous learning for how music is used to depict a rainforest and how they had begun to compose a piece of music for this. Children continue working on their compositions together.

Lesson 6 – To perform and evaluate Performances and Evaluation of previous learning. Evaluate own and others compositions. Record on ipad and in floor books

Scheme of Work for Upper Key

Stage Two UKS2 Music – Music to Accompany Narrative - Summary

Over the course of these lessons, children will listen to music used to accompany narratives set in the middle East (Aladdin/ Ali Baba etc.). They will listen to a variety of pieces and focus on how the atmosphere is created. They will then compare these within the lesson and discuss similarities, differences and preferences. They will then compose a short piece which matches the genre. Instrument of the week – This is a discussion around the musical instrument. Show a picture, what do they think the instrument is? How do they think it will be played? What does it sound like? Is it like any other instrument they have seen?

UKS2 Music – Music to Accompany Narrative - Lessons

Lesson 1: To evaluate and appraise music. Revise the musical term structure. Warm up games based pulse and rhythm. Instrument of the week – the lute. Listen to and appraise the instrumental version of ‘Arabian Nights’. https://www.youtube.com/watch?v=9jDzEmfv4zM Discuss the instruments they can hear. Draw any images that they think of when they hear this music. What kind of story do they think it accompanies it? Can they hear sounds that represent a battle? How has the composer suggested where the story is based? Lesson 2: To compare and contrast musical pieces. To improvise to a known piece. Revise musical terms dynamics and texture. Warm up games based on notation. Instrument of the week – the oud. Listen to and appraise ‘Aladdin Dancing with Jasmine’ from the film Aladdin. https://www.youtube.com/watch?v=wBRAdybVyg0 Compare and contrast to last week’s piece of music. How is it similar? What type of instruments can they hear? Children keep pulse to the music. Use musical instruments to improvise along with the music and discuss their improvisations with a partner thinking about refining them as a basis for composition Lesson 3: To use technology to create musical improvisations. Revise the musical terms tempo and pulse.

Warm up games based tempo (speed up slow down). Instrument of the week – the tabla. Listen to and appraise Ancient Arabian Music - Ali Baba and the Forty Thieves

https://www.youtube.com/watch?v=ujLDDWorHow Introduce the children to garage band and allow them to explore the instruments available. Investigate which ones they would be able to use in order to create a piece which would accompany a narrative set in class. Children record findings for future lessons. Lesson 4:To use technology to compose music. Revise the musical terms rhythm and structure. Warm up games based on rhythm using sections from the song. Instrument of the week – the Asian bagpipes. Listen and appraise Epic Arabian Music | Golden Age

https://www.youtube.com/watch?v=ySoEE4FhBOA Remind children of the instruments that they found on garage band in the previous week. Children are going to begin to compose a piece of music that would represent their narrative from class (remind them of the music from Aladdin in the first lesson). Children then use garage band to create the music and layer it up using different textures. Remind them to make the dynamics appropriate to represent conflict and compassion where needed, Lesson 5: To perform and evaluate. Children continue working on compositions from previous weeks, layering up the instruments to create the required sound. Each group then performs their own piece of music and children evaluate their own and others’ performances.

UKS2 Music –Country and Western Genre – Summary

Over the course of these lessons, children will listen to music from the country and western genre. They will listen to a variety of pieces and focus on the sentiment behind them. They will compare these within lessons and discuss similarities, differences and preferences. Looking at the themes of the songs and finding common threads and links. Children should build up this information over the weeks. This could be linked to a dance unit using line dancing etc. Instrument of the week – This is a discussion around the musical instrument. Show a picture, what do they think the instrument is? How do they think it will be played? What does it sound like? Is it like any other instrument they have seen?

UKS2 Music –Country and Western Genre - Lessons

Lesson 1: To listen and appraise a piece of music. Revise the musical terms structure and rhythm. Warm up games based on call and response of different rhythms (use rhythms from the song). Instrument of the week – the harmonica. Listen and appraise Johnny Cash ‘Ring of Fire’. https://www.youtube.com/watch?v=QfCOJLRk2D4 Listen to and discuss the music. What instruments can be heard? Does it sound like other music they know? Who can you hear singing. Children use musical instruments to replicate the rhythms within the music. Listen to ‘I Walk the Line’ and compare the two songs. https://www.youtube.com/watch?v=Lq0fUa0vW_E

Lesson 2: To compare and contrast musical pieces. Revise the musical terms rhythm, structure and notation. Warm up games based on notation. Instrument of the week – the double bass. Listen to and appraise Dolly Parton’s ‘9 to 5’. https://www.youtube.com/watch?v=UbxUSsFXYo4 Think about country and western music.... how do you know this belongs to that genre? What markers are there? What is the structure of the music? Is there a hook? Children sing and use tuned musical instruments to accompany the music, using rhythms from the song. Lesson 3: To evaluate music using the dimensions of music. Revise the musical terms tempo and pulse. Warm up games based tempo (speed up slow down). Instrument of the week – the banjo. Listen to and appraise Patsy Cline’s ‘Crazy’. https://www.youtube.com/watch?v=NfrkIdpvahY Compare to previous lessons, what similarities and differences can children identify? Instrument/theme of song/ tone of music/ structures etc. Lesson 4: To compare, contrast and evaluate music from a similar genre. Revise the musical terms rhythm and structure. Warm up games based on rhythm using sections from the song. Instrument of the week – the tambourine. Shared Read – the biography of Glenn Miller. Listen and appraise Kenny Rogers’ ‘The Gambler’ https://www.youtube.com/watch?v=MN1AtzLrW4Y Compare and contrast with previous week’s music. Identify common themes within the music. Look at the structure and the hook of the music. Lesson 5: To sing and perform as a group. Revise the musical terms rhythm and structure and notation. Warm up games based on notation. Instrument of the week – the piano Listen and appraise John Denver Country Roads https://www.youtube.com/watch?v=oTeUdJky9rY Compare and contrast with previous week’s music. Identify common themes within the music. Look at the structure and the hook of the music. Use tuned and untuned instruments to accompany the music Lesson 6: To evaluate the impact of music. Revise musical terms rhythm, structure and duration. Warm up games based on notation. Instrument of the week – the mandolin. Listen to and appraise Dixie Chicks’ ‘Wide Open Spaces’. https://www.youtube.com/watch?v=dom7VlltBUc Compare and contrast with previous week’s music. Identify common themes within the music. Look at the structure and the hook of the music. Children answer the question.... Is country music relevant for the 21st century

UKS2 Music – The War Years – Summary

Over the course of these lessons, children will listen to music which became popular during the World War Two. They will experience a variety of pieces and focus on the sentiment behind them. They will compare these within the lesson and discuss similarities, differences and preferences. They will then compose a short piece for a song which matches the genre. Instrument of the week – This is a discussion around the musical instrument. Show a picture, what do they think the instrument is? How do they think it will be played? What does it sound like? Is it like any other instrument they have seen?

UKS2 Music – The War Years – Lessons

Lesson 1. To accompany a musical piece using tuned instruments Revise the musical term structure. Warm up games based on call and response of different rhythms (use rhythms from the song). Instrument of the week – the violin. Shared read – the lyrics from the song. Listen to and appraise Vera Lynn’s ‘The white Cliffs of Dover’. https://www.youtube.com/watch?v=WAaxkAgVkHQ Discuss why music was so important to people during the war. Show children the notation for the song. Children use instruments to accompany the song. (chime bars and any individual instruments children may play). Lesson 2: To compare and contrast musical pieces. To improvise to a known piece. Revise the musical terms rhythm, structure and notation. Warm up games based on notation. Instrument of the week – the clarinet. Listen to and appraise Vera Lynn’s ‘We’ll meet again’. https://www.youtube.com/watch?v=8Nzy1cfnKh4 Shared read – the lyrics from the song. Compare and contrast to last week’s piece of music. How is it similar? Explain it is the same artist who was very popular during the war. Why do they think this song was so popular during the war? Children use tuned percussion to improvise their own melodies to the music. Lesson 3: To evaluate music using the dimensions of music To improvise accompaniments to a well know piece of music. Revise the musical terms tempo and pulse. Warm up games based tempo (speed up slow down). Instrument of the week – the bugle. Listen to and appraise The Andrew’s sisters’ Bboogie Boogie Bugle Boy’. https://www.youtube.com/watch?v=OfWc52smNs8 Shared read – the lyrics. Very popular in dance halls during World War Two. Children improvise using tuned instruments to accompany the piece of music. Can they use rhythm patterns from the song? Practise writing notation for their improvisations. Lesson 4: To use notation to show a rhythm Revise the musical terms rhythm and structure. Warm up games based on rhythm using sections from the song. Instrument of the week – the trumpet. Share Read – the biography of Glenn Miller Listen and appraise Glenn ‘In the Mood’. https://www.youtube.com/watch?v=_CI-0E_jses

Compare and contrast with previous week’s music. Very popular in dance halls during World War Two. Children improvise using tuned instruments to accompany the piece of music. Can they use rhythm patterns from the song? Practise writing notation for their improvisations. Add notes onto the rhythm patterns. Lesson 5: To compose music for lyrics. Revise the musical terms rhythm, structure and notation. Warm up games based on notation. Instrument of the week – the piano. Listen to and appraise ‘As Time Goes By’ - Original Song by Sam (Dooley Wilson) from the film Casablanca.

https://www.youtube.com/watch?v=d22CiKMPpaY Shared write – lyrics for a song based on people split from their loved ones. Children compose music based on previous weeks, learning. Use long slow notes for the verse and shorter catchier notes for the chorus. Record notation. Using similar to rhythms on Charanga. Lesson 6: To perform and evaluate. Children continue working on compositions from previous weeks. Work on following notation and layering up the instruments to create required sound. Each group performs their own piece of music and children evaluate their own and others’ performances.