Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 5

Autumn 1 – Strictly music

Focus – tempo, rhythm

Composition Brief Use the instruments to make music for a dance that changes speed - pick how you want the music to make you feel, and then evaluate its success

Key Vocabulary

fast, (getting) faster slow, (getting) slower pulse different speeds steady pulse, beat start, stop long, longer, sustained short, shorter, staccato striking, hitting shaking plucking, strumming

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

improvising, composing arranging, notating, layering, accompaniment, rehearsing, performing

Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 5

Autumn 2 – Sing Christmas songs Focus – melody, dynamics, structure

Performance Brief Sing songs – to include at least two part song – for Key Stage Nativity with good sense of tuning and expression

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

beginning – middle – end phrase verse – chorus round repetition introduction sections interlude ostinato bass drone melodic ostinato breathing posture singing, whispering, talking, humming blowing articulation, projection rehearsing, performing

Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 5

Spring 1 – Can You Play?

Focus – timbre, melody, simple notation

Composition Brief Make your own tune and accompaniment to a structure e.g. 12 bar blues Note Repetitive practice should be emphasised rather than trying to cover lots of material

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

striking, hitting shaking plucking, strumming improvising, composing arranging, notating, layering, accompaniment, rehearsing, performing

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

Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 5

Spring 2 – It's a rap

Focus – rhythm, texture, structure

Composition Brief Write a poem with a regular verse structure and perform it as a rap, with the same basic accompaniment for each verse – there can be slight variations in the accompaniment to help illustrate the sentiments of the verse musically

Key Vocabulary

steady pulse, beat start, stop long, longer, sustained short, shorter, staccato rhythm, rhythmic patterns word rhythm, syllables rhythmic ostinato rest semibreve - four beats minim - two beats crotchet - one beat quaver - half-beat semiquaver - quarter-beat

breathing posture singing, whispering, talking, humming blowing articulation, projection improvising, composing arranging, notating,

solo – duet – ensemble few – many combined beginning – middle – end phrase verse – chorus round repetition introduction sections interlude ostinato bass drone melodic ostinato striking, hitting shaking plucking, strumming layering, accompaniment, rehearsing, performing

Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 5

Summer 1 – Song writing

Focus – melody, harmony, rhythm

Composition Brief Add a tune (sung and played on melody instruments) and accompaniment into the performance of the rap practised at the end of the previous topic An alternative poem can be used, so long as it has more than one verse

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 breathing posture singing, whispering, talking, humming blowing articulation, projection

steady pulse, beat start, stop long, longer, sustained short, shorter, staccato rhythm, rhythmic patterns word rhythm, syllables rhythmic ostinato rest semibreve - four beats minim - two beats crotchet - one beat quaver - half-beat semiquaver - quarter-beat

improvising, composing arranging, notating, layering, accompaniment, rehearsing, performing

Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 5

Summer 2 – Stretch yourself Focus – structure

Composition Brief Make extended piece of music based on a verse/chorus structure This can be done by adding a chorus to the song prepared during Summer 1 or composing a new song entirely

Key Vocabulary

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

breathing posture singing, whispering, talking, humming blowing articulation, projection striking, hitting shaking plucking, strumming improvising, composing arranging, notating, layering, accompaniment, rehearsing, performing

Music Scheme Activities – Music Vocabulary

Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy

Upper Key Stage 2 Music Vocabulary

Pitch 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

Tempo fast, (getting) faster slow, (getting) slower pulse different speeds

Duration steady pulse, beat start, stop long, longer, sustained short, shorter, staccato rhythm, rhythmic patterns word rhythm, syllables rhythmic ostinato rest semibreve - four beats minim - two beats crotchet - one beat quaver - half-beat semiquaver - quarter-beat

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

Timbre 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

Texture solo duet ensemble few – many combined

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

Techniques breathing posture singing, whispering, talking, humming blowing articulation, projection striking, hitting shaking plucking, strumming

Processes improvising, composing arranging, notating, layering, accompaniment, rehearsing, performing

Contexts culture, venue, time and place intentions, purpose, intended effect repertoire

Music Scheme Activities – Music Vocabulary

Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy

Glossary – Upper Key Stage 2

Accompaniment: Adding rhythmic and/or melodic material to a song or melody.

Beat: As for pulse. The words pulse and beat are generally used in the same way. However,

beat tends to be used to describe the way pulse is grouped in music - some beats are stronger

than others. The pattern of stronger and weaker beats is what makes a waltz (with three

beats - strong, weak, weak) sound different to a march (with two beats - strong, weak, or four

beats - strong, weak, medium, weak).

Chant: Words spoken to a steady beat.

Cuckoo notes: Two notes three semitones apart, eg G to E, F to D.

Dynamics: The loudness of the sounds, which generally changes, sometimes dramatically,

throughout most pieces of music. Legato: Full, long and flowing notes leading to a smooth sound

Metre: The grouping of beats into stronger and weaker beats.

Moving by step: Melodies that move up or down using adjacent notes, eg the first three notes

of Three blind mice.

Moving by leap: Melodies that use bigger distances between notes, eg the first few notes

of London's burning. Note: Most melodies use both step and leap.

Ostinato: A repeated pattern that can be melodic and/or rhythmic.

Pentatonic scale: A series of five notes often made by using all the black notes of a keyboard,

although it can sometimes be made using white notes, eg C D E G A. A pentatonic scale can

centre around the cuckoo notes (minor third), eg C D E G A, and can be learned by extending

the range from the minor third E G and adding A, then D, then C.

Phrase: A group of sounds that make musical sense.

Pulse: A constant regular beat that can be felt throughout much music – like a heartbeat that

brings the music to life. The speed of the beat is related to the tempo of the music.

Rhythm: A sequence of shorter and longer sounds that can fit to a steady beat.

Semitone: The smallest step between two notes on a keyboard using black and white notes.

(Note that there are points where the smallest step is from white to white, eg E to F, B to C.) Staccato: Short, ‘bouncy’ or ‘clipped’ notes.

Music Scheme Activities – Music Vocabulary

Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy

Staff notation: Notation that uses lines and spaces to show pitch and differently shaped notes to indicate duration, eg

semibreve - four beats

minim - two beats

crotchet - one beat

quaver - half-beat semiquaver - quarter-beat

Structure: The way sounds are organised within a composition, eg sounds could be organised

with a beginning, middle and end.

Tempo: The speed of the music, which can either be the same throughout the music or

change, eg getting faster/slower.

Timbre: Different types of sound, eg different voice sounds, sounds made by different

instruments, sounds made using different kinds of beater.

Music Scheme Activities – Music Vocabulary

Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy

Classroom Instruments Untuned Percussion

Shaking instruments

Maracas

Castanets: finger

handled

jingle sticks

tambourine

jingle bells

rain stick

Tapping instruments

wood block: single

two tone

wooden agogo: single

double

tulip block

wooden octachime

triangle

finger cymbals

Music Scheme Activities – Music Vocabulary

Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy

Scraping instruments

guiro

Washboard (& thimbles)

wooden agogo

Cabasa

Striking instruments

Tambour (different sizes)

tambourine

bongos

samba drums (different sizes)

hand cymbals

Agogo bell

Cow bell

Music Scheme Activities – Music Vocabulary

Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy

Beaters Wooden

Hard Rubber

Felt

Metal

Music Scheme Activities – Music Vocabulary

Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy

Tuned Percussion Striking instruments

Chime bars (At least the notes C, D, E, G, A)

With ladder

Xylophone

Soprano – alto – bass

Glockenspiel

Metallophone Alto – bass

Handbells

Other Instruments Blowing instruments

(wash in hot soapy water before use to ensure hygiene)

Swanee whistle

Kazoo

Duck call

Cuckoo call

Ocarina