Y12 A2a Music Medium term question planner (1)
Key Skills to be covered: “Taking Off” (Exploring pitch)
Taken from Level 1
I take part in singing
I follow instructions on how and when to sing or play an instrument
I can make sounds that are very different
I can imitate changes in pitch
I take notice of others when I am performing
I know how sounds are made and changed
I can make sounds with a slight difference, with help
I can use my voice in different ways to create different effects
I can listen out for different types of sounds
Taken from Level 2
I use my voice to good effect
I perform with others’ taking instruction from the leader
I carefully choose sounds to help create an effect
I show control when playing musical instruments so that they sound, as they should
I use changes in pitch to communicate an idea
I recognise changes in timbre, dynamics and pitch
I use my knowledge of dynamics, timbre and pitch to organise my music
I know how sounds can be made and changed to suit a situation
National Curriculum Links:
Pupils should be taught:
KS1
1a Use voices to sing songs, chants and rhymes
1b Play tuned and untuned instruments
2b Explore, choose and organize sounds and musical ideas.
3a Explore ideas and feelings about music using movement, dance and musical language.
3b Make improvements to their own work
4a Internalise and recall sounds.
4b Know how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organized and used.
4c Know that sounds can be made in different ways and described using given and invented signs and symbols.
4d The purposes of music.
Cross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching:
Computing:
• Researching dinosaur facts
Literacy:
Writing Opportunities:
•
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Dinosaur fact files
Programme for our prehistoric music show
Extended Opportunities including possible visits/visitors and local connections:
Y12 A2a Music Medium term question planner (1)
Visits/Visitors:
Y12 A2a Music Medium term question planner (1)
Key objectives as questions
1
This term’s musician to study is: Igor
Stravinsky
• What did you learn in Music
last term?
• What do you already know
about pitch?
• What do you want to learn?
Key Skills that can be covered
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What is meant by pitch?
How we respond to changes in
pitch
How we can control the pitch
of the voice
How we relate sounds to
symbols
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2
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•
•
How we control the pitch of
the voice
How we respond to changes in
pitch
How we relate sounds to
symbols
How simple tunes are made of
different pitches
•
•
•
•
•
I take part in singing
I follow instructions
on how and when to
sing or play an
instrument
I can imitate changes
in pitch
I can listen out for
different types of
sounds
I take part in singing
songs
I use my voice to
good effect
I recognise changes in
timbre, dynamics and
pitch
I take part in singing
I follow instructions
on how and when to
sing or play an
instrument
I can imitate changes
in pitch
I can listen out for
different types of
sounds
I take part in singing
songs
Possible activities including use of Computing
and Technology
Outcomes/Evidence that teaching has
taken place
Use the song ‘I jump out of bed in the morning’
for whole body movement
What does ‘pitch’ mean?
What can we do/use to show the ‘pitch’ has
changed?
The children recognise pitch changes in the
melody of this song and move in response to
them
Children will
• follow pitch movement with their
hands and use high, low and middle
voices
• move up or down following changes
in pitch
• sing a melody accurately at pitch
• recognise that symbols can represent
sound
Sing Looby Loo
The children follow pitch movement with their
hands and match the pitch shapes of the
melody to pitch notation
Listen to Six little ducks that I once knew
The children explore pitch using their voices in
response to notation
SUPPORT: some children will think
'higher' refers to volume rather than
pitch. Check that they are clear about
the meaning by asking them to
demonstrate high, medium and low
voices
1
Sing ‘Six little ducks that I once knew’
Does the pitch go up or down?
The children accompany a simple pitch pattern
on tuned percussion and respond with
matching whole body movements.
Listen to Jazzyquacks
Which picture matches the first ducks you hear?
Which picture matches the highest sounds you
hear?
The children listen to and identify different
pitches and match them to notation. The
children improvise music at a variety of pitches
Children will
• sing a melody accurately at pitch
• move up or down following changes
in pitch
• recognise that symbols can represent
sound
• recognise simple patterns repeated
at different pitches
SUPPORT: to check whether all children
recognise pitch movement, play this
game: hide the three chime bars. Play
them in the descending order of the
Y12 A2a Music Medium term question planner (1)
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•
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3
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How we control the pitch of
the voice
How we respond to changes in
pitch
How we relate sounds to
symbols
Know how simple tunes are
made of different pitches
•
•
•
•
•
•
•
•
I use my voice to
good effect
I show control when
playing musical
instruments so that
they sound, as they
should
I recognise changes in
timbre, dynamics and
pitch
on tuned percussion instruments.
I take part in singing
I follow instructions
on how and when to
sing or play an
instrument
I can imitate changes
in pitch
I can listen out for
different types of
sounds
Listen to pitch movement in The prehistoric
animal brigade
What happens to each new verse?
The children identify the changes in pitch of
each verse and add matching body percussion
on the beat.
I take part in singing
songs
I use my voice to
good effect
I show control when
playing musical
instruments so that
they sound, as they
should
I recognise changes in
timbre, dynamics and
pitch
Listen to Listen, Looby Loo
Which line have I just played?
The children identify differences in pitch in the
phrases of the song by making matching hand
movements. Individuals play the lines of the
tune.
Make a score of The Prehistoric animal brigade
melody
How can we describe the pitch movement of
the first line?
What do you notice about the 2nd & 3rd lines?
What happens to the last line?
The children show the pitch movement of the
melody with their hands, then relate this to
symbols by notating each line of the song.
Listen to Fossils and notice pitch differences in
the melody
Which instrument is playing in the 1st section?
Which instrument is playing in the 2nd section?
How do the 2 sections differ?
The children compare two sections of the music
and notice the difference in the pitch
movement of each ending. They confirm their
recognition of the different endings by counting
the repetitions of the melody in Saint Saens’
orchestral arrangement of Fossils.
melody (A G F) then in the reverse
order (F G A). Ask the children to
respond by making the matching
quacking movements (they should
move the body lower then higher).
Continue until all the children are
confidently moving up or down in
response to the ascending or
descending pitches.
Children will
• sing a melody accurately at pitch
• move up or down following changes
in pitch
• sing phrases from notation
• recognise simple patterns repeated
at different pitches
SUPPORT: ask the children to move
their bodies higher and lower to match
the shape of each line of the melody to
reinforce the changes in pitch.
4
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•
•
How we relate sounds to
symbols
Know that percussion
instruments produce different
pitches
Know how simple tunes are
made of different pitches
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•
•
•
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•
5
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•
Know that percussion
instruments produce different
pitches
Know how simple tunes are
made of different pitches
•
•
•
Y12 A2a Music Medium term question planner (1)
I take part in singing
Perform The prehistoric animal brigade with a
I follow instructions on
drone accompaniment
how and when to sing
How can we check the chime bars are in the
or play an instrument
correct order?
I can imitate changes in
The children add a drone accompaniment to the
pitch
song. The drone moves up in pitch to match the
I take notice of others
higher pitch of each verse. They use the What a
when I am performing
noise! score to perform the accompaniment (a
I know how sounds are
reference layout of the score is given in the
made and changed
picture
gallery).
I can make sounds with
slight difference
Sing Fossils in the rock and notice how the pitch
I can listen out for
moves
different types of
What is different about the2nd and 3rd lines?
sounds
I take part in singing
songs
I use my voice to good
effect
I carefully choose
sounds to help create
an effect
I show control when
playing musical
instruments so that
they sound, as they
should
I recognise changes in
timbre, dynamics and
pitch
I use my knowledge of
dynamics, timbre and
pitch to organise my
music
I follow instructions on
how and when to sing or
play an instrument
I can imitate changes in
pitch
I take notice of others
The children learn the song, then identify how a
pattern of notes is repeated at different pitches.
Perform Fossils in the rock with a drone
accompaniment
How many notes are played at once?
Are they the same or different?
A small group play a two - note chord on the
beat as a drone accompaniment to the song
Plan a class arrangement of Fossils in the rock
What happens to the pattern each time it is
played?
Using un-tuned percussion instruments, the
children select different pitches to complement
Children will
• sing phrases from notation
• perform different pitches on
percussion instruments
• recognise simple patterns repeated
at different pitches
SUPPORT: some children may have
difficulty playing the chime bar drone
accompaniment on the beat. Ensure
that they are holding the beater
correctly and that they are not lifting
the beater too far away from the bar
after each bounce. Keeping their eyes
on the head of the beater as it hits the
centre of the bar will help them
coordinate with the beat.
1
Children will
• perform different pitches on
percussion instruments
• recognise simple patterns repeated
at different pitches
Y12 A2a Music Medium term question planner (1)
•
Know that pitch can be used
descriptively
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6
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Know that pitch can be used
descriptively
•
•
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•
•
•
•
•
•
when I am performing
I know how sounds are
made and changed
I can make sounds with
slight difference
I can listen out for
different types of sounds
I carefully choose sounds
to help create an effect
I show control when
playing musical
instruments so that they
sound, as they should
I recognise changes in
timbre, dynamics and pitch
I use my knowledge of
dynamics, timbre and pitch
to organise my music
I use changes in pitch to
communicate an idea
I know how sounds can be
changed to suit a situation
I follow instructions on
how and when to sing or
play an instrument
I can imitate changes in
pitch
I take notice of others
when I am performing
I know how sounds are
made and changed
I can make sounds with
slight difference
I can listen out for
different types of sounds
I carefully choose sounds
to help create an effect
I show control when
playing musical
instruments so that they
sound, as they should
I recognise changes in
timbre, dynamics and pitch
the pitch changes of each melody line.
Create a Dinosaur brigade march
Which dinosaurs could you be?
The children select low - pitched percussion to
create music which describes a dinosaur march.
Use the Fossils melody to focus on listening
What do you notice about the rhythm of these
melodies?
To demonstrate the children's understanding of
pitch, they identify patterns played at a high,
medium and low pitch and make matching
movements.
Rehearse for a Prehistoric music show
Do we need the CD backing tracks?
The children practise the two songs and the
instrumental march from previous lessons in
preparation for a class performance.
Make a plan of the Prehistoric music show
In which order shall we perform each part of
our show?
The children plan their class performance and
make a pictorial reminder of the order of its
content. They rehearse, record, appraise and
refine their performance.
Present the Prehistoric music show to an
audience
Do you want the audience to join in (clapping,
tapping etc)?
The performance is presented to an audience
• create and choose sounds in
response to a given stimulus
SUPPORT: some children may find it
difficult to distinguish between the
high, medium and low repetitions of
the pattern. They may benefit from
trying out the three patterns for
themselves on a xylophone with the
photocopiable chart
Children will
• create and choose sounds in
response to a given stimulus
SUPPORT: Some children may need
picture, word or action cues to remind
them of each of the verses of The
prehistoric animal brigade
Discuss with the children what skills we
have covered in this topic.
What can you do now that you
couldn’t do before hand?
Did you like performing your
sequence?
Which was your favourite
song/instrument and why?
Y12 A2a Music Medium term question planner (1)
•
•
•
I use my knowledge of
dynamics, timbre and pitch
to organise my music
I use changes in pitch to
communicate an idea
I know how sounds can be
changed to suit a situation