Music

Our aim is to induct children at Sudbourne into the creative world of music through dynamic and exciting lessons. Our musical program has three major focus areas: Practical, Aural and Compositional. Lessons teach pupils how to creatively produce music through instrumental and vocal techniques, be able to effectively express moods and intentions of different genres/songs and most importantly have fun! 

 

Phase 1 (Years 1 and 2) 

 

Cycle A

 

Cycle B

T1

 

Pulse and Rhythm

All About Me – Y1

Clapping and playing in time to the pulse

Playing simple rhythms on an instrument 

Understanding the difference between pulse and rhythm

Improvising vocally within a given structure

 

T1

 

Experimentation w. changes in Timbre and Dynamics

Musically Me – Y2

Singing and playing untuned instruments at the same time

 Playing a melody from letter notation

Repeating a melody by ear

Choosing appropriate dynamics and timbre for a piece of music 

T2

 

Timbre and Dynamics – Creating Rhythmic Patterns

Fairy Tales - Y1

Performing short chants from memory, with expression

Responding to a sound by likening it to a character or mood

Creating and selecting sounds to match a character or mood

T2

 

Orchestral Instruments

Traditional Stories - Y2

Performing a story using vocal and instrumental sound effects

Recognising timbre changes

Improvising vocal sound effects for a story

Creating a tune to describe a character

 

T3

Changing Pitch and Tempo

Super Heros - Y1

Playing simple patterns on tuned instruments incorporating high/low (pitch) and fast/slow (tempo)

Recognising tempo and pitch changes

Experimenting with tempo and pitch using tuned and untuned instruments

 

 

 

 

T3

How does timbre, dynamics and tempo help tell a story through music?

Myths and Legends - Y2

Singing songs from memory with confidence and accuracy

Recognising structural features

Layering instrumental and vocal sounds and patterns within a given structure

T4

Composition and Effect

Animals - Y1

Singing short songs from memory, adding simple dynamics

Playing instruments expressively

Responding expressively to music using your body

Creating and selecting appropriate sounds to tell a story

T4

Call and Response Rhythms

Animals - Y2

Recognising playing a short rhythm from simple notation

Suggesting improvements to their work

Relating music to feelings

Creating short sequences of sound on a given idea

 

T5

 

Composition and Effect

Space - Y1

Singing and playing in response to instructions as part of a class performance

Responding to music through expressive and appropriate movement

Creating a sequence of notes

Creating a chant

 

T5

 

Creating Soundscapes

Space - Y2

Performing a melodic motif musically

Listening for and recognising instrumentation

Creating a melodic motif from a set of five notes

 

T6

Creating Mood through Music

By the sea - Y1

Performing from graphic notation

Listening to and commenting on the descriptive features of music

Selecting appropriate instruments to create an intended effect, using dynamics and tempo to add interest

 

T6

Creating Landscape Soundscapes

On this Island - Y2

Singing with confidence and expression

Using musical vocabulary to describe the music they hear

Creating and making improvements to a soundscape

 

 

Phase 2 (Years 3 and 4) 

 

Cycle A

 

Cycle B

T1

 

Learning to recognise staff notation

Vikings - Y3

Singing songs with accuracy and control, with developing vocal technique

Discussing the features of battle songs using musical vocabulary

Creating a battle song with voices and untuned percussion

T1

 

Adapting, transposing and performing motifs

Romans – Y4

Playing melody parts on tuned instruments with accuracy and control, with developing vocal technique

Recognising the use and development of motifs in music

Creating a motif-based composition and notating this using roman mosaic artwork

 

T2

 

Traditional Indian Instuments

Around the World: India - Y3

Performing a traditional Indian song with voices and instruments from staff notation

Recognising the stylistic features of Indian classical music  

Creating an Indian-inspired composition using drone, rag and tal

Consider how music developed differently in other parts of the world

T2

 

Sounds of the Samba Band

South America – Y4

Playing syncopated rhythms with accuracy, control and fluency

Recognising the stylistic features of samba music  

Composing a rhythmic break

Learning about the origin of samba music

T3

Pentatonic melodies compositions

Chinese New Year - Y3

 

Playing a pentatonic melody from letter notation

Maintaining a part of during a group performance

Discussing the features of Chinese music using musical vocabulary

Combining three pentatonic melodies with untuned percussion to create a group composition

T3

Sound effects and how we can use them

Hanami – Y4

Exploring timbre using their voices expressively

Recognising, naming and explaining the function of the interrelated dimensions of music

Creating and performing a group composition within a given structure using both melodic and rhythmic instruments

 

T4

Becoming a Song Writer – Lyrics

Ballads - Y3

Performing a ballad as a class

Recognising the features of a ballad

Writing lyrics for a ballad

 

T4

An introduction into the Walking Base Line

Rock and Roll - Y4

Performing a walking bass line

Singing in time and in tune

Recognising the features of rock and roll music

Identifying the links between this and other genres of music

T5

 

Compositions using Swung Quavers

Jazz - Y3

Playing their composition accurately in time with their group

Identifying the difference between regular rhythms and swung rhythms

Composing a swing version of a nursery rhyme

Learning different types of jazz, understanding how the genre evolved over time

 

T5

 

The 12 Bar Blues

Blues – Y4

Performing the blues scale on a tuned percussion instrument

Hearing when songs play the 12 bar blues

Improvising a blues performance

Understanding how this genre of music came to be

 

T6

Compositions to match animations

Mountains - Y3 (Swap w. T1)

Performing a soundscape accurately, fluently and expressively

Recognising and explaining the changes within a piece of music using musical vocabulary

Telling a story through layers of melody and rhythm

Appreciating classical music and unpick its narrative

 

T6

Rhythms of the Rainforest

Rainforests – Y4

Accurately performing a composition as part of a group

Identifying scaled dynamics (crescendo / decrescendo) within a piece of music  

Creating body percussion rhythms

Creating a melody loop on tuned percussion

 

 

EYFS

In early years pupils learn to copy and make simple rhythms using percussion instruments. They learn to express how songs make them feel, as well as identify simple concepts such as speed and volume. There is a large focus on singing, and group performance.

Phase 1

There is a large focus on song creation such as making a sound scape: recreating environmental sounds using a variety of instruments including their own body and voice, then connecting it to a personal experience. Pupils participate in group activities to compose small tunes, always the focus is on creativity and expression.

Phase 2

Pupils begin to delve into the components of music: timbre, dynamics, tempo and structure and begin to learn how to notate simple rhythms in combination with instruments and performance. Furthermore, pupils evaluate songs with reference to key musical terms i.e. Mezzo Forte: in a minor key and featured the following instruments, etc.

Phase 3

Building upon acquired knowledge pupils begin to gain an intimate knowledge of music. The focus for this phase is to effectively couple method and creativity. To create music with attention to detail; for instance to create a full song with melody, harmony, percussion and lyrics with an understanding of the song’s effect upon listeners. Above all pupils are pushed to be creative and use music as a form of self-expression.