"Lion Sleeps Tonight" using voice, guitars, bass, drums and keyboards.
Rhythmic work using Groove Your Classroom 1. Students will learn chords on ukulele and keyboards, bass lines on bass guitar and rhythms on drums. They will sing in unison and in parts.
-I can play a simple piece and with support, keep my own part going when performing in a group.
-I can play with some fluency and accuracy by myself and in a group
-I can play using correct technique
o I can play a part using expression including phrasing and dynamics
Homework will form Listening and Appraising using:
-I have experienced music inside and outside the classroom and think about how to improve my work
-I can describe music I have experienced and can identify basic ideas for improvement.
-I can identify simple features of music and recall some facts regarding the context of styles of music.
-I can read some notation and identify and describe musical elements
a sequence of single notes, also known as a Tune.
a strong, regular repeated pattern of movement or sound
Groups of notes played together, also known as chords.
Song structure or the musical forms of songs, also known as Form.
a series of #'s or b's (sharps or flats) to indicate what notes are in the scale.
creating a new version of an existing piece of music
How loud or quiet the music is.
The act of communicating emotion in music.
how low or high the sounds are
The rhythmic structure, the patterns of accents heard regularly recurring measures of stressed (accented) and unstressed (unaccented) beats at the frequency of the music’s pulse. Metre is notated at the beginning of a composition with a time signature.
First note of a scale
A group of notes arranged in ascending or descending order
Moving upwards in pitch
Moving downwards in pitch
loud
soft
A part (or parts) which supports the melody.
Instruments which are not electronically amplified
The lowest-pitched line in a piece of music, on which the harmonies are based.
The beat in a piece of music is a regular pulse that we can clap along to.
The most commonly used chords.
Students develop confidence, voice and independent learning skills.
Students working in whole groups.
Students will be introduced to the elements of music through composition and by creating their own instruments using Makey Makey,Soundplant and Audacity.
-Create and improvise using technology
-Perform using technology in small groups
-Able to express and improve musical ideas
-Use musical elements when creating and responding to listening tasks
-Have an understanding of the context of music.
Musical
a sequence of single notes, also known as a Tune.
a strong, regular repeated pattern of movement or sound
Groups of notes played together, also known as chords.
Song structure or the musical forms of songs, also known as Form.
tape-recorded musical and natural sounds, often electronically distorted, arranged in planned combinations, sequences, and rhythmic patterns to create an artistic work.
the characteristic quality of a sound, independent of pitch and loudness.
a technique used in electronic music where a sound is repeated.
how many different instruments are playing together
The act of communicating emotion in music.
how low or high the sounds are
Notes that 'clash'. The opposite of consonance.
An audio that can be electronically added to music to give the effect of an echo.
An electronic effect that adds delay to the sound creating an echo
The first section of a piece of music before the main theme begins.
The use of music technology to record separate tracks or layers of music. and mix them together.
A repeating melodic, harmonic or rhythmic motif, heard continuously throughout part or the whole of a piece.
An electronic device or piece of computer software that allows the user to create and edit MIDI and audio files
Students will be encouraged to develop their creative ideas and problem solve using ICT and electronic circuit boards.
Students will work in small teams and be required to problem solve when building their instruments.
In this unit, students form a modern day classroom orchestra using a range of instruments and learn to play and compose using ideas from Beethoven’s 5th and Ride of the Valkyries.
-Performing as a whole class
-Opportunities for a solo
-Improvise and compose musical motifs
-Able to express and improve musical ideas
-Use notation and perform by ear
-An understanding of the context of the pieces performed.
Treble/Bass Clef
Formal Assessment will be both performance and listening and appraising.
a sequence of single notes, also known as a Tune.
a strong, regular repeated pattern of movement or sound
Groups of notes played together, also known as chords.
Song structure or the musical forms of songs, also known as Form.
A group of performers on various musical instruments, playing together. This usually includes the four families - brass, woodwind, percussion and strings.
creating a new version of an existing piece of music
How loud or quiet the music is.
The act of communicating emotion in music.
how low or high the sounds are
A large scale work for an orchestra
A regularly recurring beat
Used for instruments or notes that are high in pitch
Used for instruments or notes that are low in pitch
Section of the orchestra with strings, including violin, viola, cell and double bass.
Section of the orchestra that use a reed or blowing technique to produce a sound including flute, oboe, clarinet and saxophone.
Section of the orchestra where instruments are played using beaters or a 'hitting' action including timpani, glockenspiel and gongs.
The section of the orchestra where sound is produced by 'buzzing' you lips together. This includes trumpets, trombones and tubas.
Students work together as a large ensemble, gain a sense of co-operation and understanding and learn the importance of self discipline when working in a large musical ensemble.
Students are working collaboratively in both small and large groups to produce the musical outcome.
In this unit, students will use Garageband to sequence an arrangement of a well-known pop tune. The focus will be on keyboard skills, rhythm and harmony using chords.
I can create a simple piece of music using repetition.
I can create music that relates to a brief with simple use of rhythm and melody.
I begin to use some compositional devices in my music .
I can layer sounds effectively (harmony) and fulfil the brief.
I can create music with expression.
Listening and understanding:
I have experienced music inside and outside the classroom and think about how to improve my work.
I can describe music I have experienced and can identify basic ideas for improvement.
I can identify simple features of music and recall some facts regarding the context of styles of music.
I can read some notation and identify and describe musical elements.
I can identify features of music using accurate musical vocabulary and identify strengths and weaknesses of my own work.
a sequence of single notes, also known as a Tune.
a strong, regular repeated pattern of movement or sound
Groups of notes played together, also known as chords.
Song structure or the musical forms of songs, also known as Form.
2 or more notes sounding at the same time
a technique used in electronic music where a sound is repeated.
How beats or pulse in music are divided up
In music this refers to sound that has been used from a previous recording and manipulated to form a new piece.
Using technology to record ideas and arrange them in a particular order
how many different instruments are playing together
a series of #'s or b's (sharps or flats) to indicate what notes are in the scale.
The act of communicating emotion in music.
how low or high the sounds are
A progression of (at least) two chords that concludes a phrase, section or piece of music. Cadences can be defined as Perfect, Plagal, Imperfect and Interrupted. Greek folk music has phrases which end with clear cadences.
Digital Audio Workstation - an example is Garageband.
They are the most commonly used chords.
Students will gain performance skills, ICT management and logical patterns as well as build on concepts learned in previous units.
Sharing good practice.
Students will compose their own piece using samples, mixing organ/orchestra and other sounds using a digital audio workstation (DAW). They will become familiar with Bach's iconic piece, in the original organ version and the orchestration.
-I can create a simple piece of music using repetition
-I can create music that relates to a brief with simple use of rhythm and melody.
-I begin to use some compositional devices in my music.
o I can layer sounds effectively (harmony) and fulfil the brief.
-I can create music with expression
Listening, Knowledge and Appraising
-I have experienced music inside and outside the classroom and think about how to improve my work
-I can describe music I have experienced and can identify basic ideas for improvement.
-I can identify simple features of music and recall some facts regarding the context of styles of music.
-I can read some notation and identify and describe musical elements
-I can identify features of music using accurate musical vocabulary and identify strengths and weaknesses of my own work.
a sequence of single notes, also known as a Tune.
a strong, regular repeated pattern of movement or sound
Groups of notes played together, also known as chords.
Song structure or the musical forms of songs, also known as Form.
a technique used in electronic music where a sound is repeated.
how many different instruments are playing together
Digital Audio Workstation - an example is Garageband.
A repeated musical phrase, used as an accompaniment
Moving sound to the left or right in a stereo field.
Modifying sounds by use of delay, reverb, compression and phasing.
Students will develop independent learning, resilience and resourcefulness when completing this unit.
Assessment for Learning will include peer assessment and feedback and sharing creative ideas to help each other improve their work.
Students will be working together to complete a performance of a piece of music using Voice, Drums, Bass, Keyboards, Guitars, Ukuleles.
-Sing in parts
-Opportunities for solos
-Performing as a whole class
-Able to express and improve musical ideas
-Use musical elements when responding to listening tasks
-Use notation and perform by ear
-An understanding of the context of the chosen piece.
Times-signatures/Bar Lines
a sequence of single notes, also known as a Tune.
Groups of notes played together, also known as chords.
How beats or pulse in music are divided up
a series of #'s or b's (sharps or flats) to indicate what notes are in the scale.
Sound organised over time.
The act of communicating emotion in music.
Focussed and independent learning when playing their parts then learning to work with others when performing as a whole class.
Students are encouraged to support each other during the learning process.