Music in the Primary School, 18.03.2011

8/7/2019 Music in the Primary School, 18.03.2011

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Primary Music

Sharon Green (Bray) Music Advisor

[email protected]


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Rhythms

Broomsticks

Bucket drumming

Unsquare dance


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Three main learning styles

Auditory using sounds and words

Visual

using your own images, imaging pictures inyour mind

Kinaesthetic

active learning, doing, touching, practisingthings


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Pentatonic scales

5 note scales e.g.

C D E G A


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A pentatonic scale

Use xylophone notes C, D E G A [remove F and B] toform a pentatonic scale. These five notes workwell in any combination and so improvised harmony

is easy to achieve


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Early learning goals: creative development

Respond in a variety of ways to what they see, hear, smell, touchand feel.

Express and communicate their ideas, thoughts and feelings by

using a widening range of materials, suitable tools, imaginative androle-play, movement, designing and making, and a variety of songsand musical instruments.

Explore colour, texture, shape, form and space in two or threedimensions.

Recognise and explore how sounds can be changed, sing simplesongs from memory, recognise repeated sounds and sound patternsand match movements to music.

Use their imagination in art and design, music, dance, imaginativeand role-play and stories..


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National curriculum KS1 and 2

Programme of study

1. Controlling sounds through singing and playing(performing skills)

2. Creating and developing musical ideas (composingskills)

3. Responding and reviewing (appraising skills)

4. Listening and applying

5. Breadth of study


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Hello Song

Say hello hello

Say hello helloSay hello hello

Say hello hello

Hello everyone..helllo


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Pass the Toys

(To tune of London Bridge)

Pass the toys around the ringetc

Whos got teddy


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Banana, banana

Banana banana clap clap clap

From Banana Splits by A and C Black


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Musical Elements

Duration pulse, rhythm, long and short

Tempo fast and slowDynamics loud and quiet

Texture one layer, multiple layers, melody andaccompaniment

Timbre sound quality/different instrument sounds

Pitch high, low, leap, stepwiseStructure ABA, rondo etc.


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Trails - Safari park


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Transport Trail


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Early learning goals: creative development

Respond in a variety of ways to what they see, hear, smell, touchand feel.

Express and communicate their ideas, thoughts and feelings by

using a widening range of materials, suitable tools, imaginative androle-play, movement, designing and making, and a variety of songsand musical instruments.

Explore colour, texture, shape, form and space in two or threedimensions.

Recognise and explore how sounds can be changed, sing simplesongs from memory, recognise repeated sounds and sound patternsand match movements to music.

Use their imagination in art and design, music, dance, imaginativeand role-play and stories..


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National curriculum KS1 and 2

Programme of study

1. Controlling sounds through singing and playing(performing skills)

2. Creating and developing musical ideas (composingskills)

3. Responding and reviewing (appraising skills)

4. Listening and applying5. Breadth of study


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Progression

Add drone

Repeating rhythmsOstinato or riff (repeating patterns of notes)

Clusters of notes

Chords

Explore elements

Add words

Motifs to represent characters


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ChordsDm = DF A C= CEG

Dm Dm Dm Dm

C C C C

Dm Dm Dm Dm

C C Dm Dm


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F =F AC C=CEGplay each one 4 times

F C C F

F C C F


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Yellow submarine chorus start on C

F C C F

F C C F


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The future of music

National curriculum review

Henley Review

KS2 wider opportunities whole class instrumentalteaching to continue 2011-12

Sing up www.singup.org.uk Partnership working Transition musical bridges project


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Contacts

Sing up David Atkinson

Wider opportunities Alaster ThomNMPAS 01604 637117

Documents

Music in the Primary School, 18.03.2011