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Music Flight PathHand in hand we learn, we grow, we soar

Intent

At St Bartholomews, we believe music can change the way we think and feel and offers a powerful form of expression and communication. It is our intention to offer all pupils a high-quality music education which helps the body and mind work together. We believe children should have the opportunity to explore different musical experiences, from composing with instruments and digital music to performing and evaluating in order to reach their musical potential.

Implementation

We use the International Primary Curriculum to teach Music using a topic based approach as well as independent lessons covering key skills from the National Curriculum. During the school year, the children will develop their understanding, skills and techniques in all areas of music through a sequence of lessons which build on prior knowledge and experience to maximise learning for all children. Children will explore a variety of instruments including percussion, vocals, recorder and ukulele. They also use GarageBand to experiment with a variety of different instruments, genres and techniques. Music is an integral part of school life and children are invited and encouraged to take part in concerts and performances throughout the year. We offer several musical clubs to engage our musicians as well as lessons with peripatetic teachers and live music.

Impact

We use a variety of strategies to evaluate the musical skills

• CPD to ensure that teacher pedagogy and assessment is secure. • regular feedback marking and pupil voice feedback. • subject monitoring, including sharing compositions and performances.

Listen, review and evaluate

Sing and use voice

Perform

Learn and use instruments

Digital composition

Learn and use instruments

I can use instruments to perform. I can repeat short rhythmic and melodic patterns. I can make different sounds with instruments. I can increase and decrease tempo.

Digital composition

I can navigate and select Live Loops. I can edit Live Loops and create effects. I can build and record drum beats. I can perform and record guitar, bass, keyboard and drums. I can develop new ideas fro song lyrics and organise them into a chorus and verse.

Music - Year 1 / 2

Listen, review and evaluate

I can listen out for particular things when listening to music. I can improve my own work.

Compose, notate and perform

I can order sounds to create a beginning, middle and an end. I can create music in response to different starting points. I can choose sounds which create an effect. I can use symbols to represent sounds. I can make connections between notations and musical sounds.

Live loops, patterns, sequence, chords,

duration, texture, timbre, diminuendo, fortissimo.

Rhythm, beat, pulse,

tempo, unison, rest.

Voice, vocal, chant, melody, choir, solo,

duet, key, rise, fall.

Key Vocabulary

Sing and use voice

I can use my voice to speak, sing and chant. I can make different sounds with my voice. I can sing and follow a melody.

Notes, symbols, representations, accent,

ensemble, orchestra, effect.

Learn and use instruments

I can play clear notes on instruments. I can combine different sounds to create a specific mood or feeling.

Digital composition

I can navigate and select live loops and adjust the tempo for recording. I can create dynamic effects through sections. I can evaluate digital music. I can build and record common drum beats. I can perform and record using a variety of instruments and chord progressions. I can organise song lyrics into a chorus and verse by identifying rhyming patterns.

Music - Year 3 / 4

Listen, review and evaluate

I can use musical words to describe a piece of music and compositions. I can use music words to describe what I do and do not like about a piece of music. I can recognise the work of at least one famous composer. I can improve my work; explaining how it has been improved. I can explain why silence is often needed in music and explain what effect it has. I can identify the character in a piece of music. I can begin to identify the style of work of Beethoven, Mozart and Elgar. I can identify and describe the different purposes of music.

Compose, notate and perform

I can use different elements in my composition. I can create repeated patterns and improvise with different instruments. I can perform a simple part rhythmically I can use notation to record and interpret a sequence of pitches in a small group or on my own. I can compose melodies and songs. I can create accompaniments for tunes.

Key Vocabulary

Sing and use voice

I can sing a tune with expression. I can sing songs from memory with accurate pitch

Tone, harmony, dynamics, forte, crescendo, decrescendo, octave.

Off beat, pulse, composer, classical, style.

Rest, flat, sharp, key, key signature, major, minor, scale, time signature, semibreve, minim, crotchet, quaver, semi quaver.

Genre, acoustic, collaborate, dynamic, EDM, hit hat, produce, improvise, lyrics, riff.

Learn and use instruments

I can maintain my part whilst others are performing their part. I can choose the most appropriate tempo for a piece of music. I can play parts from memory.

Digital composition

I can effectively use Live Loop in a musical piece by editing and modifying loops to customise templates. I can remix and personalise a song by creating sections and sounds. I can build and record common drum beats in the Beat Sequencer. I can perform and record guitar, bass, keyboard and drums and use chord progression. I can develop new ideas for song lyrics and organise them into a chorus and verses. I can identify different rhyming patters and use them to build lyrics. I can invent new lyrics to an existing song.

Music - Year 5 / 6

Listen, review and evaluate

I can describe, compare and evaluate music using musical vocabulary. I can explain why I think music is successful or unsuccessful. I can suggest improvement to my own work and that of others. I can contrast the work of a famous composer and explain my preferences. I can evaluate how the venue, occasion and purpose affects the way a piece of music is created. I can analyse features within different pieces of music. I can compose and contrast the impact that different composers from different times have had on people of that time.

Compose, notate and perform

I can improvise within a group using melodic and rhythmic phrases. I can compose music which meets specific criteria. I can use notation to record groups of pitches (chords). I can use my music diary to record aspects of the composition process. I can use a variety of different musical devices in my compositions (including melody, rhythms and chords). I can take the lead in a performance.

Key Vocabulary

Sing and use voice

I can breathe in the correct places when singing. I can sing in harmony confidently and accurately.

Canon, chord, chord progression, ensemble, staccato, clef.

Vibrato, phrasing, drone, slur.

Dissonance, downbeat, adagio, allegro, andante, largo, lento, moderato, rit, presto, presissimo.

Modify, customise, amplify, audio editing software, syncopation, bpm, contemporary.

How does music link to the curriculum?

Maths • Using music makes facts more memorable eg creating songs about

multiplication tables, order of operations or creating sequences of numbers with musical representation.

• When working with Live Loops, children can calculate the number of beats in a bar/sequence and how many repeats are needed for their new composition.

• Maths skills can be reinforced by building beats. • Equations can be substituted with note values and patterns made

where different note lengths equal a single measure or many measures. • Fractions can be explored using time signatures and rhythms for

example 1/8 or 1/16. Percussion instruments/voices can then be used representing the subdivision of beats.

English • Music can support building suspense and resolution when writing a

novel or story and can add to the atmosphere by conveying the mood or emotion of a conflict or resolution.

• Character development can be enhanced in a story by creating music to match a character’s personality, as can the mood or atmosphere of the story when music is composed to reflect the feeling.

• When writing poetry, a background song can be composed to create intensity and completion. Music can also support understanding the rhythm of a poem by creating drumbeats to play as backgrounds to classic poems, limericks or other literary works.

• Children can practise vocabulary by recording a vocabulary rap, writing lyrics about the words relating to an area of focus.

Humanities • Music and dance from different historical eras can be recreated to

consolidate understanding of the era using digital or live instrumental music.

• Inventions can be commemorated by creating commercial jingles. • When studying historical people, children can create theme songs

about their lives and significance to be played in iMovie with photos and the research work.

• Songs and composition can also be created to represent different cultures and traditions from around the world.

Science • Through music, Science concepts can be further explored and

understood. • Melodic notes will be explored by altering the length of a vibrating

instrumental string. Children will understand that as the length of the string is shortened, the pitch of the note will get higher.

• When studying the environment, a soundscape from a specific habitat can be recorded. A conversation could be composed between animals, each being represented by different instruments or tones.

• Songs can be composed to support the learning of scientific concepts making them more memorable and understandable, for example chemical properties, taxonomy or weather patterns.

Coding • App prototypes that translate data sets, such as constellations, into

an orchestral piece can be designed using music. • Each data point would be assigned an instrument to produce unique

orchestral songs. • Children can create algorithms that choose drumbeats and harmonic

patterns to create songs that are similar to a mood in a room based on data taken from lighting or sound volume on a camera.