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Music - KS1 - Year 1 / Year 2

Year 1- Hampton Hargate Primary School Music Overview

Autumn Term 1 2017

Unit: Ourselves     Musical focus: Exploring sounds Subject link: English

In this unit, the children explore ways of using their voices expressively. They develop skills of singing while performing actions, and create an expressive story. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through creating a sound collage. Different groups will be able to use their voices to make the sounds of different pieces of equipment from a playground. The children will develop their listening skills by exploring compositions that use extended vocal techniques. Through the use of vocal and body percussion they will be able to create their own story.           

Unit: Number           Musical focus: Beat     Subject link: Mathematics

In this unit, the children develop a sense of steady beat through using movement, body percussion and instruments. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through making additional suggestions in response to a musical score. They will develop their fine motor skills through tapping a steady beat. The children will offer their own ideas of how to make changes to a verse in a song. In small groups the will be able to draw a musical score or make suggestions for a song. The children will use their ideas and perform them to others. Some children may be able to play tuned percussion to the beat, in response to a song.

Autumn Term 2 2017

Unit: Animals    Musical focus: Pitch        Subject link: PE

The children develop an understanding of pitch through using movement, voice and instruments in this unit. They identify contrasts of high and low pitches, and create animal chant sounds and sequences. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through investigating animals in their local environment and learn about the sounds that they make, eg bird calls focusing particularly on the pitch the animal make. Using movement the children will create a dance to accompany a specific song, contrasting high and low movements. Individually or in small groups, they will create graphic scores choosing other animals for a vocal exploration of pitch.

Unit: Weather                    Musical focus: Exploring sounds                 Subject link: Geography

In this unit, the children use voices, movement and instruments to explore different ways that music can be used to describe the weather. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through composing an introduction to the verses of a particular song using instruments or sound makers in small groups. They may also use percussion instruments instead of body percussion in response to a particular song. More confident children may wish to direct a piece of music by choosing and indicating the order of the sounds to the class. The children will have the opportunity to use ICT, to research paintings by artists such as Turner and Rembrandt which will act as a stimulus to develop and compose a piece of storm music to record or perform.

 

Year 2- Hampton Hargate Primary School Music Overview

Autumn Term 1 2017

Unit: Ourselves  Musical focus: Exploring sounds Subject link: English

The children discover ways to use their voices to describe feelings and moods. They create, notate and perform vocal sounds, building to a performance. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through creating a poem about things they like and dislike, adding sounds to the ends of the lines. They will then prepare this for a performance. In pairs the children will notate their own pitch shape and duration using simple line graphics in response to a given stimulus. They then swap them with another pair to perform. To a known song, they will invent new verses for different moods and groups of people.

 

Unit: Toys Musical focus: Beat Subject link: PSHE

In this unit, the children move and play to a steady beat and to sound sequences. They learn to control changing tempo as they take a scooter ride. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through using percussion instruments to play different beats also marking the strong beat. The children will also perform a known song using instruments and actions. Pairs of children will make their own graphic score from a given stimulus. They will then take it in turns to lead, playing the beat on instruments and matching the speed to the graphic score.

 

Autumn Term 2 2017

Unit: Our land Musical focus: Exploring sounds Subject link: Geography

The children explore timbre and texture as they explore descriptive sounds. They listen to, and perform, music inspired by the myths. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through making up a short extra chant for each of the myths they have learnt about. They will then play the rhythm of the chants on instruments. The children will also research legends and myths in their local area and make up a piece of music about one of the locations. With this in mind, they will use a familiar method of composing to give the children a vocal framework. They will then explore instrumental and found sounds and gradually add them also to the vocal framework.

Unit: Our bodies Musical focus: Beat Subject link: PE

In this unit, the children develop a sense of steady beat using their own bodies. They respond to music and play rhythm patterns on body percussion and instruments. The children also learn about musical vocabulary and its meaning. They have the opportunity to extend their learning further through inventing a new verse for a known song, using another rhythm pattern. Whilst playing percussion instruments in groups, the children follow the direction of a class conductor by playing in turn as a group then building up the layers until all three parts are playing together. The children will try the movements known to a familiar song and perform together in complete silence, internalising the melody and the words, and keeping to the same steady beat.