Learn to groove around a simple bass line and melody, which will include singing, playing a range of instruments and improvising using the hexatonic scale. Based on Duke Ellington’s idea of a Riff Master.
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 scale that is made from 6 notes, often used in African township music.
a shifting of the normal accent, usually by stressing the normally unaccented beats.
2 or more notes sounding at the same time
how many different instruments are playing together
How loud or quiet the music is.
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.
Mixing the levels of two or more instruments so they blend well together.
Play and perform confidently as an ensemble playing instruments musically, fluently and with accuracy and expression. -students will have the chance to improvise and use staff and other notations. -have a deeper understanding of the music they perform and listen to with links to historical features.
Students are encouraged to listen to each other and work together as a large ensemble, which requires excellent team skills.
Students will learn about the art of film music and underscore. Using a short clip called "The Box", students will create a sound effect track using orchestral percussion and an underscore creating the mood of the piece.
-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
-I can organise ideas musically with a strong sense of structure.
Listening Responding and Understanding
-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.
-I can analyse some techniques and devices using correct musical vocabulary.
a sequence of single notes, also known as a Tune.
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.
Sound whose source is visible on the screen or whose source is implied to be present by the action of the film.
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
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.
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.
a 5 note scale, usually found in South East Asian Music such as Gamelan.
Music to accompany a film.
Students will be working independently and in small groups and learn about new technologies. They will sequence ideas together, which will also support work with programming.
Sharing compositions and peer to peer feedback.
Students will form their own band, choose a piece of music from a varied list and put a performance together. They will begin this using Find Your Voice then move to instruments in order to internalise sounds before playing.
-Play and perform confidently in a small ensemble using voice, playing instruments musically, fluently and with accuracy and expression.
-create an arrangement of a piece that students choose.
-use staff and other relevant notations appropriately and accurately.
-develop a deeper understanding of the music they they perform.
a sequence of single notes, also known as a Tune.
a strong, regular repeated pattern of movement or sound
Song structure or the musical forms of songs, also known as Form.
2 or more notes sounding at the same time
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
Using music to mimic what is happening in the moving image.
Students will develop further performance skills and continue to use learning skills that are transferable across all subjects such as resilience, resourcefulness, reflective, responsible and reasoning.
Working in bands, students will continue to develop team skills, co-operation and support each other throughout the band process.
Using the I V VI IV chord progression, recreate vocal and band arrangements of well known pop tunes. Students will perform these acapella and on instruments.
-Play and perform confidently in a small ensemble using voice, playing instruments musically, fluently and with accuracy and expression.
-create an arrangement that is based on the chord progression given.
-use staff and other relevant notations appropriately and accurately
a sequence of single notes, also known as a Tune.
Groups of notes played together, also known as chords.
2 or more notes sounding at the same time
creating a new version of an existing piece of music
Sound organised over time.
How loud or quiet the music is.
The act of communicating emotion in music.
how low or high the sounds are
a succession of musical chords that are often repeated throughout a pop song
Studnets will need to use the following learning attributes: responsible, resourceful, reasoning, resilience and reflective.
Working in small groups, students will need to be supportive of each other and co-operative in order to achieve a musical outcome.
As a whole class, we will perform a version of Ghostbusters
using a wide range of instruments, focusing on ensemble playing
and developing instrumental skills.
musically, fluently and with accuracy and expression.
-students will have the chance to improvise and use staff and other
notations.
-have a deeper understanding of the music they perform and listen
to with links to historical features
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.
a whole step between notes, e.g. C to D
a half a step between notes e.g. C to C#
How loud or quiet the music is.
The act of communicating emotion in music.
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.
Students will develop listening and performing skills and learn to work as a whole class ensemble. They will continue to develop note reading skills and the importance of following a steady pulse.
Working together as a whole group.
Students will explore the music of India through creative composition using ICT and performance features.
-improvise and compose; and extend and develop musical ideas using technology.
-Use a range of musical devices when creating pieces of music
-listen to examples of world music and understand how musical elements combine to form the key fingerprints and develop a deeper understanding of the historical context of the music.
a long sustained note
The formal section of a piece of Indian classical music, often comes after the alap section.
The first section of a piece of Indian classical music, which is improvised.
an Indian stringed instrument, often plays the melody or raga.
a scale pattern which form the basis for melodic ideas in Indian music.
Players often bend the strings while playing to give a pitch bend.
Music ideas that are not prepared.
Responding to ideas given by another player.
A violin-type instrument.
A flute-type instrument.
Students will learn about musical influences from different parts of the world, develop independence and sequencing of ideas.
An appreciation for different cultures and how they influence our own culture.