Y3 Music

Listen and Appraise

Knowledge:

  • To know five songs from memory and who sang them or wrote them.
  • To know the style of the five songs.
  • To choose one song and be able to talk about: ○ Its lyrics: what the song is about ○ Any musical dimensions featured in the song, and where they are used (texture, dynamics, tempo, rhythm and pitch) ○ Identify the main sections of the song (introduction, verse, chorus etc.) ○ Name some of the instruments they heard in the song

Skills:

  • To confidently identify and move to the pulse.
  • To think about what the words of a song mean.
  • To take it in turn to discuss how the song makes them feel.
  • Listen carefully and respectfully to other people’s thoughts about the music.
 
 

Musical Activities—Games

Knowledge:  

  •  Know how to find and demonstrate the pulse.
  •  Know the difference between pulse and rhythm.
  •  Know how pulse, rhythm and pitch work together to create a song.
  •  Know that every piece of music has a pulse/steady beat.
  •  Know the difference between a musical question and an answer.

Skills:

Using the Warm up Games tracks provided, complete the Bronze, Silver and Gold Challenges. Children will complete the following in relation to the main song, using two notes:

  1.  Find the Pulse
  2.  Rhythm Copy Back: a. Bronze: Clap and say back rhythms b. Silver: Create your own simple rhythm patterns c. Gold: Perhaps lead the class using their simple rhythms
  3.  Pitch Copy Back Using 2 Notes a. Bronze: Copy back – ‘Listen and sing back’ (no notation) b. Silver: Copy back with instruments, without then with notation c. Gold: Copy back with instruments, without and then with notation
  4.  Pitch Copy Back and Vocal Warm-ups
 

Musical Activities—Improvisation

Knowledge:

To know and be able to talk about improvisation:

  •  Improvisation is making up your own tunes on the spot
  •  When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them
  •  To know that using one or two notes confidently is better than using five
  •  To know that if you improvise using the notes you are given, you cannot make a mistake Improvise using instruments in the context of the song they are learning to perform.

Skills:

Using the improvisation tracks provided, children will complete the Bronze, Silver or Gold Challenges:

  •  Bronze Challenge: ○ Copy Back – Listen and sing back ○ Play and Improvise – Using instruments, listen and play your own answer using one note. ○ Improvise! – Take it in turns to improvise using one note.
  •  Silver Challenge: ○ Sing, Play and Copy Back – Listen and copy back using instruments, using two different notes. ○ Play and Improvise – Using your instruments, listen and play your own answer using one or two notes. ○ Improvise! – Take it in turns to improvise using one or two notes.
  •  Gold Challenge: ○ Sing, Play and Copy Back – Listen and copy back using instruments, two different notes. ○ Play and Improvise – Using your instruments, listen and play your own answer using two different notes. ○ Improvise! – Take it in turns to improvise using three different notes.  

 

Musical Activities—Singing

Knowledge:

To know and be able to talk about:

  •  Singing in a group can be called a choir
  •  Leader or conductor: A person who the choir or group follow
  •  Songs can make you feel different things e.g. happy, energetic or sad
  •  Singing as part of an ensemble or large group is fun, but that you must listen to each other
  •  To know why you must warm up your voice

Skills:

  •  To sing in unison and in simple two-parts.
  •  To demonstrate a good singing posture.
  •  To follow a leader when singing.
  •  To enjoy exploring singing solo.
  •  To sing with awareness of being ‘in tune’.
  •  To have an awareness of the pulse internally when singing.

 

 

Musical Activities—Playing instruments

Knowledge:

To know and be able to talk about:

  •  The instruments used in class (a glockenspiel, a recorder)

Skills:

  •  To treat instruments carefully and with respect.
  •  Play any one, or all of four, differentiated parts on a tuned instrument – a one-note, simple or medium part or the melody of the song) from memory or using notation.
  •  To rehearse and perform their part within the context of the Unit song.
  •  To listen to and follow musical instructions from a leader.

 

Musical Activities—Composition

Knowledge:

To know and be able to talk about:

  •  A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.
  •  Different ways of recording compositions (letter names, symbols, audio etc.)

Skills:

  •  Help create at least one simple melody using one, three or five different notes.
  •  Plan and create a section of music that can be performed within the context of the unit song.
  •  Talk about how it was created.
  •  Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.
  •  Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

 

Performance

Knowledge:

To know and be able to talk about:

  •  Performing is sharing music with other people, an audience
  •  A performance doesn’t have to be a drama! It can be to one person or to each other
  •  You need to know and have planned everything that will be performed
  •  You must sing or rap the words clearly and play with confidence
  •  A performance can be a special occasion and involve an audience including of people you don’t know
  •  It is planned and different for each occasion
  •  It involves communicating feelings, thoughts and ideas about the song/music

Skills:

  •  To choose what to perform and create a programme.
  •  To communicate the meaning of the words and clearly articulate them.
  •  To talk about the best place to be when performing and how to stand or sit.
  •  To record the performance and say how they were feeling, what they were pleased with what they would change and why.