Lesson 1: Classical music, dynamics and tempo: Percussive animals

After moving expressively in response to music, children then embody animals, before exploring how different instruments can be used to represent them

Before the lesson

Learning objective

  • To use percussion and my body expressively in response to music

National curriculum

Pupils should be taught to:

  • Experiment with, create, select and combine sounds using the inter-related dimensions of music

Success criteria

Cross-curricular links

Attention grabber

Main event

Differentiation

Remember that in Music, pupils you might expect to need support may not need it and those you would class as working at greater depth in other curriculum areas might need support.

Pupils needing extra support: Tell the pupils what and how they should play the instrument, e.g. loudly/slowly/quietly.

 

Pupils working at greater depth: Encourage them to give specifics for their choices, e.g. I chose a drum because it’s loud like a lion; I chose a tambourine for a sloth because the bells ring for ages.

Wrapping up

Assessing pupils' progress and understanding

Vocabulary

Created by:
Laura Barr,  
Music specialist
In her 14 year teaching career, Laura assumed the role of Music Lead, and was Head of Music in a large secondary school. Laura has a passion for working with children with a disadvantaged background, either through deprivation or disability,…
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