Learning objective
- To recognise key elements of music.
Success criteria
- I can identify the dynamics in the piece.
- I
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National curriculum
Music
Pupils should be taught to:
- Appreciate
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Cross-curricular links
- None.
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Could use the Resource: Keywords when completing the table
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining how the music makes them
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Vocabulary definitions
-
tempo
The speed of the music (fast or slow).
-
texture
How many layers of sound the music has (thick or thin).
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In this unit
Lesson 1: The sea: Vocal and body sounds
Lesson 1: Timbre and rhythmic patterns: Character voices
Lesson 1: Shosholoza a cappella
Lesson 1: The singing river
Lesson 2: Vocal and body sounds: Embodying the sea
Lesson 2: Timbre and rhythmic pattern: Starting with instruments
Lesson 2: Playing Shosholoza
Lesson 2: The listening river
Lesson 3: Vocal and body sounds: Musical treasure hunt
Lesson 3: Timbre and rhythmic patterns: Rhythms
Lesson 3: The Shosholoza show
Lesson 3: The repeating river
Lesson 4: Vocal and body sounds: Seaside story
Lesson 4: Timbre and rhythmic patterns: Responding to music
Lesson 4: Drumming away to Africa
Lesson 4: The percussive river
Lesson 5: Vocal and body sounds: Seaside soundscape
Lesson 5: Timbre and rhythmic patterns: Keeping the pulse
Lesson 5: Eight-beat breaks
Lesson 5: The performing river