Using music from South African Townships, we will perform a piece as a whole class and then move into small groups to recreate our own versions that includes solos and improvising. Students will learn to sing ShoSholosa.
-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.
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 series of #'s or b's (sharps or flats) to indicate what notes are in the scale.
Sound organised over time.
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.
a chord progression that forms an ending of a section of music.
Originating from South Africa, this form of music combines jazz and pop.
Students will develop their ability to remember patterns and musical phrases and learn to play by ear.
An understanding of the wider world and an appreciation for other cultures.
Students will explore the art of songwriting through a series of lyric writing workshops and look at adding melodies and chords. They will perform and record their songs in small groups. A chance also to extend ideas and use ICT where appropriate.
-Play and perform confidently in a small ensemble using voice, playing instruments musically, fluently and with accuracy and expression.
-compose, extend and develop musical ideas
-use staff and other relevant notations
-use inter-related dimensions of music expressively and with increasing sophistication.
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.
2 or more notes sounding at the same time
a series of #'s or b's (sharps or flats) to indicate what notes are in the scale.
when music is used to underpin the meaning of the words
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.
Digital Audio Workstation - an example is Garageband.
A chord in which the notes are played one after the other rather than at the same time.
The repeated part of a song in a verse-chorus structure.
An electronic device that replicates the sounds of various percussion instruments.
Students will learn a range of literacy skills when writing lyrics, which will support them across other subjects. They will continue to create music and develop performance skills.
Themes can be used to support learning across the curriculum when writing lyrics.
Students will rehearse and record a piece of popular music and build on their mutli-tracking and arrangement skills. They will further develop their understanding of harmonic and melodic structures.
-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.
-I can develop my musical ideas with imagination
-I can create music that successfully combines many musical elements and my piece sounds finished.
Listening, Knowledge and Appraising
-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.
-I can transcribe music I have heard and am fluent at reading both treble and bass clef.
-I can analyse and evaluate advanced musical features in music and use musical vocabulary to make excellent critical judgements.
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 technique used in electronic music where a sound is repeated.
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.
layering of sounds and instruments
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.
Digital Audio Workstation - an example is Garageband.
Using ICT to programme and code. This is a transferable skill across a range of subjects.
Students make links to other subjects and develop skills that are transferable.
Another chance to form a band and choose a suitable piece of music to
perform. Students will have the chance to further develop their
performance skills on their chosen instrument.
-create an arrangement of a piece that students choose.
-use staff and other relevant notations appropriately and accurately.
-develop a deep understanding of the music they they perform.
a sequence of single notes, also known as a Tune.
Song structure or the musical forms of songs, also known as Form.
2 or more notes sounding at the same time
the characteristic quality of a sound, independent of pitch and loudness.
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.
creating a new version of an existing piece of music
The act of communicating emotion in music.
The speed of music.
The sounding of two or more musical notes at the same time. Harmony can be described as Diatonic, Chromatic, Consonant, and Dissonant, the use of a Pedal Note or Drone and different types of chords.
Students will work as a group to recreate a performance of a chosen song. They will use listening and aural skills to do this.
Students will need to work together as a team to complete the work successfully.
Looking at music from the Baroque Period, students will learn about the concept of a Ground Bass and recreate their own contemporary version
of this well known piece, thinking about different arrangements and remixes.
-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 ground bass and chord progression.
-use staff and other relevant notations appropriately and accurately.
-develop a deeper understanding of the music they perform.
Song structure or the musical forms of songs, also known as Form.
a short recurring pattern in the bass part
A period in music between 1600 and 1750.
Develop resilience, resourcefulness, responsibility, reflection and reasoning skills.
Students work together as a band to produce a final product.
Students will explore similarities between film and game music and have a chance to create a range of themes for games using ICT. They will look at how music:
● creates a mood or emotion
● creates a sense of time or place
● represents a character
● preempts what’s about to happen
-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.
-I can develop my musical ideas with imagination
-I can create music that successfully combines many musical elements and my piece sounds finished.
Listening, knowledge and appraising
-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.
-I can transcribe music I have heard and am fluent at reading both treble and bass clef.
-I can analyse and evaluate advanced musical features in music and use musical vocabulary to make excellent critical judgements.
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.
the characteristic quality of a sound, independent of pitch and loudness.
a technique used in electronic music where a sound is repeated.
Using technology to record ideas and arrange them in a particular order
how many different instruments are playing together
connecting music (ie. music that accompanies a cut scene that aims to maintain the player’s interest)
music that represents an important event in the game
a short ending which signals the conclusion of a level or section
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 ideas and make links between visual stimulus and audio.
Peer to peer feedback, analysing and understanding how music can change and effect mood.