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Unit of work for Music

By Bruce Jordan,2014-12-08 10:56
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Unit of work for Music

    Unit of work for Music

    (Mid-term planning)

    Week Learning Planned Activities Key Questions and N.C Links Resources Organisation Key Skills and

    No. Objectives Assessment And and Vocabulary Cross

    musical Curricular

    elements. Links Children will 3.1 1 Activity 1 Key Questions:- Resources:- Whole class Communication focus on the use 3.2 when skills listening

    of structure in 1. From the work that we 3.3 appraising skills will be ; Tell the pupils they will be listening to a ; CD player

    the piece of have done in geography music. developed when piece of music called Vltava by Smetana. ; CD Smetana Má

    music ‘Vltava’ who thinks they know Structure appraising the Explain that it is a symphonic poem and Czech Vlast (

    when appraising. what story the music is music. define the term the music tells a story. Philharmonic) (Track

     going to tell? Ask question 1. No. 2 Vltava.)

    Children will 2. We know this piece of Links with the ; Give each child a pack of sequencing Bedřich Smetna

    listen with music is a symphonic POS in English cards which are the same as the large ; Sequencing cards concentration poem and will tell us as the pupils pictures to use on the board. Group 1/2 ; Large pictures to and some the story of the River are require to will have a dot on the first picture so they sequencing on the engagement for Vltava but who can tell listen carefully know where the sequence will start. Ask board. longer periods of me where the River and show an question 2. time (5-10 mins) Vltava starts/finishes? understanding of ; Explain the sequencing work. You need Vocabulary:- 3. What picture fits best to what they hear to keep thinking of this question the music in each making relevant question 3. ; Structure section? comments. ; When listening to the music pupils need ; Symphonic poem to sequence the cards by matching it to ; Appraising Assessment: Links with the the different sections of the piece of POS for maths music. Play music. ; Have the pupils focused as the pupils on the structure of the have to sequence music? the pictures.

    ; Did the pupils listen to the

    music with concentration

    for longer?

    Week Learning Planned Activities Key Questions and N.C Links Resources Organisation Key Skills and

    No. Objectives Assessment And and Vocabulary Cross

    musical Curricular

    elements. Links

    Pupils will focus 3.1 1 Activity 1 cont… Key Questions:- Resources:- Whole class Communication

    on the use of 3.2 when skills listening

    structure in the 4. Why did you put the 3.3 appraising skills will be ; Ask individuals for their sequence. Ask ; CD player

    piece of music pictures in that order? music. developed when question 4. ; CD Smetana Má

    ‘Vltava’ when 5. What does the term Structure appraising the ; Put correct sequence on the board. Have a Czech Vlast (

    appraising. symphonic poem mean? music. brief discussion about the sequence, the Philharmonic) (Track

     6. Who can give me the mood of the music and how the music No. 2 Vltava.)

    Pupils will listen name of a piece of Links with the made you feel. Bedřich Smetana with music that is a POS in English ; Ask question 5, 6 and 7. ; Sequencing cards concentration symphonic poem? as the pupils ; If no one suggests the River Usk suggest ; Large pictures to and some 7. If we wanted to are require to it to the class and then discuss where it sequencing on the engagement for compose a symphonic listen carefully starts. board. longer periods of poem/piece of music and show an ; time (5-10 mins) with a story what could understanding of we base it on? (River what they hear Vocabulary:- Usk) making relevant comments. ; Structure Assessment: ; Symphonic poem Links with the ; Appraising ; Have the pupils focused POS for maths on the structure of the as the pupils music? have to sequence the pictures. ; Did the pupils listen to the music with concentration for longer? Links to geography Two contrasting localities are being focused on.

    Week Learning Planned Activities Key Questions and N.C Links Resources Organisation Key Skills and

    No. Objectives Assessment And and Vocabulary Cross

    musical Curricular

    elements. Links

    Pupils will focus 1.1 Groups of no 1 Activity 2 Key Questions:- Resources:- Communication

    on the use of 2.1 more than 5 to skills listening

    pitch and timbre 8. What does the musical 2.3 compose. skills will be ; Explain that they will be composing a ; CD player

    using the term pitch mean? 3.1 developed when symphonic poem based on the River Usk ; Large pictures to

    stimulus of the 9. What does the musical 3.2 discussing ideas. Whole class and that each week they will be working sequencing on the

    picture (Brecon term timbre mean? to discuss Creative skills on a different section. board.

    Beacons). 10. How can we make Timbre ideas and will be ; Give out picture of Brecon Beacons. In ; Target sheet wind/water/leaves Pitch evaluate developed your groups you will compose section A ; Picture of River rustling noises using our work. through thinking of your composition using the picture as a Usk voices? of ideas. stimulus. Think carefully about what ; Cassette tapes 11. Would sound echo at Curriculum sounds you would hear there. You must one for each group the mountain? Cymreig is consider pitch and timbre. Discuss ideas ; Tape recorder. 12. Would we need to use being developed before going off in to differentiated ; Tuned and un-high or low sounds? through studying groups. Ask questions 8-12. tuned percussion the River Usk. ; Composing time. Key focus is pitch and instruments. Assessment:- Links with the timbre. Encourage use of voice for the (Glockenspiel, POS in English wind etc. If a child plays an instrument tambour, when ; Have the pupils encourage them to bring it in next lesson. tambourine, guiro, extending considered the use of ; Each group can choose the instruments Chinese block, cow vocabulary pitch in this section of the they want must include at least 1 tuned bell, maracas, drum through composition? percussion instrument. etc.) keyboards expressing ideas ; Have the pupils ; Circulate class and listen to ideas and and opinions considered the use of provide advice for development. Vocabulary:- about music and timbre in this section of ; Half way through this activity stop the when developing the composition? class and get each group to show their ; Timbre and using ; Using the stimuli have ideas to the class. Discuss strengths and ; Pitch musical they considered carefully weakness. Write on target for ; Symphonic poem vocabulary. what types of sounds are improvement sheets. ; Structure Links to appropriate? ; Work on weakness (10mins). ; Appraising geography ; Bring class back together and record each Two contrasting groups work. localities.

    Week Learning Planned Activities Key Questions and N.C Links Resources Organisation Key Skills and No. Objectives Assessment And and Vocabulary Cross

    musical Curricular

    elements. Links

    Using pitch 1.1 2 Activity 3 Key Questions:- Resources:- Whole class Communication pupils will select 2.1 to discuss skills listening ; CD player appropriate 1. What does the term 2.3 music skills will be ; Recap over last weeks work by asking ; CD Smetana Má sounds for symphonic poem mean? 3.1 (Vltava). developed when key questions 1-3. Vlast (Track No. 2 fishing on the 2. What does the musical 3.2 When discussing ideas. ; Play opening 2 sections of the Vltava and Vltava.) River Usk. term pitch/timbre 3.3 recording briefly discuss. ; Target sheet mean? compositions. Creative skills ; Play back the composition work that was 3. What was the name of Pitch will be ; Picture of River recorded last week. As a class discuss the symphonic poem we Groups to developed Usk strengths and some targets for listened to last week? work on through thinking ; Cassette tapes improvement. What were we basing composition. of ideas. ; Tape recorder. ; Give each group a picture of a man our symphonic poem fishing and a picture of different fishing ; Tuned and un-on? Links to tuned percussion reels. 4. What sounds would you geography instruments. ; Explain that in the lesson they will be hear when you were Two contrasting (Glockenspiel, composing section B of their symphonic fishing? localities are tambour, poem. This section is based at Usk which being focused tambourine, guiro, is very well known for angling. on. Assessment:- Chinese block, cow ; As a class discuss the answer to question bell, maracas, drum 4. Offer some suggestions for making Curriculum ; Have the pupils used pitch etc.) sounds using a football rattle or hand Cymreig is appropriately when ; Own instruments whisk with turning handle. Encourage being developed composing this section? using voice e.g. to make the swishing ; keyboards through studying noise of the line and for splashing noises. ; Football rattles the River Usk. ; Go into groups and work on section B. ; Hand whisks ; Extension: - develop a link between ; Fishing reels section A and B.

    Vocabulary:- ; Bring class back together and record each groups work. As a class evaluate each ; Symphonic poem groups work offering constructive ; Pitch criticism. Each group must write at least 1 ; Timbre target for improvement down.

    Week Learning Planned Activities Key Questions and N.C Links Resources Organisation Key Skills and No. Objectives Assessment And and Vocabulary Cross

    musical Curricular

    elements. Links

    Using their own 1.1 3 Activity 4 Key Questions:- Resources:- Whole class Curriculum

    experiences of 2.1 to discuss Cymreig is

    the Romans at 1. What types of sounds 2.3 music (The being developed ; Play The Battle from the Gladiator sound ; CD player

    Caerleon and would you hear in 3.1 Battle) When through studying track. Starting 1 minute in till 3 minutes ; Gladiator sound

    pictures create Roman times? 3.2 recording the River Usk. 30 seconds. (This should get their creative track. Track 3.

    suitable sounds 2. Who can remember 3.3 compositions. skills going.) ; Cassette tapes for a roman town what the Romans did Creative skills ; When listening to the music they will fill ; Tape recorder. in which pace for entertainment? Pace Groups to will be out an appraising worksheet. ; Tuned and un-and texture will Texture work on developed ; Discuss the pace of the music fast with a tuned percussion be used. composition. through thinking Assessment:- very steady beat. Also discuss texture and instruments. of ideas. how the music builds up. (Glockenspiel, ; Have the pupils used the ; Give each group a set of pictures of tambour, Links to history knowledge of the Romans Caerleon. In this lesson they will be tambourine, guiro, POS Looking to help them to compose? composing section C of the symphonic Chinese block, cow at The Romans ; Have they used suitable poem. Ask questions 1and 2. bell, maracas, drum and taking into pace and texture? ; Composing time. Key area to consider is etc.) consideration the use of pace and texture. ; Own instruments their lifestyle ; Stop class; ask groups to play their ideas. ; Target sheet when As a group discuss and evaluate each ; Picture of River composing. groups work offering targets for Usk improvement. ; Appraising Links to ; Continue to compose with a strong focus worksheets geography on putting each section together. Two contrasting ; Record each group’s work whether it is Vocabulary:- localities are just section C or all the sections. being focused ; Last 10 minutes draw a pictorial score of ; Pace on. each section using the same format as the ; Texture example for Vltava.

    Week Learning Planned Activities Key Questions and N.C Links Resources Organisation Key Skills and No. Objectives Assessment And musical and Vocabulary Cross Curricular

    elements. Links

    Using pictures of 1.1 Groups to 4 Activity 5 Key Questions:- Resources :- Curriculum

    Newport and own 2.1 work on Cymreig is being

    knowledge of busy 1. What can you see in 2.3 composition developed through ; Play the last two sections of Vltava as it ; CD player

    cities create city the pictures? 3.1 and studying the River enters the city of Prague and fades away ; Vltava on CD.

    noises using 2. What sounds can we 3.2 performance. Usk. in to the distance. ; Cassette tapes texture and make using our 3.3 ; Discuss dynamics and how it is used in ; Tape recorder. dynamics. voices for objects in Creative skills will Whole class these to sections of the music. ; Tuned and un-the picture? E.g. car Texture listening to be developed ; Give out pictures of Newport and ask tuned percussion noises. Dynamics Vltava and through thinking of questions 1-3 instruments. 3. What noises would discussing it. ideas. ; Encourage pupils to use keyboards and (Glockenspiel, you hear in a city? use voices. tambour, People talking? Links to ; Need to focus on the texture and the tambourine, guiro, Shopping bags geography Two dynamics of the section. Give an example Chinese block, rustling? Car horns? contrasting of a traffic jam one car horn then another cow bell, maracas, localities are being one until it builds up. drum etc.) focused on. Assessment:- ; Composing time15 minutes on section D. ; Own instruments Bring class back together to share ideas. ; Target sheet Communication ; Have the pupils used ; Continue to work on section D. ; Picture of River skills listening texture and dynamics to ; Begin to link each section together. Usk skills will be create an image of a ; Record each group and ask the group to ; Appraising developed when busy city? comment on their own composition and worksheets discussing ideas. ask them to set themselves a target. Vocabulary:- ; Write there target out on a piece of paper.

    ; Texture

    ; Dynamics

    Week Learning Planned Activities Key Questions and N.C Links Resources Organisation Key Skills and No. Objectives Assessment And musical and Vocabulary Cross Curricular

    elements. Links

    In their groups 1.1 Groups to 5 Activity 6 Key Questions:- Resources :- Curriculum

    children will use 2.1 work on Cymreig is being

    structure and 1. Could you notice 4 2.3 composition developed through ; Look at target sheets. Try to reach target ; Cassette tapes

    duration when different sections in 3.1 and studying the River set last week. ; Tape recorder.

    putting their work the composition? 3.2 performance. Usk. ; Allow time for pupils to work on the ; Tuned and un-from the previous 2. Was each section 3.3 composition as well as time to practice tuned percussion weeks together. suitable for its Creative skills will Whole class play all the way through the composition. instruments. theme? listening to be developed ; Bring whole class back together and give (Glockenspiel, When performing 3. What musical Structure each groups through thinking of out evaluation sheets and comments on tambour, as a group they will elements were used Duration composition ideas. performance sheets. tambourine, guiro, all focus on pace in the composition? pace Chinese block, ; Record each performance. and structure. Links to cow bell, maracas, ; Group 1 will perform first while group 2 geography Two Assessment:- drum etc.) evaluate group 1’s work. Group 2 perform contrasting ; Own instruments while group 3 evaluates group 2’s localities are being ; Have the children used work … group 6’s work. ; Target sheet focused on. the structure given to ; At the end of each performance oral feed ; Picture of River them for this back will be given from teacher and other Usk. Communication composition? pupils. ; Evaluation sheets skills listening ; Have they considered ; Each pupil is then required to fill out a ; Personal skills will be the duration of the sheet where they comment on their own performance sheet developed when composition? performance. discussing ideas. ; Are the performing as a Vocabulary:- ; Draw pictorial score for the whole group and playing at the composition. same pace? ; Structure ; Extension: - Listen to the recording of ; How well has the group ; Duration each group. thought about their ; pace composition?

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