Year 5 !usic Su"#ect $ocus/Cross Curricular %in&s %earnin' a son' to (er$orm as a 'rou( or solo and to create a "eat/tune to accom(any lyrics) *ate +esources re,uired: -ntuned instruments. son' $rom t/e scri(t. metronome Sa$e'uardin' a0areness: %earnin' 1"#ective2s3 4eac/in' & %earnin' activities. includin' introductions. main in(uts and o0n mana'ement) Key 5uestions/6o c) *i7erentiation I can 8understand /o0 A9 music 0as created) perform, listen to, review and evaluate music 8(lay and (er$orm in solo and ensem"le conte:ts. use my voice and play musical instruments with accuracy, control and expression. 8(re(are (oems and (lays to read aloud and to (er$orm. s/o0in' understandin' t/rou'/ intonation. tone and volume so t/at t/e meanin' is clear to an audience listen with attention to detail and recall sounds with increasing aural memory. 8learn to sin' and to use my voice. to com(ose and ma&e music 0it/ ot/ers. have the opportunity to learn a musical instrument, and to progress to a higher level 8sin' and (lay musically 0it/ con;dence and control) <n 'rou(s discuss 0/at t/ey already &no0 re'ardin' 9ree& music t/en as a class "rainstorm $eatures o$ Ancient 9ree& music on a lar'e "oard or (iece o$ (a(er 0/ere all c/ildren can see) !a&e re$erence to com(osition. lyrics and structure 25 minutes3 9ive eac/ (air a co(y o$ t/e $oot"all c/ant son' and read t/rou'/ accordin' to sta'e directions) +ead t/rou'/ it as a class in t/e $orm o$ a (oem "e$ore loo&in' at it $rom t/e (ers(ective o$ a son' 25 minutes3 =ac/ 'rou( must ta&e a verse 2di7erentiated3 and alter t/e tone. (itc/. dynamics. tim"re and te:ture to result in t/e same lyrics "ut a di7erent tune *ra0 a dia'ram 20it/ a &ey3 s/o0in' /o0 t/e $eatures /ave "een c/an'ed 215 minutes3 <nstruments: Kit/ara 29uitar3 Aulos 21"oe3 Syrin: 2Pan Pi(es3 >ydraulis 2?ater and air (o0ered (iano3 Aeneid 24rum(et3 +/ymin' cou(lets. (itc/. duration. dynamics. tem(o. tim"re. te:ture and structure 51) ?/at do t/e sta'e directions tell us a"out t/e son'@ >o0 do you t/in& t/at AA 2"elo0 avera'e3 TA to support this group. *onBt /ave to 0rite do0n 0/at t/ey can remem"er "ut s/ould "e encoura'ed to recall musical instruments) 4/e 4A 0ill read t/e son' to t/e =A% c/ildren or lo0est a"ility 'rou( so t/ey donBt /ave to read it t/emselves as t/is could "e a c/allen'e $or some and time consumin') 4/ey s/ould "e encoura'ed "y t/e 4A to sin' alon' 0it/ t/e rest o$ t/e class and #ust en#oy t/e son') ?/en ada(tin' t/e dynamics o$ t/e son' t/e c/ildren s/ould /ave 0ord cards 0it/ eac/ de;nition on so t/ey &no0 0/at eac/ element means and 0/at it re(resents) 4/eir line dia'ram can "e very sim(le. or t/ey could use countin' as dra0in' may "e a c/allen'e $or some) Sim(le o(inions suc/ as Cvery/not very 'oodB s/ould "e encoura'ed $rom t/e 'rou( as t/ey evaluate ot/er 'rou(s 0or&) 4/e c/ildren may add any instrument t/ey li&e to t/eir (iece /o0ever. t/ey s/ould "e a"le to e:(lain 0/y t/eyBve c/osen t/at instrument) 4/ey s/ould also "e a"le to evaluate t/eir o0n (iece o$ 0or& and t/en decide and #usti$y 0/at 0or&s and 0/at doesnBt) A 2avera'e3 4/ese c/ildren s/ould all "e a"le to recall some $eatures o$ 9ree& music includin' some (ro(er instrument names) 4/ey s/ould also "e a"le to recall "asic $acts relatin' to t/e structure o$ 9ree& music) 4/e c/ildren 0ill "e a"le to sin' t/e son' 0it/out music "y usin' t/e sta'e directions) Not all c/ildren 0ill &no0 a $oot"all c/ant /o0ever i$ one c/ild does t/ey could (er$orm it to t/e class as an e:am(le) 4/eir line dia'ram s/ould "e clear and concise. dis(lay eac/ $eature se(arately and s/ould /ave a &ey) 4/ey s/ould "e a"le to evaluate t/eir o0n 0or& and 'ive e:(lanations as to 0/y an alteration does or doesnBt 0or&) 4/eir instrument c/oices s/ould "e #usti;ed and must "e s/o0n on a line dra0in' 0/ic/ includes timin'. instruments. crescendo and diminuendo and t/e "e'innin's o$ "asic musical sym"ols suc/ as a tre"le cle$. minim. "reve. semi"reve. croc/et and "reat/s 2(auses3 understand musical composition, organise and manipulate ideas within musical structures and reproduce sounds from memory 8understand musical notations and /o0 music is constructed. (roduced and communicated t/rou'/ (itc/. duration. dynamics. tem(o. tim"re. te:ture and structure) use and understand the basics of staf and other musical notations. 8understand t/e lyrics 0it/in a son' perform the songs without music 8add music to t/e lyrics usin' sel$ c/osen instruments) Feed"ac& to t/e rest o$ t/e class. as& ot/er 'rou(s to evaluate eac/ (iece usin' 2 stars and a 0is/ tec/ni,ue 25 minutes3 Add an instrument to t/e lyrics to s/o0 r/yt/m and (ossi"ly tune i$ anyone in t/e 'rou( can (lay a tuned instrument) Create a c/art/dia'ram to s/o0 timin' and instruments used 0it/in t/e (iece) 215 minutes3 Feed"ac& to t/e 'rou( a'ain "ut e:(lain /o0 and 0/y certain instruments 0ere used and evaluate usin' 2 stars and a 0is/ tec/ni,ue 25 minutes3 c/an'es t/e conte:t o$ t/e son'@ Could it "e sun' usin' di7erent dynamics. tone. and (itc/@ ?ould it still ;t t/e (lay@ ?/y/?/y not@ AA 2a"ove avera'e3 =very c/ild s/ould "e a"le to contri"ute to t/e 'rou( discussion) C/ildren s/ould "e recallin' accurate descri(tions o$ musical instrument and t/eir (ro(er names) 4/e c/ildren s/ould ,uic&ly "e a"le to (ic& u( t/e son' and "e'in to ada(t it t/emselves) ?/en evaluatin' t/eir o0n and ot/er 'rou(s 0or& t/ey s/ould "e a"le to 'ive constructive criticism includin' (oint $or im(rovement and reasons $or 0/y) 4/eir dia'rams must include "asic musical sym"ols suc/ as a tre"le cle$. minim. "reve. semi"reve. croc/et and "reat/s 2(auses3. "ars. timin's. and s/ould "e (er$ormed 0it/ accuracy)