Contents

  1. Introduction – Rational / Preface
  1. Relevant Documentation – National Curriculum
  1. Key stage 1
  1. Key stage 2
  1. Activity Frames
  1. Writing Frames
  1. Appendices
  1. Acknowledgements

Introduction

This scheme of work has been designed to help and support the classroom teacher in implementing the National Curriculum for Music by:

  • Providing practical activities which give first hand experience of music to children.
  • Providing materials which will help to give the necessary confidence to teachers.
  • By developing the programme of study across the key stages through the five key elements of

PULSE AND RHYTHM

PITCH

SINGING

COMPOSITION/CREATIVE MUSIC

LISTENING

  • Within these sections are graded activities with suggested resources designed to serve as examples. These can be augmented by the class teacher in response to individual school planning. Music co-ordinators and class teachers are encouraged to incorporate resources already in use within the school.
  • Methods of organisation and development are clearly indicated on the lay-out. We would suggest that teachers select from all these sections so that they achieve a well-balanced programme of work and not to use each section in its entirety before moving on to the next. (See Exemplar 1)
  • The activities are intended to be repeated sufficient times in order that the children’s understanding of a concept can be reinforced.
  • Where we have used musical terms, they have been defined in a glossary which can be found in the Appendix.

Assessment

The National curriculum for Wales makes it clear that assessment arrangements for music will not include nationally prescribed tests and in consequence concludes that assessment in music will, for most pupils, be by teachers only. It further recommends that assessment be made against the End of Key Stage Statements, and that assessments should be simple and part of the classroom process, thus making only reasonable demands on time. Therefore in conjunction with this, two assessments are proposed during KS1 and assessment charts based on the work covered in this scheme are provided.

It is for the teacher to decide in accordance with his/her assessment practice in other curriculum areas, or assessment system already in place in the school, whether the criteria columns should contain a tick, a colour coded mark, or a grade mark.

Music – A Vital Element in the Early Years Classroom

Music making allows children to

  • develop socially by taking turns
  • learn to listen to others and value the contribution of others
  • build relationships through working together
  • experience a sense of achievement
  • be successful
  • a sense of value
  • gain positive feelings of acceptance and belonging
  • develop respect for many different cultures including their own
  • form an individual means of expression
  • develop aural memory
  • develop and deepen listening skills that are so valuable
  • become more adept at sound recognition and discrimination

Most musical activities can be performed in the circle time format. This enables all children to take part regardless of ability. Children who have problems with speech are given more time within a musical activity. The rhythm of the music builds confidence. There is often no “right” or “wrong” so all children can be successful. Music gives them a platform for individual performance. Children, who would otherwise be reluctant to take an individual part, or to offer an opinion, are often eager to join in once musical instruments become available. Music is often the key, the way in, to children with a variety of problems.

Important research has shown that the whole surface of the body is connected to the brain in an orderly fashion. This “map” can be altered and brain activity strengthened or weakened by physical activity, including music making.

It is known that the left hand side of the brain is bigger in trained musicians than non-musicians. This is extremely important as the left-hand side of the brain affects our imaginative development. It is also important for verbal memory. Introducing young children to music making is therefore vital in the development of their language skills.

The ear is the first sensory organ to develop and it is clear that stimulation to the central nervous system through sound is important to a child’s early brain development. It has been shown that classical music is processed in the same region of the brain that develops language and mathematics. There are three times the number of nerve connections between the ear and brain as there are between eye and brain, and stimulating these connects has an extremely positive effect.

KEY STAGE 1 Programme of Study

Focus Statement
At Key stage 1, pupils should be taught how to perform, compose and appraise music focusing their listening (in all musical activities) on the musical elements. The repertoire chosen for performing and listening should comprise a range of music, including the music of Wales. / Pupils should be given opportunities to work as a class and in a smaller group, to reflect on and discuss their work and plan how to improve it, and to use ICT, e.g. to record their music
Musical elements
pitch high/low
duration long/short sounds, pulse, rhythm
pace fast/slow
timbre quality of sound
texture one sound/several sounds performed together
dynamics loud/quiet
structure pattern, repetition/contrast
silence
1. / Performing / 2. / Composing / 3. / Appraising
1.
2.
3. / Pupils should be taught to :
sing a variety of simple songs, e.g. songs of a limited vocal range, with some control of breathing, posture, diction, dynamics and pitch.
play simple melodies and accompaniments, e.g. repeated patterns, on a variety of instruments, including tuned and untuned percussion, keeping a steady beat and listening to other performers.
during which pupils should be given opportunities to :
imitate, memorise, internalise (hear in their heads) and recall short musical patterns and songs. / 1.
2.
3. / Pupils should be taught to :
improvise, compose and arrange music using a variety of sound sources, e.g. their voices, bodies, sounds from the environment, and tuned and untuned percussion.
create, select and organise sounds in response to different stimuli, e.g. musical ideas, poems, pictures, stories
during which pupils should be given opportunities to:
explore a range of sound sources. / 1.
2.
3. / Pupils should be taught to :
listen attentively to their own and others’ music in order to make broad distinctions within the musical elements
discuss the effectiveness of music, including their own compositions and performances
during which pupils should be given opportunities to :
recognise and describe sounds in the environment and sounds made by classroom instruments
Respond to music through movement and/or other forms of expression

PULSE

AND

RHYTHM

PULSE / BEAT

Pulse is the first and most fundamental musical concept that a child should learn. It is something that has to be experienced or “felt” and is the foundation of all other musical learning and that is why it should be the first skill to be covered. When you listen to a piece of music, you often find yourself tapping your feet or moving your head regularly with it, rather as if you were a clock. When you do this you are unconsciously responding to the underlying beat of the music. Pulse, or “keeping the beat”, is an easy concept to approach with young children as they will love to move to music, it is natural for them and should not be discouraged. However, by playing games, singing songs and saying rhymes, it can be structured, and move from the unconscious (when the children play the games and follow your lead), to the conscious (when they begin to realise that all music has a specific beat and that it is important that everyone participating keeps to the same beat).

Rhythm

Introduction

Rhythm is the sub-diversion of a beat. Clapping / playing the rhythm of words requires the children to clap / play every syllable of every word.

Rhythm should be taught in order.

Say / sing the rhythm

Say and clap the rhythm

Whisper and clap

Clap the rhythm mouthing the words

Clap the rhythm and internalise

Say and play the rhythm on simple percussion

Whisper and play

Play rhythm and mouth the words

Play rhythm only and internalise

N.B. Remember clap the rhythm; tap the beat / pulse.

  1. Pass the clap around

1)Pass a clap around the circle to a steady beat (one child can keep the beat in the centre on a woodblock.

2)Pass a clap, and at an interval a knee slap.

3)Pass a clap a slap and a click – all on the beat.

4)A ‘mexican wave’ is a fun game to begin with perhaps?

4. 34 24 + 44 time – Stressing the first beat. – Dividing the beat.

1)In a circle pass a clap around to a beat.

2)Explain that beats are divided into 2’s 3’s + 4’s and then ask the pupils to pass the clap around again but with the strong beat 1 being patted on knees.

3)Do this for all the time signatures.

4)Change the body movements.

5)Put the time signatures on instruments e.g. drums only on 1.

5.Rounds and movement

1)One action per phrase can be added to the round when it was

known e.g.

Frere Jacques Frere Jaques (to the beat)

Tap shoulders

Dormezvous dormezvous

Tap either side of head

Sonnezlesmatines sonnezlesmatines

Pat knees

DingDongDong Dingdongdong

Stamp

2)Movements done as a round in large groups.

FOCUS:PULSE

TITLE:Pulse through rhymes

Main objective:To encourage the children to feel and perform a steady beat through actions

Organisation:Whole class (circle)

Resources:Untuned percussion

Activity:

  • Stand the children in a circle and then recite the rhyme “Ten Big Sausages” (see poem sheet) to them whilst they listen. When you recite stress the words which fall “on the beat”.
  • Join hands and walk around in a circle saying the rhyme again, encouraging the children to join in with the words. You should try to emphasis your footfall (on the beat) as you do this, so that the children will imitate you.
  • Repeat this as many times as you think necessary for the children to be confident with the rhyme and the movement.
  • Stop for a moment and explain to the children that at the end of the rhyme, after the word “bang”, they should all clap their hands once and simultaneously jump around to face the opposite direction. The rhyme can then be repeated in this direction and changed once again at the end, and so on.
  • When the game is well known, one child can be asked to stand in the centre of the circle and keep the beat on an instrument, a drum, agogo or a tambourine perhaps whilst the other play the game.

Extension

Choose other actions which can be used to keep the beat e.g. alternating thigh and hand claps (on their own or in pairs), head and shoulder taps, swaying from side to side, holding hands and swinging them back and fore. However, try to ensure that the movements are clearly defined (not for instance rolling the hands which does not give the feeling of a distinct beat), and then be inventive, knees/toes, nose/tummy; ask the children, they are never short of ideas.

When the children are familiar with the rhyme the tempo can be changed i.e. saying the rhyme faster or slower and therefore performing the actions faster or slower. You will have to be firm about keeping to the beat when the tempo is faster as some children may do the actions arbitrarily at this point.

A good way of indicating the speed is to say the words “Ready, Steady, off we go” before the rhyme, at the speed you want to go.

Assessment

  • Can the children do the actions to the beat
  • Can they transfer the actions into play the beat on an untuned percussion instrument.

FOCUS:PULSE

TITLE:Pulse through rhyme

Main objective:• Moving to a steady beat according to the actions

and tempo

• Exploring the sounds that the voice can make

Organisation:Whole class in a circle

Resources:Untuned percussion instruments

Sheet of rhymes

Activity:

When you have played the game “Have you got your whispering voice?” from the module on Pitch, and the children are familiar with the different sounds their voices can make, these “voices” can be added to the rhyme games by changing each consecutive saying of the rhyme, e.g.

1)Walk around saying the rhyme.

2)Walk around whispering the rhyme.

3)Walk around saying the rhyme in a high voice.

4)Walk around saying the rhyme in a low voice.

5)Walk around saying the rhyme in a loud voice.

6)Walk around saying the rhyme in a quiet voice.

7)Walk around humming the rhyme.

8)Walk around saying the rhyme in their heads (internalisation).

9)Walk around singing the rhyme (to the two note pattern G – E).

Extension

Accompany the rhymes by using instruments to keep the beat as the game is played. Discuss with the children which instruments would be best to play, depending upon whether the rhyme is being whispered, sung at a high or low pitch, hummed etc. When it is being sung, it should be played at pitch on the chime bars.

All these extension activities can be used with the rhymes listed and also with any that you already know. They should be used and re-used frequently, the children will not get bored with them. Very gradually over the year, increase the number of different skills you are asking the children to concentrate on at any one time.

Assessment

  • Can the children move in time to the beat
  • Can the children differentiate between the different sounds that their voices can make.

FOCUS:RHYTHM

TITLE:Musical Words

Main objective:Layering of rhythmic textures

Organisation:Whole class or smaller group

Resources:Visual aids – picture cards / soft toys

Activity:

1)Choose four words from your theme/story that have a varying number of syllables;

E.g. For the theme minibeasts

Ant

|

Spi-der

‌‌‌‌‌‌‌| ‌‌|

Butt-er-fly

|¯¯| |

Cat-er-pill-ar

|¯¯| |¯¯|

2)As a class clap and say each rhythm separately. Encourage the children to be expressive in their use of voices.

3)Ask the children to choose percussion instruments suitable for each minibeast e.g. a triangle for a delicate butterfly. It is important to still say the words aloud as the instruments are being played.

4)Divide the children into four groups. Make each group responsible for one minibeast.

5)The teacher acts as the conductor and sets a steady four-beat pulse. Point to each group in turn to say and clap their rhythm repeatedly.

Extension 1

Using a set of hand signals (See Appendix) layer the rhythms by bringing in one group at a time to repeat their rhythms. Each group keeps going until all four rhythms are being spoken and clapped at the same time.

Extension 2

Internalise/think the words/rhythms instead of saying them aloud.

Extension 3

Alter the order in which the rhythms are played. This ensures that the children watch and listen at all times.

Extension 4

Allow a child to become the conductor.

Therna : - Ar lan y môr

cranc

‌‌|

tywod

| |

tonnau mawr

|¯¯| |

llongau hwylio

|‌¯¯| |¯¯|

FOCUS:RHYTHM

TITLE:Name Games

Main objective:To develop rhythmic awareness

Organisation:Children in a circle

Resources:None

Activity:

  1. Using the tune “She’ll be Coming Round the Mountain” sing to the class

Bore da ffrindiau, bore da

Bore da ffrindiau, bore da

Bore da ffrindiau, bore da ffrindiau,

Bore da ffrindiau, bore da.

Sing together.

  1. Now ask the children “Who would like us to sing to them/”

Choose one of the children who has responded and sing to them.

Bore da David bore da etc.

  1. Say the rhythm of the name and clap

E.g. Da vid

| |

The child copies. All the children clap the rhythm.

  1. Sing the song each day and the children will become more confident.

Li am

| |

Jackone short, sharp clap

|

Jess i ca3 short claps

|¯¯|| |

Gab ri e lla4 short claps

|¯¯|| |¯¯|

Each child claps the rhythm of their name.

Extension 1

Play “Guess the Rhythm”

Whose name rhythm am I clapping?

Many names sound the same but this gives the opportunity to discuss identical rhythmic patterns.

E.g. Tho-mas Li-am Jo-die Kir-sty

| | | | | | | |

Extension 2

Play “Pass a rhythm”.

Choose a child as the leader.

They clap the rhythm of their name.

Each child claps the rhythm around the circle.

Further development can be made by introducing simple percussion instruments.

Assessment

Can the child clap their own name rhythm?

If a child is having difficulty reinforce the rhythm by tapping it on their shoulders when they take their turn.

FOCUS:RHYTHM AND PULSE

TITLE:“One Two Three Four five”

Main objective:To introduce rhythmic Ostinati patterns

Organisation:Children seated in lines or a circle

Resources:Poem, untuned percussion instruments

Activity:

  • Chant the rhyme “One two three four five” together as a class, tapping the pulse on knees.
  • Clap the rhythm of the words while chanting the rhyme.
  • Split the class into two groups – one group tapping the beat, the other clapping the rhythm and perform simultaneously (both groups chanting the words).
  • Swop the groups over and perform again.
  • Select one line from the rhyme, chant and clap this over and over again, e.g. once I caught a fish alive

This repeated pattern is called an OSTINATO.

  • Split the class into two groups, one group chanting the rhyme and keeping the beat on their knees, the other group clapping the OSTINATO rhythm over and over.
  • Swop the groups over and repeat.

Extension

  • Choose two lines from the rhyme and use both of these as ostinati patterns. Clap and chant both patterns separately and then combine them.
  • Swop the groups over and perform once more.
  • Transfer the ostinati patterns onto untuned percussion instruments. Make sure that they chant the words as they play to begin with, before ‘internalising’ the rhythms.
  • Try using three lines of the poem as ostinati patterns.

Teaching point