Unit of work for Music



Unit of work for Music

(Mid-term planning)

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

| | | | |And musical |and Vocabulary | |Curricular Links |

| | | | |elements. | | | |

|1 |Children will focus on |Activity 1 |Key Questions:- |3.1 |Resources:- |Whole class when |Communication skills – |

| |the use of structure in| | |3.2 | |appraising music. |listening skills will |

| |the piece of music |Tell the pupils they will be listening to a piece of |From the work that we have done in |3.3 |CD player | |be developed when |

| |‘Vltava’ when |music called Vltava by Smetana. Explain that it is a |geography who thinks they know what | |CD – Smetana Má Vlast (Czech | |appraising the music. |

| |appraising. |symphonic poem and define the term – the music tells a |story the music is going to tell? |Structure |Philharmonic) (Track No. 2 | | |

| | |story. Ask question 1. |We know this piece of music is a | |Vltava.) Bedřich Smetna | |Links with the POS in |

| |Children will listen |Give each child a pack of sequencing cards which are |symphonic poem and will tell us the | |Sequencing cards | |English – as the pupils|

| |with concentration and |the same as the large pictures to use on the board. |story of the River Vltava but who can| |Large pictures to sequencing | |are require to listen |

| |some engagement for |Group 1/2 will have a dot on the first picture so they |tell me where the River Vltava | |on the board. | |carefully and show an |

| |longer periods of time |know where the sequence will start. Ask question 2. |starts/finishes? | | | |understanding of what |

| |(5-10 mins) |Explain the sequencing work. You need to keep thinking |What picture fits best to the music | |Vocabulary:- | |they hear making |

| | |of this question – question 3. |in each section? | | | |relevant comments. |

| | |When listening to the music pupils need to sequence the| | |Structure | | |

| | |cards by matching it to the different sections of the |Assessment: | |Symphonic poem | |Links with the POS for |

| | |piece of music. Play music. | | |Appraising | |maths as the pupils |

| | | |Have the pupils focused on the | | | |have to sequence the |

| | | |structure of the music? | | | |pictures. |

| | | |Did the pupils listen to the music | | | | |

| | | |with concentration for longer? | | | | |

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

| | | | |And musical |and Vocabulary | |Curricular Links |

| | | | |elements. | | | |

|1 |Pupils will focus on |Activity 1 cont… |Key Questions:- |3.1 |Resources:- |Whole class when |Communication skills – |

| |the use of structure in| | |3.2 | |appraising music. |listening skills will |

| |the piece of music |Ask individuals for their sequence. Ask question 4. |Why did you put the pictures in that |3.3 |CD player | |be developed when |

| |‘Vltava’ when |Put correct sequence on the board. Have a brief |order? | |CD – Smetana Má Vlast (Czech | |appraising the music. |

| |appraising. |discussion about the sequence, the mood of the music |What does the term symphonic poem |Structure |Philharmonic) (Track No. 2 | | |

| | |and how the music made you feel. |mean? | |Vltava.) Bedřich Smetana | |Links with the POS in |

| |Pupils will listen with|Ask question 5, 6 and 7. |Who can give me the name of a piece | |Sequencing cards | |English – as the pupils|

| |concentration and some |If no one suggests the River Usk suggest it to the |of music that is a symphonic poem? | |Large pictures to sequencing | |are require to listen |

| |engagement for longer |class and then discuss where it starts. |If we wanted to compose a symphonic | |on the board. | |carefully and show an |

| |periods of time (5-10 | |poem/piece of music with a story what| | | |understanding of what |

| |mins) | |could we base it on? (River Usk) | | | |they hear making |

| | | | | |Vocabulary:- | |relevant comments. |

| | | |Assessment: | | | | |

| | | | | |Structure | |Links with the POS for |

| | | |Have the pupils focused on the | |Symphonic poem | |maths as the pupils |

| | | |structure of the music? | |Appraising | |have to sequence the |

| | | |Did the pupils listen to the music | | | |pictures. |

| | | |with concentration for longer? | | | | |

| | | | | | | |Links to geography – |

| | | | | | | |Two contrasting |

| | | | | | | |localities are being |

| | | | | | | |focused on. |

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

| | | | |And musical |and Vocabulary | |Curricular Links |

| | | | |elements. | | | |

|1 |Pupils will focus on |Activity 2 |Key Questions:- |1.1 |Resources:- |Groups of no more |Communication skills – |

| |the use of pitch and | | |2.1 | |than 5 to compose. |listening skills will |

| |timbre using the |Explain that they will be composing a symphonic poem |What does the musical term pitch |2.3 |CD player | |be developed when |

| |stimulus of the picture|based on the River Usk and that each week they will be |mean? |3.1 |Large pictures to sequencing |Whole class – to |discussing ideas. |

| |(Brecon Beacons). |working on a different section. |What does the musical term timbre |3.2 |on the board. |discuss ideas and |Creative skills will be|

| | |Give out picture of Brecon Beacons. In your groups you |mean? | |Target sheet |evaluate work. |developed through |

| | |will compose section A of your composition using the |How can we make wind/water/leaves |Timbre |Picture of River Usk | |thinking of ideas. |

| | |picture as a stimulus. Think carefully about what |rustling noises using our voices? |Pitch |Cassette tapes – one for each| |Curriculum Cymreig – is|

| | |sounds you would hear there. You must consider pitch |Would sound echo at the mountain? | |group | |being developed through|

| | |and timbre. Discuss ideas before going off in to |Would we need to use high or low | |Tape recorder. | |studying the River Usk.|

| | |differentiated groups. Ask questions 8-12. |sounds? | |Tuned and un-tuned percussion| |Links with the POS in |

| | |Composing time. Key focus is pitch and timbre. | | |instruments. (Glockenspiel, | |English – when |

| | |Encourage use of voice for the wind etc. If a child |Assessment:- | |tambour, tambourine, guiro, | |extending vocabulary |

| | |plays an instrument encourage them to bring it in next | | |Chinese block, cow bell, | |through expressing |

| | |lesson. |Have the pupils considered the use of| |maracas, drum etc.) keyboards| |ideas and opinions |

| | |Each group can choose the instruments they want must |pitch in this section of the | | | |about music and when |

| | |include at least 1 tuned percussion instrument. |composition? | | | |developing and using |

| | |Circulate class and listen to ideas and provide advice |Have the pupils considered the use of| |Vocabulary:- | |musical vocabulary. |

| | |for development. |timbre in this section of the | | | |Links to geography – |

| | |Half way through this activity stop the class and get |composition? | |Timbre | |Two contrasting |

| | |each group to show their ideas to the class. Discuss |Using the stimuli have they | |Pitch | |localities. |

| | |strengths and weakness. Write on target for improvement|considered carefully what types of | |Symphonic poem | | |

| | |sheets. |sounds are appropriate? | |Structure | | |

| | |Work on weakness (10mins). | | |Appraising | | |

| | |Bring class back together and record each groups work. | | | | | |

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

| | | | |And musical |and Vocabulary | |Curricular Links |

| | | | |elements. | | | |

|2 |Using pitch pupils will|Activity 3 |Key Questions:- |1.1 |Resources:- |Whole class – to |Communication skills – |

| |select appropriate | | |2.1 | |discuss music |listening skills will |

| |sounds for fishing on |Recap over last weeks work by asking key questions 1-3.|What does the term symphonic poem |2.3 |CD player |(Vltava). When |be developed when |

| |the River Usk. | |mean? |3.1 |CD – Smetana Má Vlast (Track |recording |discussing ideas. |

| | |Play opening 2 sections of the Vltava and briefly |What does the musical term |3.2 |No. 2 Vltava.) |compositions. | |

| | |discuss. |pitch/timbre mean? |3.3 |Target sheet | |Creative skills will be|

| | |Play back the composition work that was recorded last |What was the name of the symphonic | |Picture of River Usk |Groups – to work on |developed through |

| | |week. As a class discuss strengths and some targets for|poem we listened to last week? What |Pitch |Cassette tapes |composition. |thinking of ideas. |

| | |improvement. |were we basing our symphonic poem on?| |Tape recorder. | | |

| | |Give each group a picture of a man fishing and a |What sounds would you hear when you | |Tuned and un-tuned percussion| |Links to geography – |

| | |picture of different fishing reels. |were fishing? | |instruments. (Glockenspiel, | |Two contrasting |

| | |Explain that in the lesson they will be composing | | |tambour, tambourine, guiro, | |localities are being |

| | |section B of their symphonic poem. This section is |Assessment:- | |Chinese block, cow bell, | |focused on. |

| | |based at Usk which is very well known for angling. | | |maracas, drum etc.) | | |

| | |As a class discuss the answer to question 4. Offer some|Have the pupils used pitch | |Own instruments | |Curriculum Cymreig – is|

| | |suggestions for making sounds – using a football rattle|appropriately when composing this | |keyboards | |being developed through|

| | |or hand whisk with turning handle. Encourage using |section? | |Football rattles | |studying the River Usk.|

| | |voice e.g. to make the swishing noise of the line and | | |Hand whisks | | |

| | |for splashing noises. | | |Fishing reels | | |

| | |Go into groups and work on section B. | | | | | |

| | |Extension: - develop a link between section A and B. | | |Vocabulary:- | | |

| | |Bring class back together and record each groups work. | | | | | |

| | |As a class evaluate each groups work offering | | |Symphonic poem | | |

| | |constructive criticism. Each group must write at least | | |Pitch | | |

| | |1 target for improvement down. | | |Timbre | | |

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

| | | | |And musical |and Vocabulary | |Curricular Links |

| | | | |elements. | | | |

|3 |Using their own |Activity 4 |Key Questions:- |1.1 |Resources:- |Whole class – to |Curriculum Cymreig – is|

| |experiences of the | | |2.1 | |discuss music (The |being developed through|

| |Romans at Caerleon and |Play The Battle from the Gladiator sound track. |What types of sounds would you hear |2.3 |CD player |Battle) When |studying the River Usk.|

| |pictures create |Starting 1 minute in till 3 minutes 30 seconds. (This |in Roman times? |3.1 |Gladiator sound track. Track |recording | |

| |suitable sounds for a |should get their creative skills going.) |Who can remember what the Romans did |3.2 |3. |compositions. |Creative skills will be|

| |roman town in which |When listening to the music they will fill out an |for entertainment? |3.3 |Cassette tapes | |developed through |

| |pace and texture will |appraising worksheet. | | |Tape recorder. |Groups – to work on |thinking of ideas. |

| |be used. |Discuss the pace of the music –fast with a very steady |Assessment:- |Pace |Tuned and un-tuned percussion|composition. | |

| | |beat. Also discuss texture and how the music builds up.| |Texture |instruments. (Glockenspiel, | |Links to history POS – |

| | |Give each group a set of pictures of Caerleon. In this |Have the pupils used the knowledge of| |tambour, tambourine, guiro, | |Looking at The Romans |

| | |lesson they will be composing section C of the |the Romans to help them to compose? | |Chinese block, cow bell, | |and taking into |

| | |symphonic poem. Ask questions 1and 2. |Have they used suitable pace and | |maracas, drum etc.) | |consideration their |

| | |Composing time. Key area to consider is the use of pace|texture? | |Own instruments | |lifestyle when |

| | |and texture. | | |Target sheet | |composing. |

| | |Stop class; ask groups to play their ideas. As a group | | |Picture of River Usk | | |

| | |discuss and evaluate each groups work offering targets | | |Appraising worksheets | |Links to geography – |

| | |for improvement. | | | | |Two contrasting |

| | |Continue to compose with a strong focus on putting each| | |Vocabulary:- | |localities are being |

| | |section together. | | | | |focused on. |

| | |Record each group’s work whether it is just section C | | |Pace | | |

| | |or all the sections. | | |Texture | | |

| | |Last 10 minutes draw a pictorial score of each section | | | | | |

| | |using the same format as the example for Vltava. | | | | | |

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

| | | | |And musical |and Vocabulary | |Curricular Links |

| | | | |elements. | | | |

|4 |Using pictures of Newport |Activity 5 |Key Questions:- |1.1 |Resources :- |Groups – to work on |Curriculum Cymreig – is |

| |and own knowledge of busy | | |2.1 | |composition and |being developed through |

| |cities create city noises |Play the last two sections of Vltava as it enters the |What can you see in the pictures? |2.3 |CD player |performance. |studying the River Usk. |

| |using texture and |city of Prague and fades away in to the distance. |What sounds can we make using our |3.1 |Vltava on CD. | | |

| |dynamics. |Discuss dynamics and how it is used in these to |voices for objects in the picture?|3.2 |Cassette tapes |Whole class – |Creative skills will be |

| | |sections of the music. |E.g. car noises. |3.3 |Tape recorder. |listening to Vltava |developed through thinking|

| | |Give out pictures of Newport and ask questions 1-3 |What noises would you hear in a | |Tuned and un-tuned percussion|and discussing it. |of ideas. |

| | |Encourage pupils to use keyboards and use voices. |city? People talking? Shopping |Texture |instruments. (Glockenspiel, | | |

| | |Need to focus on the texture and the dynamics of the |bags rustling? Car horns? |Dynamics |tambour, tambourine, guiro, | |Links to geography – Two |

| | |section. Give an example of a traffic jam one car horn | | |Chinese block, cow bell, | |contrasting localities are|

| | |then another one until it builds up. |Assessment:- | |maracas, drum etc.) | |being focused on. |

| | |Composing time15 minutes on section D. Bring class back| | |Own instruments | | |

| | |together to share ideas. |Have the pupils used texture and | |Target sheet | |Communication skills – |

| | |Continue to work on section D. |dynamics to create an image of a | |Picture of River Usk | |listening skills will be |

| | |Begin to link each section together. |busy city? | |Appraising worksheets | |developed when discussing |

| | |Record each group and ask the group to comment on their| | | | |ideas. |

| | |own composition and ask them to set themselves a | | |Vocabulary:- | | |

| | |target. | | | | | |

| | |Write there target out on a piece of paper. | | |Texture | | |

| | | | | |Dynamics | | |

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

| | | | |And musical |and Vocabulary | |Curricular Links |

| | | | |elements. | | | |

|5 |In their groups children |Activity 6 |Key Questions:- |1.1 |Resources :- |Groups – to work on |Curriculum Cymreig – is |

| |will use structure and | | |2.1 | |composition and |being developed through |

| |duration when putting |Look at target sheets. Try to reach target set last |Could you notice 4 different |2.3 |Cassette tapes |performance. |studying the River Usk. |

| |their work from the |week. |sections in the composition? |3.1 |Tape recorder. | | |

| |previous weeks together. |Allow time for pupils to work on the composition as |Was each section suitable for its |3.2 |Tuned and un-tuned percussion|Whole class – |Creative skills will be |

| | |well as time to practice play all the way through the |theme? |3.3 |instruments. (Glockenspiel, |listening to each |developed through thinking|

| |When performing as a group|composition. |What musical elements were used in| |tambour, tambourine, guiro, |groups composition |of ideas. |

| |they will all focus on |Bring whole class back together and give out evaluation|the composition? | |Chinese block, cow bell, | | |

| |pace and structure. |sheets and comments on performance sheets. | |Structure |maracas, drum etc.) | |Links to geography – Two |

| | |Record each performance. |Assessment:- |Duration |Own instruments | |contrasting localities are|

| | |Group 1 will perform first while group 2 evaluate group| |pace |Target sheet | |being focused on. |

| | |1’s work. Group 2 perform while group 3 evaluates group|Have the children used the | |Picture of River Usk. | | |

| | |2’s work … group 6’s work. |structure given to them for this | |Evaluation sheets | |Communication skills – |

| | |At the end of each performance oral feed back will be |composition? | |Personal performance sheet | |listening skills will be |

| | |given from teacher and other pupils. |Have they considered the duration | | | |developed when discussing |

| | |Each pupil is then required to fill out a sheet where |of the composition? | |Vocabulary:- | |ideas. |

| | |they comment on their own performance. |Are the performing as a group and | | | | |

| | |Draw pictorial score for the whole composition. |playing at the same pace? | |Structure | | |

| | |Extension: - Listen to the recording of each group. |How well has the group thought | |Duration | | |

| | | |about their composition? | |pace | | |

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