Key Knowledge

Identify music styles from a range of genres. Genres covered in Year 5:

Rock

Bossa Nova & Swing

Pop Ballads

Old-School Hip-Hop

Mowtown

Classical

Other genres are covered in the listening and appraising section when comparing pieces and through wider ops music.

Listen and appraise

● To know five songs from memory, who sang or wrote them, when they were written and, if possible, why?

● To know the style of the five songs and to name other songs from the Units in those styles.

● To choose two or three other songs and be able to talk about:

○ Some of the style indicators of the songs (musical

characteristics that give the songs their style)

○ The lyrics: what the songs are about

○ Any musical dimensions featured in the songs and where they are used (texture, dynamics, tempo, rhythm and pitch)

○ Identify the main sections of the songs (intro, verse, chorus etc.)

○ Name some of the instruments they heard in the songs

○ The historical context of the songs. What else was going on at this time?

Games

Know and be able to talk about:

● How pulse, rhythm, pitch, tempo, dynamics, texture and structure work together and how they connect in a song

● How to keep the internal pulse

● Musical Leadership: creating musical ideas for the group to copy or respond to

Singing

Main focus in Yr 5 is playing clarinet.

Playing

To know and be able to talk about:

● Different ways of writing music down – e.g. staff notation, symbols

● The notes E, D, C, F, G on the treble stave (this is the order in which the notes are learnt)

● The instruments they might play or be played in a band or orchestra or by their friends

Improvisation

 To know and be able to talk about improvisation:

● Improvisation is making up your own tunes on the spot

● When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.

● To know that using one or two notes confidently is better than using five

● To know that if you improvise using the notes you are given, you cannot make a mistake

● To know that you can use some of the riffs you have heard in the Challenges in your improvisations

● To know three well-known improvising musicians

Composition

 To know and be able to talk about:

● A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.

● A composition has pulse, rhythm and pitch that work together and are shaped by tempo, dynamics, texture and structure

● Notation: recognise the connection between sound and symbol

Performance

 To know and be able to talk about:

● Performing is sharing music with other people, an audience

● A performance doesn’t have to be a drama! It can be to one person or to each other

● Everything that will be performed must be planned and learned

● You must sing or rap the words clearly and play with confidence

● A performance can be a special occasion and involve an audience including of people you don’t know

● It is planned and different for each occasion

● A performance involves communicating ideas, thoughts and feelings about the song/music

Key Skills

Listen and appraise

● To know five songs from memory, who sang or wrote them, when they were written and, if possible, why?

● To know the style of the five songs and to name other songs from the Units in those styles.

● To choose two or three other songs and be able to talk about:

○ Some of the style indicators of the songs (musical

characteristics that give the songs their style)

○ The lyrics: what the songs are about

○ Any musical dimensions featured in the songs and where they are used (texture, dynamics, tempo, rhythm and pitch)

○ Identify the main sections of the songs (intro, verse, chorus

etc.)

○ Name some of the instruments they heard in the songs

○ The historical context of the songs. What else was going on at this time?

Games

Using the Warm up Games tracks provided, complete the Bronze, Silver and Gold Challenges. Children will complete the following in relation to the main song, using three notes:

○ Find the pulse

○ Copy back rhythms based on the words of the main song, that include syncopation/off beat

○ Lead the class by inventing rhythms for others to copy back

○ Copy back one or two-note riffs by ear and with notation

○ Question and answer using up to 3 different notes

Singing

Main focus in Year 5 is playing clarinet

Playing

Play a musical instrument with the correct technique.

● Learn a piece of music on the clarinet

● To rehearse and perform their part

● To listen to and follow musical instructions from a leader.

Improvisation

 Improvise using instruments in the context of a song to be performed. Use the improvisation tracks provided or materials provided by KMAS

1. Play and Copy Back using instruments, up to 3 notes

2. Play and Improvise You will be using up to three notes

3. Improvisation! You will be using up to three notes.

Composition

 ● Create simple melodies using up to five different notes and simple rhythms that work musically with the style of the Unit song.

● Explain the keynote or home note and the structure of the melody.

● Listen to and reflect upon the developing composition and make musical decisions about how the melody connects with the song.

● Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial

notation).

Performance

 ● To choose what to perform and create a programme.

● To communicate the meaning of the words and clearly articulate them.

● To talk about the venue and how to use it to best effect.

● To record the performance and compare it to a previous performance.

● To discuss and talk musically about it – “What went well?” and “It would have been even better if...?”

Key Vocabulary

Inter related dimensions of music

Music has lots of different parts to it which are all linked together forming the inter-related dimensions.

Structure - how a piece is organised.  It may include:

Introduction - a short section to start the piece

Verse - 1 or more verses (verses have the same tune but different words)

Bridge - Contrasting section which leads back to main material.

Chorus -a repeated section within a song (often after a verse)

Ending - a section which finishes a piece of music

Appraising - Listening carefully and considering aspects of the music.

backbeat - Beats 2 and 4 in a drum-line or if we are clapping along with the music.

Ballad - A gentle love song.

Bossa Nova - A Brazilian dance music that has syncopated guitar rhythms.

compose - create a piece of music, edit it and finalise it, often written down

cover - A version of a song performed by someone other than the original artist. It might sound a bit or very different from the original.

deck - Equipment used by DJs, MCs, and Rappers to mic sounds from different records and to make effects e.g. scratching that was first used in the late 1970s.

dynamics- the volume changes and gets louder or quieter

Funk - music with strong bass lines and a heavy syncopated beat.

Groove - The rhythmic part of the music that makes you want to move and dance.

harmony - Different notes sung or played at the same time to produce chords.

hook- a part of the piece that hooks us in. Often the part we keep singing / playing

improvise - make up a piece of music on the spot (improvisation is not written down)

interlude - A passage of music played between the main theme.

Melody - Another name for tune.

pitch- whether the sounds are high or low

pulse - the heartbeat of the music

Rap - A vocal technique in which the performer speaks rhythmically against a steady beat.

rhythm- the mixture of long and short sounds that is played to the pulse

riff - A short repeated phrase, often played on a lead instrument such as guitar, piano or

saxophone.

Swing - A type of rhythm often associated with Jazz. Notes in the rhythm pattern are made longer and shorter to create a syncopated effect.

syncopation - Music with lots of rhythmic variety, often quite difficult. The strong beats occur in unexpected places.

synthesizer- a type of keyboard that is able to sound like lots of other instruments.

tag ending- (Usually) a short ending, tagged on to the main part of the song.

tempo- the speed of the music

texture- the layers of different sounds within a piece

timbre- the sounds the different instruments make

unison - Everyone plays or sings the same music at the same time.

verse - A section in a song which has the same tune but different words.