Paddocks Primary School Newmarket

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"Pride - Persistence - Purpose"

Music at Paddocks  

Why is Music important?

It is well recognised that music can help to develop the skills, attitudes and attributes that can support learning in other national curriculum subjects. This includes listening skills, the ability to concentrate, creativity, intuitions, aesthetic sensitivity, perseverance, the ability to work in a group, self confidence and sensitivity towards others.

Our Vision

Music is an essential part of life, integral to the development of the whole person. We believe that the opportunity to engage in musical experiences is crucial for this development. Learning music develops all aspects of a child’s learning, from the physical action of using an instrument to the mathematical skills needed to keep a pulse. These abilities are directly transferable to other areas of the curriculum, allowing them to flourish, and will be invaluable in their future life.

What does Music look like at Paddocks?

Children are offered a broad and balanced curriculum which builds on their knowledge, skills and understanding of music each year. Music is taught both discretely and through a cross curricular approach and follows the new Model Music Curriculum. All year 4 children are taught guitar by a peripatetic teacher through the WCET scheme.  A specialist music teacher tutors children in years 5 and 6. KS2 children can also attend a weekly lunchtime choir. Children leave the school with an appreciation of the joy of music, and the necessary skills to listen to, compose, perform and appraise musical pieces. All children take part in performances and concerts during the school year. The whole school joins together in a weekly singing assembly.

      

What do our pupils think?

“It’s exciting learning the guitar because you get to play and learn new pieces.”

“I enjoy listening to fast music that makes me think about people running away. 

“ We’ve learnt to play some notes on our glockenspiels and what a rest is. It’s quite tricky because I’ve never done it before.”

“ It’s good fun when we sing in assembly. We used instruments in class to tell a story. It was fun.”

 

Progression

 

Year 1

Year 2

Singing

 

 

 

Listening

 

Ah! Vous Diraije, Maman – Mozart

Hoe Down from Rodeo – Copland

Kye Kye Kule

Jin-Go-Lo-Ba – Babatunde Olatunji

Overture from William Tell – Rossini

Flight of the Bumblebee – Rimsky-Korsakov

Four Sea Interludes from Peter Grimes – Britten

Sahela Re – Kishori Amonkar

Evening Prayer from Hansel and Gretel – Humperdinck

In The Hall of the Mountain King – Grieg

Sleep – Eric Whitacre

Hornpipe from Water Music – Handel

Indicative Musical Features

Rhythm, Metre and Tempo

beat, tempo, pulse,

pitch, tempo – fast/ slow, beat groupings

Pitch and Melody

high, low, ascending

mi – so

Structure and Form

chants, call and response, question and answer

improvise, question and answer

Harmony

 

melodic phrases

Texture

 

 

Dynamics and Articulation

quiet, loud

dynamics, crescendo, decrescendo, pause

Instruments and Playing Techniques

Body percussion, classroom percussion, tuned instruments (glockenspiels, chime bars)

tuned instruments

Symbols to represent sounds

√ stick notation (word-pattern chants), dot notation

graphic notation, dot notation, stick notation

Crotchets

 

√ stick notation

Paired Quavers

 

√ stick notation

Rests

 

√ crotchets

Fast, slow

 

Stave, lines and spaces, clef, reading dot notation, stick notation

√ symbols, stick notation, dot notation

√ graphic, dot notation, stick notation

Range of a 3rd

Loud (forte)

Quiet (piano)

Getting louder (crescendo) Getting softer (decrescendo)

 

 

 

 

Year 3

Year 4

Year 5 and 6

Singing

 

 

 

Ta-ra-ra boom-de-ay

It’s All Greek to Me

Apollo Journey

The House of the Rising Sun

Sumer is a comin in

With A Little Help From my Friends

Listening

 

Chatanooga Choo Choo – Glen Miller

We’ll Meet Again – Vera Lynn

The Toy Symphony – Leopold Mozart

Troika from Lieutenant Kije – Prokofiev

Young Persons Guide to the Orchestra – Britten

Ma Vlast – Smetana

La Mer – Debussy

Northern Lights – Eriks Esenvalds

Soldiers March – Schumann

Can Can from Orphee aux enfers – Offenbach

Zorba The Greek Dance

Also Sprach Zarathustra - Strauss 

Fanfare for The Common Man – Aaron Copland

English Folk Song Suite – Vaughan Williams

Every Breath You Take – Police

Danse Macabre – Saint-Saens

1812 Overture – Tchaikovsky

Indicative musical features

Rhythm, Metre and Tempo

Downbeats, fast (allegro), slow (adagio), pulse, beat

Getting faster (accelerando), Getting slower (rallentando), Bar, metre

Simple time, compound tie, syncopation

Pitch and Melody

High, low, rising, falling; pitch range do – so

Pentatonic scale, major and minor tonality, pitch, range do – do’

Full diatonic scale in different keys

Structure and Form

Call and response; question phrase, answer phrase, echo, ostinato

Rounds and partner songs, repetition, contrast

Ternary form, verse and chorus form, music with multiple sections

 

Harmony

Drone

Static, moving

Triads, chord progressions

Texture

Unison, layered, solo

Duet, melody and accompaniment

Music in 3 parts, music in 4 parts

Dynamics and Articulation

Loud (forte), quiet (piano)

Getting louder (crescendo), getting softer (decrescendo); legato (smooth), staccato (detached)

Wider range of dynamics including fortissimo (very loud), pianissimo (very quiet), mezzo forte (moderately loud) and mezzo piano (moderately quiet)

Instruments and Playing Techniques

Instruments used in Foundation Listening

Instruments used in Foundation Listening including playing techniques

Instruments used in Foundation Listening including playing techniques and effects, for example pizzicato (e.g. mysterious() and tremolo (E.g. dark and expectant)

Crotchets

Paired Quavers

Minims

Semibreves

 

 

Semiquavers

 

 

Rests

 

Time signatures 2/4, 3/4 and 4/4

 

 

Fast (allegro), slow (adagio)

Getting faster (accelerando, Getting slower (rallentando)

 

Stave, lines and spaces, clef, reading dot notation

√ do – me Range of a 3rd

√ do-so Range of a 5th

√ do-do’ Range of an octave

Loud (forte)

Quiet (piano)

Getting louder (crescendo) Getting softer (decrescendo)

 

 

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