Year 4 Topics
Ancient Egyptian rhythms, melodies and instrumentation.
Howard Blake OBE (composer) - an ex-pupil of Downs Junior School - The Snowman / Walking in the Air.
Learn to play Ukulele.
Music of the Anglo Saxons & Vikings.
Learn to play pBuzz.
Brighton Festival Children’s Parade.
Pitch, notation and singing.
Howard Blake OBE (composer) - an ex-pupil of Downs Junior School - The Snowman / Walking in the Air.
Learn to play Ukulele.
Music of the Anglo Saxons & Vikings.
Learn to play pBuzz.
Brighton Festival Children’s Parade.
Pitch, notation and singing.
Year 4 Music Objectives
PERFORMANCE:
Using their voices:
Using instruments:
- Sing songs in a variety of styles with an increasing awareness of the tone of their voices and the shape of the melody
- Sing songs showing musical expression (phrasing, changes of tempi, dynamics; reflecting the mood and character of the song and its context)
- Sing two/three part rounds with more confidence and increasing pitch accuracy
- Sing confidently as part of a small group or solo being aware of posture and good diction
- Copy short phrases and be able to sing up and down in step independently
Using instruments:
- Maintain two or more different ostinato patterns in a small instrumental group against a steady beat
- Play music that includes rests
- Use tuned percussion instruments with increasing confidence to accompany songs and improvise
- Play by ear – find known phrases or short melodies using tuned instruments
- Play music in a metre of two or three time
- Read and play from some conventional music symbols
- Combine instrumental playing with narrative and movement
- Follow a leader, stopping / starting, playing faster/ slower and louder / quieter
- Perform to an audience of adults, an assembly or other classes with increasing confidence
COMPOSITION:
Explore:
Compose:
- Sounds to create particular effects (timbre)
- Rhythm patterns in music from different times and places (duration)
- The pentatonic scale
- Pitched notes that move by steps and/ or leaps to make short phrases/melodies
- Music that describes feelings or moods using ‘tense’ or ‘calm’ sounds using dynamics, different tempi, different timbres etc
- Combining and controlling sounds to achieve a desired effect
- Music that incorporates effective silences (rests)
- Different groupings of beats (metre of 2/3)
Compose:
- A simple rhythmic accompaniment to a song using ostinato patterns and drones
- A simple melody from a selected group of notes (i.e. a pentatonic scale)
- Music that has a recognisable structure
- A piece of music that reflects images/ and atmosphere, that has a clearly defined plan, making subtle adjustments to achieve the intended effect
- Arrange a song using tuned and untuned accompaniments developed from the song and perform to a friendly audience
- Use a range of ICT to sequence, compose, record and share work
LISTENING & APPRAISAL:
- Recognise aurally the range of percussion (tuned and untuned) used in school and some individual orchestral instruments taught in school.
- Recognise and talk about some contrasting styles of music in broad terms, using appropriate musical language (the tempo, dynamics, metre, texture, timbre)
- Recognise music from different times and countries indentifying key elements that give it its unique sound.
- Identify repeated rhythmic or melodic phrases in live or recorded music
- Identify whether a song has a verse/chorus or call and response structure
- Identify the use of metre in 2 or 3 in a piece of recorded or live music
- Recognise the combined effect of layers of sound by listening to their own arrangements, compositions and recordings.
VOCABULARY:
Ostinato, Drone, Repetition, Metre, Rest, Step, Leap, Phrase, Melody, Pentatonic, Tuned Percussion, Untuned Percussion, Duration (Metre – the organisation of beats), Texture (Layers of sound), Timbre (Different instruments/ tone quality), Pitch (Pentatonic scales), Structure (Repetition, verse chorus / call and response, plan), Metre (The organisation of beats into groups), Tempo (The speed of the music)