Year 6 Topics

Song-writing - on the theme of peace, immigration and refugees.
Orchestra and Famous Ballets - Fantasia (Disney), Tchaikovsky (Nutcracker).
Reading Notation - Grieg - Hall of the Mountain King.
Body Percussion: STOMP! / Anna Meredith / James Redwood's Rugby World Cup Piece.
Music Technology & Music in Media - Garageband on iPads.
​Play various instruments in an ensemble.
End of Year Production.

Year 6 Music Objectives

PERFORMANCE:

Know what makes a good performance

Using their voices:
  • Sing confidently in a wide variety of styles with expression
  • Communicate the meaning and mood of the song
  • Sing a simple second part of a two part song with confidence
  • Maintain own part in a round
  • Perform a song from memory with attention to phrasing, dynamics and accuracy of pitch, for a special occasion

 Using instruments:
  • Perform on a range of instruments in mixed groups to an audience, with confidence
  • Read and play with confidence from conventional or graphic notation
  • Continue to play by ear on pitched instruments, extending the length of phrases, melodies played.
  • Perform with sensitivity to different dynamics, tempi
  • Lead / conduct a group of instrumental performers
  • Maintain a rhythmic or melodic accompaniment to a song
  • Maintain own part on a pitched instrument in a small ensemble
  • Perform own compositions to an audience
  • Use an mp3 recorder / video recorder to keep a record of work in progress and record performances.

COMPOSITION:

Explore:
  • Chords / harmony – concord and discord
  • Scales, such as  pentatonic, rag, blues
  • Texture created by layering rhythmic and/or melodic  ostinatos
  • Developing ideas, using musical devices such as repetition, question and answer,  obstinate.
  • Characteristics of various styles, for example, Blues, Rap, Gospel , Folk, African etc
  • Improvising in a variety of styles

Compose / Arrange: 
(always considering the musical elements)
  • Create own simple songs reflecting the meaning of the words
  • Compose music that reflects given intentions, e.g. descriptive music, a rap, a melody with an obstinate accompaniment
  • Arrange a song for class performance with an appropriate pitched and unpitched accompaniment
  • Refine own compositions after discussion
  • Use a range of symbols (conventional or graphic) to record compositions.
  • Use ICT (computers/iPads/MP3 recorders etc) to record, sample, sequence, loop and manipulate  sound to create soundscapes / compositions

LISTENING & APPRAISING

  • Distinguish differences in timbre and texture  between a wide variety of instruments and instrumentation
  • Identify and discuss ‘what happens when’ within simple musical structures
  • Recognise and identify features of expression (phrasing, melody, harmony, different dynamics, metre and tempi) in an extract of live or recorded music
  • Compare two pieces of instrumental  music from different countries/ times and discuss the similarities and differences
  • Use musical vocabulary and knowledge to talk about and discuss music from a variety of sources, traditions and cultures, including performances of their own and others’ compositions
  • Use musical vocabulary and knowledge to help identify areas for development or refinement when composing

VOCABULARY:

Rhythm, Phrase, Melody, Harmony, Ostinato, Metre, Repetition, Scale, Accompaniment, Style, Expression, Record, Duration, Beat, Pitch, Harmony, Texture, Timbre, Dynamics, Structure, Tempo