Year 6 Topics
- Song-writing - on the theme of peace, immigration and refugees.
- Macbeth through Music
- The Four Seasons (Vivaldi) and Carnival of the Animals (Saint-Saens) (our world / environment)
- Body Percussion: STOMP! / Anna Meredith / Beat Goes On
- Music Technology & Music in Media - Garageband on iPads.
- Play various instruments in an ensemble.
- End of Year Production.
- Macbeth through Music
- The Four Seasons (Vivaldi) and Carnival of the Animals (Saint-Saens) (our world / environment)
- Body Percussion: STOMP! / Anna Meredith / Beat Goes On
- 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:
Using instruments:
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:
Compose / Arrange:
(always considering the musical elements)
- 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