Download Year 3 Music Medium Term Plan Spring DOC File

Music : Medium Term Plan – Spring Year 3
Ten Pieces
NC13 : Subject content – Pupils should be taught to:
a) play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency,
control and expression.
b) improvise and compose music for a range of purposes using the inter-related dimensions of music.
c) listen with attention to detail and recall sounds with increasing aural memory.
d) use and understand staff and other musical notations.
e) appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great
composers and musicians.
f) develop and understanding of the history of music.
Week
1-2
Activity/Task
Learning Objective/Outcomes
INTRODUCE TEN PIECES

Watch Ten Pieces film as a
whole.

Discuss initial thoughts and
feelings on the Ten Pieces.

Interpret each piece
artistically.



To listen to, appreciate and learn about a variety of music from
different traditions, composers and musicians.
To make connections between and consider differences and
similarities between music of different times, traditions and
composers.
To make own artistic response to each piece, giving themselves a
visual memory to reflect on.
MUST : listen carefully to music and verbally respond in class
discussion.
SHOULD : reflect on music, commenting on what they have
heard/noticed and make own artistic interpretation.
COULD : give greater detail and consideration in their reponses.
Resources
Ten pieces cd
BBC film clips – first
films and second
follow up
Ten pieces
worksheet
Pencils
Colour pencils
NC13 : c, e, f
‘MARS’ from ‘THE PLANETS –
Gustav Holst (1874 – 1934)
3-4
Introduce piece – composer,
features, history and context.
Listen to and describe what
they are hearing.
Identify string instruments
being played and how they are
being played ie percussive
effect.
Choose, play and find a
different way of playing a
percussive instrument.
Core vocabulary : composer, movement, symphony, orchestra, concerto,
suite
 To listen and respond to piece.
 To identify individual instruments within an orchestral setting
 To understand various instrumental techniques used to create effect.
 To understand the appropriate elements (tempo, dynamics, rhythm).
 To analyse mood and character of the piece.
 To create a new work in a small group including an ostinato pattern.
 To understand the historical and astrological context of the music.
 To feedback/reflect on own and others work.
 MUST : listen and respond to music.
 SHOULD : take part in group percussive work, including an
ostinato and considering tempo and dynamics.
 COULD : find out about the other six movements – what are the
planets and names of the Roman Gods?
‘Mars’ film clip and
follow up
Variety of percussive
instruments
NC13 : a, b, c, e, f
Core vocabulary – tempo, dynamics, ostinato.
Create a short piece, in small
groups, using an ostinato
pattern.
Perform piece and reflect on
own and each other’s pieces.
5-6
‘IN THE HALL OF THE
MOUNTAIN KING’ – Edvard
Grieg (1843 – 1907)



Introduce piece – composer,
features, history, and context.


Listen to and describe what

To listen and respond to piece.
To learn about and be able to identify a musical genre.
To understand the role of individual instruments within an orchestral
setting.
To understand the role of incidental music within a visual context.
To understand the connection between music and drama and how one
is used to illustrate the other.
MUST : listen and respond to music.
‘In the Hall of the
Mountain King’ film
clip and follow up
Percussive
instruments
they are hearing esp. string
instruments, tempo and
dynamics.
Discuss ‘incidental music’ –
soundtrack to the story.
Discuss characters they know
and consider instruments that
could be used for them.


SHOULD : take part in group percussive work, considering
characters/story and choice/use of instruments.
COULD : combine their piece with some drama work.
NC13 : a, b, c, e, f
Core vocabulary – tempo, dynamics, pizzicato, incidental music,
soundtrack.
Create a piece of music for a
story they know/or a chase
scene in small groups.
7-8
Perform piece and reflect on
own and each other’s pieces.
‘A NIGHT ON THE BARE
MOUNTAIN’ – Modest
Mussorgsky (1839 – 1881)
Introduce piece – composer,
features, history and context.
Listen to and describe what
they hear esp. brass
instruments and the feelings
they portray.









Identify rapid switching of
instruments – excitement and
suspense.
Discuss mood of music and how
affected by instrumentation,
tempo and dynamics.
To listen and respond to music.
To understand how musical instruments create different moods and
feelings.
To understand the use of rests and pauses in a piece of music.
To understand the historical and traditional context of the story and
the music.
To listen carefully to other performances
To recognize techniques used to create different moods.
MUST : listen and respond to music.
SHOULD : take part in group percussive work, considering mood,
tempo and dynamics.
COULD : find out about the myths and traditions surrounding St
John’s Eve.
NC13 : a, b, c, e, f
Core vocabulary – melody, tempo, mood, rest, tone.
ASK CHILDREN WHO LEARN VIOLIN ETC TO BRING IN NEXT WEEK.
‘A Night on the Bare
Mountain’ film clip
and follow up
Percussive
instruments
Create some mood music in
small groups to include some
rests and silences.
9-10
Perform piece and reflect on
own and other’s work.
‘SHORT RIDE IN A FAST
MACHINE’ – John Adams
(b.1947)



Introduce piece – composer,
features, history and context.


Listen to and describe what
they hear and identify trumpets
and other brass instruments.


Discuss and identify use of long
and short notes.



Discuss and identify sound of
the woodblock at beginning and
throughout piece – representing
constant beat.
To listen and respond to music.
To identify instrumentation and key rhythmic features.
To understand how simple compositional techniques can be used to
create a seemingly more complex work.
To understand how rhythm and pulse underpin a musical work.
To understand the importance of melodic and rhythmic patterns in a
musical context.
To listen carefully in order to imitate sounds heard.
To compare 20th century music to music of the 19th century.
MUST : listen and respond to music.
SHOULD : take part in group percussive work, considering rhythm,
long and short notes and layering of rhythms.
COULD : use of melodic instruments for children who play – create
a four note melody.
NC13 : a, b, c, e, f
Core vocabulary – tempo, fanfare, rhythm, pulse, minimalism.
Discuss use of rhythms,
patterns and ones on top of
each other.
Compose a group piece of
minimalist music.
Perform piece and reflect on
own and other’s work.
‘Short Ride in a Fast
Machine’ film clip and
follow up
Percussive
instruments
CONTINUE NEXT TERM –
starting with Benjamin
Britten’s ‘Storm’ interlude
from ‘Peter Grimes’
Caroline Harding December 2015
EN : Provide with templates and writing frames. Place in mixed ability pairs/groups when sharing ideas/having discussions
GT : Encourage to add own knowledge and suggest their own ideas.