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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.