Download African Drums Long term Plan

Long-term Plan
AFRICAN DRUMS
Skills To
Be Taught
Pitch
- range
- scales
- intervals
- harmony
- notation
Level One
Level Two
Level Three
Level Four
Level Five
(pre-Grade 1)
(Grade 1)
(Grades 2 - 3)
(Grades 4 - 5)
(Grades 6 - 8)
Recognise,
distinguish and play
three tones
(high/medium/low)
Associate verbal
syllables (e.g. pe, te,
pi, ti) with tones on
the drum
Sing and play in
unison
Sing and play in two
parts
Expand singing
repertoire
Produce additional
tones
(e.g. slap/muted on
Associate changes in djembe; muted on
pitch between voice
djundjun)
and drumming
Develop
Develop polyphonic
understanding of
playing to include
harmony (e.g.
three or four parts
teacher singing a
third lower)
Introduce different
instruments into the
ensemble (e.g. bells,
shakers, djundjuns)
Sing in harmony (in
thirds)
Extend African
verbalisations
Learn different
African tonal
languages (e.g. Ga,
Twi)
Duration
- rhythm
- pulse
- tempo
Level One
Play simple rhythms
(using crotchets,
quavers and
semiquavers)
Level Two
Play more complex
rhythms and phrases
in simple time,
including rests
Level Three
Introduce compound
time
Introduce hocketing
Level Four
Introduce
polyrhythms (e.g.
combining two
against three)
Level Five
Complex rhythms
and rhythmic
transitions
Swing playing
Play with a steady
pulse at a moderate
tempo
.
Understanding and
expression of strong
and weak beats
Understanding the
difference between
tempo, rhythm and
pulse
Play in varied tempi
(from moderately fast
to moderately slow)
Play using
gradations of tempi
(ritardando and
accelerando)
Set and maintain a
steady pulse
Develop memory to
recall and play
longer passages
Play in varied tempi
(from fast to slow)
Play with shorter
time values
(demisemiquavers)
Refine the ability to
distinguish between
different tempo
characteristics
Advanced hocketing
Understanding and
implementation of a
variety of temporal
values when soloing
Technique
- tone
- articulation
- fingering
- posture
- dynamics
Level One
Hold the drum
correctly and play
with good posture
Develop coordination between
both hands
Level Two
Develop hand
technique for
increased dexterity
and clarity of sound
Contrast f, mf, mp,
and p
Play at a consistent
mf dynamic level
Singing
- songs
- aural skills
Contrast loud and
quiet and learn to
crescendo and
diminuendo
Sing songs within a
simple pitch range
Level Three
Develop hand and
finger technique for
increased dexterity
Play flams, drags
and ruffs
Level Four
Develop dynamic
subtleties
Control gradation of
crescendo and
diminuendo
Increase dynamic
range including ff,
and pp
Level Five
Use of dynamics to
develop phrasing
and interpretation
Advanced coordination skills (e.g.
soloing while
singing)
Expand co-ordination
skills (playing and
singing at the same
time or dancing and
singing)
Sing with improved
pitching and
confidence
Sing with improved
pitching and
confidence across a
wider pitch range
Sing back a short
(two bar) phrase
Sing back a short
phrase, including in a
minor key
Sing in harmony
Take part in choirs
Take part in choirs
and vocal ensembles
Level One
Theoretical
knowledge
and understanding
- structure
- musical
terms
- style
Performing
- solo
- in parts
- ensembles
Level Two
Awareness of the
Use of elementary
layout of a piece, any musical terms
repetitions, including
ternary (ABA) form
Understanding
phrasing (and
breathing according
to phrasing)
Perform simple
repertoire from
memory, responding
to cues (start/stop)
Perform music in a
variety of different
genres and styles
Perform solo and
with others for an
audience in a variety
of contexts
Perform in parts e.g.
duets, rounds
Demonstrate good
conduct and respect
for others within the
ensemble
Develop ensemble
skills
Introduce dance /
movement as
appropriate
Level Three
Expanding
understanding of
more complex
structures
Recognise rhythmic,
melodic and
harmonic features
e.g. sequences,
intervallic leaps
Perform longer, more
advanced pieces,
with an awareness
for communicating
musical style
Able to hold
individual line in a
small ensemble
Opportunities to
learn different
percussion
instruments,
including tuned
percussion
Level Four
Level Five
Understanding more
complex structures
Understanding more
advanced forms
Understanding
musical character
and style
Make musical
decisions by
reflecting on musical
styles and
conventions
Able to memorise
and perform two or
three different pieces
in the same
programme
Perform advanced
repertoire in
substantial
programmes
involving a range of
styles
Opportunity to play in
mixed ensembles
Level One
Composing Take part in question
and
and answer
Improvising activities, leading to
improvising with
simple rhythms and
pitches over two bars
Compose short
phrases to lead call
and response
Listening
Level Two
Extend length of
improvised
responses in
question and answer
activities
Level Three
Pupils work together
to structure
composed and/or
improvised pieces
Level Five
Compose and/or
improvise using a
wider variety of
styles
Improvise within a
more complex
framework
Create ostinato
patterns and motifs
Appraise own and
Listen to others
others’ achievements when playing with
and performances
accompaniment or
as an ensemble
Play simple patterns
and pieces by ear
and from memory
Level Four
Ability to notate
composition using
graphic scores
Awareness of
relationship to all
other parts in
ensemble playing
Play more advanced
pieces by ear and /
or from memory
Listen to a variety of
music in different
styles and genres,
appreciating different
moods and
characteristics, and
be able to describe
these in words.
Use simple musical
vocabulary to
describe music
Listen, understand
and respond to
instructions
Understand tasks set Self assessment to
for practice
develop effective
practice strategies
Able to identify time
signatures and
rhythms when
listening to music,
both in simple and
compound time
Recognition of more
complex musical
elements and
structures e.g.
major/minor tonality,
sequences
Recognition and
understanding of
textures and timbres
Recognition and
identification of a
variety of musical
styles
Full awareness of
other parts in
ensemble work, and
ability to respond
musically
Perform advanced
pieces from memory
A full vocabulary of
musical terms to
describe musical
elements and styles