Download year 3 and 4 music autumn cycle b

YEAR 3 AND 4 MUSIC AUTUMN CYCLE B
About this unit:
The children will learn songs about Ancient Greece. They will compose a piece of
music for a tragedy or a comedy play. They will use a poem to write a song about
the Olympics. They will compose a piece of music to accompany Theseus and the
Minotaur and compose a jingle for one of the Greek Gods.
Vocabulary
Dynamics
Rhythm
Greek topic words
Tragedy
Comedy
Minotaur
Jingle
Resources:
‘Sing it and Say it’
Greek song book
A variety of pieces of music to
represent different moods
Story of Theseus and the
Pictures of Greek Gods
Core Tasks:
1) To compose a piece of music that can be used to accompany a tragedy or
comedy play.
2) To compose a piece of music to accompany the story Theseus and the
Minotaur.
3) To compose a jingle to represent one of the Greek Gods, using pictures to
represent a musical score.
4) To compose a theme for the Olympics using a poem.
Expectations
When carrying out the type of activities and tasks in this unit:
Most children will be able to:
Compose a piece of music to accompany a tragedy or comedy play.
They will create a piece of music to represent a section of the Theseus and the
Minotaur story. They will compose a jingle to advertise a Greek God and compose
a theme for the Olympics using a poem.
Less able children will be able to:
Contribute with support to all of the above.
More able children will be able to:
Understand the features of a piece of music for a comedy or tragedy play and
how a piece of music could be created. Confidently produce a theme for the
Olympics using an appropriate poem. They will show an understanding of the use
of a jingle to advertise a Greek God.
Year 3 and 4 Music Cycle B Autumn Term
Learning Objectives
To use dynamics and
rhythm to build up
performance
Possible Teaching Activities




To compose a piece of
music for a theme (The
Theatre)



To compose and
perform a piece of
music for a theme (The
Olympics)




Learn songs from ‘Sing
it and Say it’
educational book.
To compose a piece of
music to accompany the


Perform and chant ‘ANCIENT GREECE’
discussing using different dynamics and
rhythms.
Collect names of famous Greeks to use
for rhythm patterns.
Sing a song from ‘Sing it and say it’
Use the names of famous Greeks to put
together a composition of rhythm
patterns and include untuned percussion
instruments to enhance the
performance. Look at the correct
musical names for notes and rhythms
and learn song to remember crotchets,
minims, quavers and semibreves.
Listen to a variety of different pieces
of music and identify those that would
be used to accompany a tragedy or a
comedy play.
Discuss the features of each piece of
music and how they could be created
using instruments.
In groups, children to create a
composition to accompany either a
tragedy or comedy. Share each piece
with the rest of the class and comment.
Listen to pieces of music that have
been used for the Olympics and discuss
their features, why they may have been
used.
Children to make a poem/song using the
word Olympics as an acrostic. This
poem will then be used as a base for an
Olympic song.
In groups, the children should put
together their song using tuned and
untuned percussion. (Year 3 should
make up their tune as a class and then
add in percussion in groups)
Perform composition to the class.
Record and listen back. Class to
appraise.
Learn and sing the collection of songs
from the ‘Sing it and Say it’ and
perform.
Read the story of Theseus and the
Minotaur and discuss the different
Learning Outcomes
To experiment with
rhythm and dynamics
to enhance
performance.
Learn correct musical
terms for notes and
rhythmic patterns.
To compose and
perform a piece of
music for a tragedy or
comedy play.
To compose and
perform a composition
to be used for the
Olympic Games. Use
untuned and tuned
percussion
instruments.
Understand the use of
lyrics.
Learn, sing and
perform songs.
To compose and
perform a piece of
story of Theseus and
the Minotaur




To compose a musical
jungle to accompany a
Greek God.


chracters and sections of the story.
Discuss the different music, which
would need to be played to create the
appropriate mood.
Compose a piece of music to accompany
one of the sections of the story as a
class as a model.
In groups the children should compose a
short piece to accompany a part of the
story.
Rehearse and perform each piece and
then put altogether to tell the whole
story.
Record and listen to with the whole
class. They should identify which part
of the story each piece of music
represents.
Look at each God and discuss its role
and symbol. What kind of music would
be used to represent it?
In groups, pick a God and compose a
jingle for each one. Use pictures to
represent the music composed.
music to accompany a
story. Use tuned and
untuned percussion.
To compose and
notate.
YEAR 3 AND 4 MUSIC SPRING TERM CYCLE B
About this unit:
In this unit the children will use words related to water as a stimulus for musical
composition. They will set a piece of music to follow the events in a story and
also use sound effect to accompany a water poem.
Vocabulary:
Ternary form
Sound effect
Resources:
Names of river cards
‘Moldau’ by Smetana
Water poems
Core Tasks:
1) To use river names as a stimulus for musical composition using ternary
form.
2) To use the story of a river and accompany each stage of its journey with
a musical score. This composition should be notated using pictures and
symbols.
3) To use a water poem and accompany it with should effects.
Expectations
When carrying out the type of activities and tasks in this unit:
Most children will be able to:
Use a river name to compose a rhythmic composition. They will also be able to
follow the story of a river flow using music. They will also be able to use sound
effects to accompany a water poem.
Less able children will be able to:
Begin to use a word as stimulus for musical composition and contribute to the
accompaniment of a musical story. They will be able to offer sound effects to
accompany a water poem.
More able children will be able to:
Confidently compose a piece of music to represent a river name. They will also
follow and accompany a river story and be confident in the use of sound effects
to accompany a poem.
Year 3 and 4 Music Cycle B Spring Term
Learning Objectives
Learn and sing simple
water songs
Use words as a stimulus
for rhythm
Possible Teaching Activities
 Learn and sing ‘Down the River’


Use a piece of music,
which follows the story
of a river to understand
the structure of a
musical score.


To use sound effects to
accompany a poem with
a water theme.





Ask the children for names of rivers e.g.
Amazon, Limpopo. Chant the names working
on their rhythm and build them into a
sequence. Add in percussion. Remind
children of correct musical terms for notes
– they should use their knowledge when
composing.
In pairs each child should choose a name of
a river. Child A says the river name and
repeats it and child B does the same. Put
into structure (Ternary ABA form).
Practise and perform, add in percussion if
necessary.
Listen to ‘Moldau’ from ‘Ma Vlast’ by
Smetana. Tell the children that it is the
story of a river in Czechoslovakia from its
source until it becomes a big, broad river
flowing through Prague. There are
different episodes, which happen within e.g.
a wedding. Discuss and identify the
instruments used.
In groups children to re-create a tune for
each episode of the river story.
Discuss how to record and notate the story.
Record whole piece of music.
Read a water poem and practise performing
it.
Work through the poem line by line and add
in appropriate sound effects or musical
themes for each part. Children to notate
their effects on a large copy of the poem
acting as the score.
Practise putting the poem together both
words and effects. Rehearse and perform.
Learning Outcomes
To use simple river
names to create
rhythmic patterns.
Learn how to
structure ternary
form.
To use a piece of
music which tells a
story and re-create
and notate it into a
new composition.
To use a poem to
create a
performance using
sound effects to
represent words,
feelings and moods.
YEAR 3 AND 4 MUSIC SUMMER TERM CYCLE B
About this unit:
In this unit the children will understand the importance of repetition in musical
chants and compose and perform their own. They will also learn and sing simple
rounds and manipulate them with percussion.
Vocabulary:
Round
Chant
Repetition
Resources:
‘War of Worlds’
‘Mars’ by Holst
Book of rounds
Core Tasks:
1) To use repetition to learn and manipulate an attacking chant.
2) To compose and perform own chant using percussion to accompany.
3) To learn and sing simple rounds.
Expectations
When carrying out the type of activities and tasks in this unit:
Most children will be able to:
Compose and perform their own chant using simple language and percussion
instruments. They will also be able to learn and sing simple rounds.
Less able children will be able to:
Learn and sing a chant and begin to contribute to a composition. They will also be
able to learn and sing some simple rounds.
More able children will be able to:
Learn and sing a chant and confidently compose their own with use of percussion.
They will also learn and understand the structure of a round.
Year 3 and 4 Music Cycle B Summer Term
Learning Objectives
Use a word to create
a rhythmic beat
Understand the
importance of
repetition in music,
especially chants.
Compose an attacking
march.
Learn and manipulate a
simple chant.
To learn and sing
simple rounds
Possible Teaching Activities
 Using the word ‘attack’ and chant. Then
use percussion instruments. Use the
words in a number of different ways,
using the idea of accent and dynamics.
 Listen to the intro of ‘War of the Worlds’
and ‘Mars’ by Holst.
 Discuss the features of this genre of
music. Note down children’s ideas to use
as key words.
 Children to develop an attacking rhythm
pattern – use drums and wood blocks.
 Learn and chant ‘Fierce Warriors’.
Introduce ostinato patterns. Say as a
round and use dynamics.
 Make up actions to go with the chant,
perform with the actions only (try as a
round)
 Learn and sing ‘Straight Road’ and
perform as a round.
 Learn and sing a variety of rounds, e.g.
London’s Burning, Frere Jacques, Nervous
Wreck, Row the Boat.
 Use different accompaniments to
enhance performances.
 In groups take a different round and
manipulate using instruments, dynamics
and singing patterns.
 Rehearse and perform to rest of class.
Learning Outcomes
To use percussion
instruments to create
an attacking rhythm
pattern.
To chant using
actions, dynamics and
the structure of a
round.
Composing and
performing a round,
creating different
effects.