Music
PRIMARY
Richmond
Contents
term
Topics Lesson
STRAND 1: Listening
Music
Key competences
1
Music in Our Lives 6
• The functions of music • Review of the beat • Review of language and theory of music
• Making sounds from a story • Vocal and body performance
• Story: Music in Our Lives
• Learning to learn • Competence in mathematics, science and technology
2
Notes and Rests
• Quaver rest • Active listening with graphic scores • Listening to pieces of classical music
• Vocal performance • Accompanying pieces of music with body percussion • Creating and performing rhythmic accompaniments
• Notes and Rests • Waltz, C. M. von Weber
• Competence in mathematics, science and technology • Initiative and entrepreneurship
3
German Dance
• Dynamics: forte, mezzoforte and piano • Listening to pieces of classical music • Active listening with graphic scores
• Accompanying pieces of music on school percussion instruments
• German Dance No. 1, W. A. Mozart
• Digital competence • Competence in mathematics, science and technology
• Instruments: recorder, flute and panpipe
• How to play the recorder • Instrumental performance
• No Fingers
• Learning to learn • Cultural awareness and expression
• Tempo: adagio, andante, allegro, accelerando and ritardando • Review of dynamic indicators
• Performing dances with changes in tempo • Performing ascending and descending scales with different dynamics
• The Cross Dance, traditional dance
• Cultural awareness and expression • Social and civic competences
• Accent • Review of duple and triple metres, bar lines, time signatures and tempo indicators • Traditional songs
• Vocal performance • Accompanying pieces of music with objects that make a sound • Reciting chants and tongue twisters that follow musical patterns
• The Little Pear Tree, traditional song • Chant: Duple and Triple Metres
• Digital competence • Competence in mathematics, science and technology
8
10
4
No Fingers 12
5
The Cross Dance
6
The Little Pear Tree
7
Instrument 18 Families
• The origin of instruments • Instrument families: wind, strings and percussion • Instruments: viola, oboe and guiro
• Performing on mallet and school percussion instruments
• The timbre of instruments
• Cultural awareness and expression • Digital competence
8
The Note Si or B
• The note Si or B on the stave, the recorder and mallet percussion instruments • Repeat signs: final bar line, and beginrepeat and end-repeat signs
• Vocal performance • Performing on the recorder and mallet percussion instruments
• The Note Si or B • Chant: Repeat Signs
• Social and civic competences • Linguistic competence
• Santa Claus Is Coming to Town, traditional Christmas song
• Learning to learn • Digital competence
term
1 review
14
16
20
Santa Claus Is Coming to Town 22
2
STRAND 2: Musical performance STRAND 3: Moving and dancing
• Review of the contents and musical practice of term 1
1
term
2
Topics Lesson
9
Love Is in the Air
STRAND 1: Listening
24
STRAND 2: Musical performance STRAND 3: Moving and dancing
Music
Key competences
• The voice • Timbre • Review of types of voices
• Making sounds from a story • Vocal performance • Exploring the expressive possibilities of the voice
• Story: Love Is in the Air
• Digital competence • Linguistic competence
10
Eram, Sam, 26 Sam
• Unison and canon • Reading graphic scores • Mallet percussion instruments: care, parts and use of mallets • Traditional songs
• Vocal performance • How to play mallet percussion instruments • Accompanying pieces of music on mallet percussion instruments
• Eram, Sam, Sam, traditional song
• Learning to learn • Social and civic competences
11
Morning Mood
28
• Active listening with graphic scores • Listening to pieces of classical music • Composer E. Grieg • Review of repeat signs
• Accompanying pieces of music on school percussion instruments
• Morning Mood, E. Grieg
• Cultural awareness and expression • Linguistic competence
12
Minim
30
• Minim and minim rest • The note La or A on the recorder and mallet percussion instruments
• Performing on the recorder and mallet and school percussion instruments • Vocal performance
• Chant: Minim • One to Ten
• Competence in mathematics, science and technology • Learning to learn
13
Come On, Follow Me! 32
• Review of note values and rests • Review of unison and canon • Rhytmic dictation
• Performing a dance in canon • Creating and performing a body percussion accompaniment
• Come On, Follow Me!, traditional dance
• Competence in mathematics, science and technology • Social and civic competences
14
There Is a Fish
• Binary form (AA and AB) • Reading graphic scores
• Vocal performance • Making mini drums • Performing rhythmic accompaniments on the mini drums
• There Is a Fish, traditional song
• Cultural awareness and expression • Initiative and entrepreneurship
15
I'm a Little Leprechaun 36
• Saint Patrick's Day • Traditional instruments from Ireland: harp, tin whistle and bodhran
• Vocal performance
• I'm a Little Leprechaun
• Cultural awareness and expression • Digital competence
16
The Note Sol or G
• The note Sol or G on the recorder and mallet percussion instruments • Breath marks on scores for recorders • Review of pitch, dynamics and duration • Listening to pieces of classical music • Active listening with graphic scores
• Performing on the recorder and mallet percussion instruments • Vocal performance
• The Note Sol or G • Badminton, G. Bizet
• Learning to learn • Linguistic competence
• The Ant and the Grasshopper, E. Brusa
• Linguistic competence • Learning to learn
term
34
38
2 review
The Ant and the Grasshopper
• Review of the contents and musical practice of term 2
40
3
term
Topics Lesson
STRAND 2: Musical performance STRAND 3: Moving and dancing
Music
Key competences
17
Kettledrum and Marimba 42
• Musical ensembles • Instruments: kettledrum and marimba • Review of timbre
• Performing on the recorder and school percussion instruments
• Story: Kettledrum and Marimba
• Social and civic competences • Cultural awareness and expression
18
A New Note C
• Vocal performance • Accompanying pieces of music with objects that make a sound
• A New Note C
44
• The note high Do or high C on the stave • Review of echo, and call and response
• Linguistic competence • Competence in mathematics, science and technology
19
Minuet
46
• Ternary form (ABA and ABC) • Active listening with graphic scores • Listening to pieces of classical music • Composer W. A. Mozart • Instruments: French horn
• Accompanying pieces of music on school percussion instruments • Creating and performing rhythms in ternary form
• Minuet, W. A. Mozart
• Cultural awareness and expression • Competence in mathematics, science and technology
20
This Canon Sounds 48 Great!
• Review of notes Sol or G, La or A and Si or B on the recorder • Review of canon • Review of binary and ternary forms
• Performing in canon on the recorder • Creating and performing binary and ternary forms from melodic excerpts
• This Canon Sounds Great!
• Learning to learn • Competence in mathematics, science and technology
• Review of language and theory of music
• Moving and dancing • Creating steps for a dance • Accompanying pieces of music on school percussion instruments
• Irish Dance, traditional dance
• Digital competence • Initiative and entrepreneurship
21
Irish Dance 50
22
e Have Fun W Together 52
• Instruments around the world: charango, kalimba, accordion, tabla and didgeridoo
• Vocal performance • Performing with body percussion • Improvising rhythms and melodies to accompany a piece of music
• We Have Fun Together, traditional song
• Cultural awareness and expression • Initiative and entrepreneurship
23
The Four Musical Notes
• Review of the notes Mi or E, Sol or G, La or A, Si or B and Do’ or C’
• Vocal performance • Performing on mallet and school percussion instruments • Singing scores with the names for the notes
• The Four Musical Notes
• Learning to learn • Cultural awareness and expression
• Distinguishing solo instruments in a piece of music • Listening to pieces of classical music • Composer S. Prokofiev
• Dramatic creations based on a piece of music
• Peter and the Wolf, S. Prokofiev
• Cultural awareness and expression • Social and civic competences
• The Cuckoo, traditional song
• Learning to learn • Cultural awareness and expression
24 term
Peter and the Wolf 3 review
The Cuckoo
4
STRAND 1: Listening
54
56
• Review of the contents and musical practice of term 3
58
3
instrument practice
Music
Topics
Scores To Start...
60
• The parts of the recorder • Sound and silence • Performing different sounds with the recorder without covering any of the holes • Reading graphic scores
• Sound and silence with the recorder
Breathing
61
• Breathing properly • Loud and quiet sounds • Performing different sounds with the recorder without covering any of the holes • Reading graphic scores
• Loud and quiet sounds with the recorder
Si, Si, Si
62
• The note Si or B on the stave and the recorder • Performing a melody with the note Si or B • Accompanying pieces of music on school percussion instruments
• Si, Si, Si
Play with B!
63
• Performing a melody with the note Si or B • Accompanying pieces of music on school and mallet percussion instruments
• Play with B!
I Am Recorder
64
• The note La or A on the stave and the recorder • Performing a melody with the notes La or A and Si or B in two groups of recorders • Accompanying pieces of music on school percussion instruments
• I Am Recorder
Blow Gently
65
• Performing a melody with the notes La or A and Si or B • Accompanying pieces of music on school and mallet percussion instruments
• Blow Gently
Play with Sol or G
66
• The note Sol or G on the stave and the recorder • Performing a melody with the notes Sol or G, La or A and Si or B • Reading graphic scores
• Play with Sol or G
Ternary Form
67
• Ternary form • Performing a melody with the notes Sol or G, La or A and Si or B • Accompanying pieces of music on school percussion instruments
• Ternary Form
Binary Form
68
• Binary form • Performing a melody with the notes Sol or G, La or A and Si or B • Accompanying pieces of music on school and mallet percussion instruments
• Binary Form
Canon
69
• Unison and canon • Performing a melody with the notes Sol or G, La or A and Si or B in two groups of recorders
• Canon
The notes you know on the recorder
70
The glockenspiel
71
RECORDER TAB
GLOCKENSPIEL MODEL
5
TERM
1
Music in Our Lives
It’s Sarah’s birthday today. She’s wearing her favourite dress! She’s going to school with her mum and she’s studying maths in the car.
1 1.2
6
Listen to the story. Then sing and dance along.
After her maths test it’s time for break! Now Sarah’s playing in the playground.
In the afternoon, Sarah has a birthday party. She loves dancing!
1.3
Activity 1: Story: Music in Our Lives CD 1, track 2 (*). Sounds from the story CD 1, track 3. • Contents: The functions of music. Review of the beat. (*) All track numbers refer to the Class Audio.
term
4
REVIEW
𝅘𝅥
The parts of a note: stem stem note head
𝅘𝅥𝅮
2
Listen and play along with body percussion.
1.4
A
B
L
L R
Listen and follow the duration of the notes in the melody.
1.6
flag note head
L R
L R
L R
Repeat.
3
lesson 2
R
1
Repeat.
Write a new body percussion rhythm in your Activity Book. Then listen and play along.
REVIEW
Sounds can be high or low. That property of sound is the pitch. We show it with musical notes. There are two different ways to name the notes: • Do, Re, Mi, Fa, Sol, La, Si. • C, D, E, F, G, A, B.
1.4
Activities 2 & 3: Notes and Rests CD 1, track 4.
Activity 4: Waltz by C. M. von Weber CD 1, track 6.
9
German Dance 1 1.7
Listen and follow the beat of the music. Pay attention to the changes in dynamics.
Form ABA
A Repeat.
Repeat.
END
B Repeat.
Repeat.
Repeat everything until END.
10
Activity 1: German Dance No. 1 by W. A. Mozart CD 1, track 7. • Contents: Dynamics: forte, mezzoforte and piano. Active listening with graphic scores.
