|
"Feel
the pulse"
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The following chart show how the new A & C Black scheme can be used to provide broad coverage in line with the National Curriculum for Music for England.
This guidance is designed to supplement the materials available in this new scheme of musical activities.
Special Note: I am grateful for the work of Alison Keates and Dot Atkin (Shropshire Music Service) who worked with me in the preparation of this new support material.
| Music 2000 | Programme of Study for Year 2 | ||
| Key Stage 1 | A & C Black 'Music Express' | "Feel the pulse" | |
| Pupils should be taught how to: | Objectives | Activities | |
| Controlling sounds through singing and playing - performing skills | Page/Activity | ||
| 1a | use their voices expressively by singing songs and speaking chants and rhymes | To sing a song with a focus on tempo/beat/rhythm; | 16/1; 16/3; 18/1; 19/3; 19/2; 22/2; |
| 1b | play tuned and untuned instruments | To perform an accompaniment to a song; | 19/1; |
| 1c | rehearse and perform with others | To perform an accompaniment to a song; | 19/1; 21/3; |
| Creating and developing musical ideas - composing skills | Page/Activity | ||
| 2a | create musical patterns | To create musical patterns based on word rhythms; | 21/3; 22/2; 23/1; |
| 2b | explore, choose and organise sounds and musical ideas | To select appropriate instruments to express a mood; | 22/1; |
| Responding and reviewing - appraising skills | Page/Activity | ||
| 3a | explore and express their ideas and feelings about music using movement, dance and expressive musical language | To respond to a steady pulse with movement; | 16/2; 18/1; 22/3; |
| 3b | make improvements to their own work | To review and revise previous work; | 22/1; |
| 3c | Not applicable to KS1 | ||
| Listening and applying knowledge and understanding | Page/Activity | ||
| 4a | to listen with concentration and to internalise and recall sounds with increasing aural memory | To listen to and recognise patterns; | 21/1; |
| 4b | how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised and used expressively within simple structures | To recognise the differences between beat and rhythm; | 18/2; 18/3; 21/2; |
| 4c | how sounds can be made in different ways and described using given and invented signs and symbols | To use signs to represent rhythms; | 19/3; |
| 4d | how music is used for particular purposes | To listen to and to discuss music which 'paints a picture' | 22/3; |
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