"Sounds Interesting"

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'	"Sounds Interesting"
	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 learn the song 'Here comes the postie';	52/3;
1b	play tuned and untuned instruments	Play in time to the beat while singing a song; Perform a rhythm using untuned percussion;	56/1; 56/2;
1c	rehearse and perform with others	Rehearse and perform a song and various arrangements. Perform a sequence of music from a score;	56/3; 59/3;
	Creating and developing musical ideas - composing skills		Page/Activity
2a	create musical patterns	Create appropriate patterns of sounds from a visual stimulus; create simple accompanying patterns using untuned percussion;	52/1; 54/3; 56/3; 59/1;
2b	explore, choose and organise sounds and musical ideas	Invent appropriate sounds based on a visual stimuli; create compositions based on sounds and atmospheres explored in the song;	58/2; 58/3;
	Responding and reviewing - appraising skills		Page/Activity
3a	explore and express their ideas and feelings about music using movement, dance and expressive musical language	Listen to a sequence of sounds and interpret with appropriate movements; Add appropriate movements to a song/ piece of music;	52/2; 57/1; 59/2;
3b	make improvements to their own work	Perform a sequence of music from a score;	59/3;
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	Listen to a sequence of sounds and match to appropriate visual images; explore sounds from the environment;	52/1; 58/1;
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 explore timbre by identifying different sound sources; Explore a variety of timbre through the use of 'found sounds';	54/1; 57/3;
4c	how sounds can be made in different ways and described using given and invented signs and symbols	To match sounds to visual images; To match sounds to various activities drawn from a song; Perform a sequence of music from a score;	52/1; 54/2; 57/2; 59/3;
4d	how music is used for particular purposes

 

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