"Dragon scales"

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 3
	Key Stage 2	A & C Black 'Music Express'	"Dragon scales"
	Pupils should be taught how to:	Objectives	Activities
	Controlling sounds through singing and playing - performing skills		Page/Activity
1a	sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression	To explore songs based on a pentatonic scale;	32/1; 36/1; 39/1;
1b	play tuned and untuned instruments with control and rhythmic accuracy	To perform accompaniments using tuned instruments;	32/1; 36/2; 39/2;
1c	practise, rehearse and present performing with an awareness of the audience	To practice and perform songs incorporating pentatonic accompaniments;	36/3; 41/1; 41/3;
	Creating and developing musical ideas - composing skills		Page/Activity
2a	improvise, developing rhythmic and melodic material when performing	To improvise a tune using rhythm and a pentatonic scale;	37/1; 37/2; 37/3;
2b	explore, choose, combine and organise musical ideas within musical structures	To work as a team to create a class composition;	40/1; 40/2; 40/3;
	Responding and reviewing - appraising skills		Page/Activity
3a	analyse and compare sounds
3b	explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary
3c	improve their own and others' work in relation to its intended effect	To appraise a performance;	39/3;
	Listening, and applying knowledge and understanding		Page/Activity
4a	to listen with attention to detail and to internalise and recall sounds with increasing aural memory	To listen to simple melodies and analyse the movement of rhythm and pitch;	32/2;
4b	how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised within musical structures and used to communicate different moods and effects	To create textures using the pentatonic scales;	39/1; 39/2; 41/2;
4c	how music is produced in different ways and described through relevant established and invented notations	To use notations related to the pentatonic scale;
4d	how time and place can influence the way music is created, performed and heard

 

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