|
"Salt
pepper vinegar mustard"
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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 4 | ||
| Key Stage 2 | A & C Black 'Music Express' | "Salt pepper vinegar mustard" | |
| 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 sing call and response songs; | 49/2; |
| 1b | play tuned and untuned instruments with control and rhythmic accuracy | To play melodic patterns with accuracy; | 44/2; 49/3; |
| 1c | practise, rehearse and present performing with an awareness of the audience | To perform using repeated patterns; To perform a song with an accompaniment; | 46/3; 51/1; 53/1; 53/2; 53/3; |
| Creating and developing musical ideas - composing skills | Page/Activity | ||
| 2a | improvise, developing rhythmic and melodic material when performing | To develop rhythmic patterns; | 46/1; 46/2; 47/1; |
| 2b | explore, choose, combine and organise musical ideas within musical structures | To compose words and patterns as signals; | 51/3; |
| Responding and reviewing - appraising skills | Page/Activity | ||
| 3a | analyse and compare sounds | To discuss sounds used in music; | 44/3; |
| 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 | ||
| 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 for specific signals in music; | 44/1; 47/3; 49/1; |
| 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 | ||
| 4c | how music is produced in different ways and described through relevant established and invented notations | To use notations for melodic patterns; To use notations for rhythmic patterns; | 44/2; 47/2; |
| 4d | how time and place can influence the way music is created, performed and heard |
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