"Journey into Space"

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 5
	Key Stage 2	A & C Black 'Music Express'	"Journey into Space"
	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 the use of the voice in complex textures of pitch 'clusters';	26/3;
1b	play tuned and untuned instruments with control and rhythmic accuracy	To perform music composed by the group, exploring music which is designed to portray a mood or atmosphere;	32/1; 32/2; 32/3; 33/2;
1c	practise, rehearse and present performing with an awareness of the audience	To practise and develop creative work;	32/1; 32/2; 32/3; 33/2;
	Creating and developing musical ideas - composing skills		Page/Activity
2a	improvise, developing rhythmic and melodic material when performing	To compose additional strands of texture over a backing track;	28/3;
2b	explore, choose, combine and organise musical ideas within musical structures	To create and explore 'clusters' of pitched notes; To select sounds to produce an intended effect; To select sound sources for a composition intended to portray a mood or atmosphere;	26/2; 28/1; 30/3; 32/1; 32/2;
	Responding and reviewing - appraising skills		Page/Activity
3a	analyse and compare sounds	To listen with concentration to explore thin and thick textures; To listen with concentration to explore timbres; To explore attack and decay on a keyboard;	27/2; 27/1; 28/2;
3b	explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary	To explore moods and feelings in music designed to portrait an impression;	30/1;
3c	improve their own and others' work in relation to its intended effect	To explore the work of peers at a 'work-in-progress' stage, and to discuss and make critical judgements; To review and revise their work:	32/3; 33/1;
	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 with concentration to explore thin and thick textures; To listen with concentration to explore timbres;	27/2; 27/1; 30/2;
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	Listen to music to explore the texture when 'clusters' of pitched notes are used together; Listen to and compare two pieces of music with reference to the elements of music;	26/1; 27/1;
4c	how music is produced in different ways and described through relevant established and invented notations	To explore the way that sounds can change when recorded;	27/3;
4d	how time and place can influence the way music is created, performed and heard

 

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