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"Songwriter"
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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 5 | ||
| Key Stage 2 | A & C Black 'Music Express' | "Songwriter" | |
| 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 a song and explore the context and purpose of the lyric (social and cultural meaning); To explore repetition and contrast in lyrics; | 34/1; 35/2; |
| 1b | play tuned and untuned instruments with control and rhythmic accuracy | Create melody lines for a song; Create and accompaniment for the song; | 40/1; 40/2; |
| 1c | practise, rehearse and present performing with an awareness of the audience | To explore and rehearse the song; | 40/3; 41/1; 41/2; 41/3; |
| Creating and developing musical ideas - composing skills | Page/Activity | ||
| 2a | improvise, developing rhythmic and melodic material when performing | To develop lyrics within simple structures; To transform the mood and rhythm of a set of lyrics; | 35/2; 37/2; |
| 2b | explore, choose, combine and organise musical ideas within musical structures | To compose a song as a whole class; Compose melodies in different moods and rhythms; | 35/3; 37/3; 38/2; |
| Responding and reviewing - appraising skills | Page/Activity | ||
| 3a | analyse and compare sounds | To explore the context and features of a song and compare with other examples; | 37/1; |
| 3b | explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary | To explain what makes music effective using appropriate (musical) language; | 38/1; |
| 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 | ||
| 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 explore musical structure in song; To explore the context and features of a song and compare with other examples; | 34/2; 37/1; |
| 4c | how music is produced in different ways and described through relevant established and invented notations | ||
| 4d | how time and place can influence the way music is created, performed and heard | To sing a song and explore the context and purpose of the lyric; | 34/1; 34/2; |
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