Learning objective
- To use percussion and my body expressively in response to music
National curriculum
‘Pupils should be taught to:
- experiment with, create, select and combine sounds using the inter-related dimensions
of music’
Differentiation
Remember that in music, pupils you might expect to need support may not need it and those you would class as working at greater depth in other curriculum areas might need support.
Pupils needing extra support: Tell the pupils what and how they should play the instrument, e.g. loudly/slowly/quietly.
Pupils working at greater depth: Encourage them to give specifics for their choices, e.g. I chose a drum because it’s loud like a lion; I chose a tambourine for a sloth because the bells ring for ages.
In this unit
- Assessment - Music Y1: Classical music, dynamics and tempo
- Lesson 1: Classical music, dynamics and tempo: Percussive animals
- Lesson 2: Classical music, dynamics and tempo: Singing animals
- Lesson 3: Classical music, dynamics and tempo: Performing animals
- Lesson 4: Classical music, dynamics and tempo: Composing animals
- Lesson 5: Classical music, dynamics and tempo: The story of the lion
