Learning objective
- To understand how music can be used to represent an environment.
Success criteria
- I can match the size of a movement
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National curriculum
Music
Pupils should be taught to:
- Use
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Cross-curricular links
English
Writing – vocabulary,
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Before the lesson
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Lesson plan
Recap and recall
Before starting this unit, you might want to check that children can recall how to: Listen to music in a focused way. Offer thoughts and opinions on pieces of music. Use movement to represent a piece of music.
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Adaptive teaching
Pupils needing extra support
Should work with a more confident talk partner to identify sounds; could be given an adjective to describe the sound of each of the natural elements, e.g. crashing waves, booming thunder, etc. to help inspire their sounds.
Pupils working at greater depth
Should identify instruments and musical dimensions (e.g. volume, speed) in the music.
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Assessing progress and understanding
Pupils with secure understanding indicated by: using appropriate movement to represent dynamics,
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Vocabulary definitions
-
soundscape
The mixture of different sounds that are heard in a particular place.
-
volume
How loud or quiet a sound is.
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In this unit
Assessment - Music Y1: Dynamics
Lesson 1: Vocal and body sounds
Lesson 2: Embodying the sea
Lesson 3: Musical treasure hunt
Lesson 4: Seaside story
Lesson 5: Seaside soundscape
Maintained by: Kapow Primary team
Last update: 21st August, 2024
