Learning objective
- To select suitable instrumental sounds to represent a character in a fairy tale.
Success criteria
- I can respond to hand signals.
- I can use
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National curriculum
Music
Pupils should be taught to:
- Experiment
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Cross-curricular links
English
Reading – comprehension
Pupils should be
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Could think about the sort of sound needed for different characters, e.g. a big wolf, a little pig; could select the best option from two or three different sounds demonstrated.
Pupils working at greater depth
Should justify why they have chosen this sound for their character or event from the story, e.g. “I chose this sound for my character because…”
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Assessing progress and understanding
Pupils with secure understanding indicated by: responding to hand signals when playing
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Vocabulary definitions
-
timbre
The quality of sound e.g. smooth, scratchy, twinkly.
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In this unit
Assessment - Year 1: Timbre and rhythmic patterns
Lesson 1: Timbre and rhythmic patterns: Character voices
Lesson 2: Timbre and rhythmic pattern: Starting with instruments
Lesson 3: Timbre and rhythmic patterns: Rhythms
Lesson 4: Timbre and rhythmic patterns: Responding to music
Lesson 5: Timbre and rhythmic patterns: Keeping the pulse
Maintained by: Kapow Primary team
Last update: 14th June, 2024
