Haiku, music and performance

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  1. Subjects >
  2. Music >
  3. Lower key stage 2 >
  4. Haiku, music and performance (Theme: Hanami festival)

Unit outcomes

Pupils who are secure will be able to:

  • Suggest suitable words to describe their time outdoors, changing the sounds of their words to match their meanings.
  • Recognise, name and describe the effect of the interrelated dimensions of music.
  • Select instruments and sounds which match their vocabulary.
  • Work as a group to create a piece of music.
  • Perform a piece of music as part of a group.

Suggested prior learning

Changes in pitch, tempo and dynamics (Theme: Rivers)

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Lessons

Lesson 1: Describing blossom

  • To describe the Hanami festival using suitable words and sounds.
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Lesson 2: Sounds of blossom

  • To represent a blossom tree using sounds.
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Lesson 3: Blossom haiku

  • To identify different musical features using descriptive vocabulary.
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Lesson 4: Haiku melodies

  • To work as a group to create a piece of music celebrating the Hanami festival.
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Lesson 5: Haiku performance

  • To perform a piece of music to celebrate Hanami.
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Key skills

  • Recognising, naming and explaining

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Key knowledge

  • To know that a

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Key vocabulary

col legno

composing

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Unit resources

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Assessment – Music Y4: Haiku, music and performance

Assessment resources for this unit. Use

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Knowledge organiser

This Knowledge organiser supports pupils' learning

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Unit vocabulary

A display version of the key

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Music: Long-term plans

A suggested order for teaching Music

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National curriculum mapping

This National curriculum coverage mapping document

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Music: Pupil progression of skills

Progression document showing how skills and

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Assessment

An assessment tool for monitoring the

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Equipment list

A list of essential and optional

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Unit vocabulary

A unit-by-unit list of musical vocabulary

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Music teacher skills videos

A collection of teacher skills videos

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Cross-curricular opportunities

English

‘Pupils should be taught to:

  • draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary’

See 'National curriculum - English key stages 1 and 2'.

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Samba and carnival sounds and instruments (Theme: South America)

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