key learning outcomes key vocabulary and phrases
TRANSCRIPT
Key Vocabulary and Phrases
Composer A person who writes music.
Call and
response
2 musical phrases, 1 leads and the
other answers.
Dynamics How loud or quiet music is.
Lyrics Words to a song.
Musical
instruments
An object that produces sound.
Orchestra A group of musicians who play
different instruments.
Percussion Instruments that sound by being
struck or shaken
Pulse/beat A basic continuous unit of time
Rhyme Words with similar sounds.
Rhythm A pattern of sound
Tempo How fast or slow music is.
Year 1 Music
Key learning outcomes
To listen and respond appropriately to a range music.
To name five famous composers or writers of music.
To name the 4 families of instruments and an example of each.
To use my voice expressively to sing and chant.
To play tuned and untuned instruments to compose music for a purpose.
Once Upon a Time Marvellous Me Amazing Animals Out of this World All at Sea
A clarinet uses
a wooden reed
that vibrates.
A violin has
strings that
vibrate.
A trumpet is
made of metal
called brass.
Bass drum is
struck with a
beater.
Performing means
working together
Year 2 Music
Great Fire of London Victorians Keeping Healthy Dragon’s Den Wonderful World
Key learning outcomes
To sing and follow a melody, responding to different starting points.
To appreciate and name famous musical works and their composers.
To play tuned and untuned instruments musically.
To use and understand musical vocabulary to adapt a performance.
To understand and perform a variety of music from across the world.
The musical alphabetRecorder notes
Composer Dates Nationality
Grieg 1843-1907 Norwegian
Tchaikovsky 1840-1893 Russian
Dvorak 1841-1904 Austrian
Stravinsky 1882-1971 Russian
Key Vocabulary and Phrases
Accelerando To get faster.
Ballet Story told through music and dance
Composer A person who writes music.
Crescendo Gradually getting louder
Dynamics How loud or quiet music is.
Musical
instruments
An object that produces sound.
Ostinato A repeating rhythmic pattern
Orchestra A group of musicians who play
different instruments.
Percussion Instruments that sound by being
struck or shaken
Pulse/beat A basic continuous unit of time
Rhythm A pattern of sound
Round
Music that is repeated
from different starting
points.
Year 3 Music
Britain's Beginnings Bostin’ Black
Country
Sweet Like
Chocolate
Into the Forest
Key Vocabulary and Phrases
Compose Write/create a piece of music
Diction Using words clearly
Drone Long continuous sound
Dynamics Volume of sound
Graphic notation Representation of music through visual
symbols
Melody The main tune
Motif A repeated musical idea
Rock music Genre of popular music
Reed Wooden material that vibrates
Stave 5 lines that music is written on
Treble clef Symbol used for higher notes
Theme Basis of a musical composition
Key learning outcomes
To begin to understand staff and musical notations
To compose and perform musical motifs for a range of purposes
To write music using symbols and representations
To name and describe instruments within the 4 sections of an orchestra
To develop and understanding of the history of music
To sing and play instruments musically with control and accuracy
Composer Dates Type of music
Elgar 1857 - 1934 Romantic
The Who 1964 - now Rock
Danny
Elfman
1953 – now Musical theatre
Prokofiev 1891-1953 Late romantic
Notes
Rests
= 1 = 2
= 1 = 2
Crotchet Minim
Year 4 Music
Volcanoes Romans Anglo-Saxons Scot & Vikings Groovy Greeks
Key Vocabulary and Phrases
Bar A small section of music
Chorus A repeated section of main lyrics in a song
Graphic score Symbols representing music
Notation Music in a written form
Pentatonic scale A set of 5 notes – 1st, 2nd, 3rd, 5th, 6th notes of
a major scale.
Pulse A steady beat
Stave 5 lines which music is written on
Symphony Music for orchestra in 4 movements
Tone poem A musical composition inspired by a story
Tuned A tuned instrument plays specific notes
Rhythm Follows a pattern of words
Untuned An instrument that cannot play specific notes
Verse Lyrics that tell the main story
Learning outcomes
To use notation to record and play compositions.
To understand and use musical terms linked to notation.
To layer different rhythms and perform a simple part rhythmically
To identify the style, character, genre and features of pieces of music
To improvise melodies using the pentatonic scale
To sing songs from memory with accurate pitch.
Musical Notes
Composer Dates Type of music
Mendelssohn 1809-1847 German/Romantic
Respighi 1879-1936 Italian/20th century
Peter Maxwell-
Davies
1934-2016 British/20th century
Vangelis 1943 - now Greek/electro/jazz
Musical Eras
Scale
A scale is a set of musical notes
arranged in order.
Pentatonic scale
Medieval Music• 500A.D – 1400
• Musical notation began
• Multiple sounds came together to
form new textures
• Music was religious and free in
style
• Basic instruments made from
wood and animal parts
Year 5 Music
Egyptians Infinity and Beyond Local Legends Circle of Life
Key Vocabulary and Phrases
Accidentals A pitch that is not in the scale
Concerto Composition for solo instrument
accompanied by an orchestra
Dynamics How loud or quiet the music is
Graphic
notation
Representation of music through written
symbols.
Motif A recurring idea
Ostinato A repeated musical phrase or rhythm
Orchestra A group of instrumentalists
Pitched
percussion
An instrument with more than 1 pitch
Pulse A continuous beat
Syrinx Panpipes or a rock channel found in
Egyptian tombs
Learning outcomes:
To name and use instruments accurately and with control.
To play instruments using notation.
To compose music to meet a criteria using written notation.
To compare and contrast work from different famous composers and
genres using musical vocabulary.
To understand and identify the key developments of music over time.
The Notes on the StaveEmmanuel Pahud – Flautist
World famous Swiss flute player who performs
in the world’s top ranked orchestra ‘The Berlin
Philharmonic’.
Watch him perform Debussy Syrinx.
Composer Dates Type of music Nationality Features
Debussy 1862 - 1918 Romantic French Complex rhythm
Full texture
Accidentals
Holst 1874 - 1934 Early 20th
Century
English Large orchestra
Rhythmic drive
Full percussion
Elgar 1857 - 1934 Early 20th
Century
English Melodic
Bold tunes
Large dynamics
Vivaldi 1678 - 1741 Baroque Vivaldi Simple harmony
Basic instrumentation
Simple rhythms
Musical ErasYear 6 Music
Crime - Tudors Bravery – WW2 Come to Cabaret
Key Vocabulary and Phrases
Chant A repeated rhythmic phrase, typically shouted or sung
Fanfare A short ceremonial tune played on a brass instrument
Glissando A ’slide’ between notes
Genre A conventional category for music with shared convention
Harmony A combination of notes to produce pleasing effect
Improvisation Music that is created spontaneously
Note value/duration How long a note is held for
Ostinato A continually repeated musical phrase or rhythm
Pulse A continuous rhythmic beat
Sequence A reinstated motif at a higher or lower pitch
Unison Music in parts that sound at the same pitch
Learning outcomes
To sing in harmony confidently and accurately.
To take part in a performance.
To analyze a musical score and identify its key features.
To compare and contrast the impact of different composers works have had on
people of that time.
To use a variety of musical devices to create effective compositions.
To identify the style, character, genre and features of pieces of music
The Notes on the Stave
Key features
Musical theatre Film music
• Combines music, songs,
spoken dialogue and
dance.
• Orchestra or band
accompany
• Solo, duet, chorus and
ensembles
• Creates
atmosphere
• Moves the action
forward
• Describe
character
• Scene changes
1580 1963
Renaissance Baroque Classical Romantic 20th century(Modern)
21st Century (Contemporary)
1400-1600 1600-1750 1750-1830 1830-1920 1900 2000
1957