Primary musical history, styles and forms resources

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African-Style Musical Performance Piece 'Dhoruba' (Storm) - Upper KS2 & KS3

African-Style Musical Performance Piece 'Dhoruba' (Storm) - Upper KS2 & KS3

African Performance Piece - Dhoruba These resources will support your delivery of the National Curriculum for Music. This piece works particularly well with Upper Key Stage 2 and Key Stage 3 children. These musical activities will support the development of a range of skills including, listening, focus, team-work and performing. Dhoruba is African for storm. This composition uses a small range of percussion instruments and can be delivered to as few as six pupils or as many as thirty. Timing is of the essence. Performing Dhoruba requires concentration, the ability to listen to others and play at the correct time. You do not have to have a musical background to deliver these lessons. This pack includes detailed, step by step detailed instructions on how to build and prepare Dhoruba and a power point diagram depicting all parts together using graphic score.

By Newtonlab

The Beatles KS1 Information ppt

The Beatles KS1 Information ppt

We created this to introduce the topic to our Y2 class for a cross curricular project.(local area - Geog link) Can be used for assemblies and lower KS2.

By sthomas78

Tone Row Bingo Cards

Tone Row Bingo Cards

Completing a unit on Serialism with class 9 and decided to play TONE ROW BINGO to help the weaker students create a tone row. Although I know it isn't in keeping with students thinking about intervals in constructing their rows, it certainly is jolly good fun and results in many different tone rows. Each sheet has 4 cards on it. There are 56 cards in total. All different.

By ZLBRIDEL13

Latin Music

Latin Music

KS3 Scheme of Work (6 lessons) Objectives • To perform a samba rhythm on unpitched percussion • To perform the tango ‘Por Una Cabeza’ on unpitched percussion or keyboards (rhythm only, bass line or chords, depending on ability) • To listen to a variety of sambas and tango • To compose a tango using a descending bass line with a ‘habanera’ rhythm, chords and melody Lesson overview • Lesson 1 – Listening to Samba • Lesson 2 – Performing a Samba • Lesson 3 – Listening to Tangos • Lesson 4 – Performing a Tango • Lesson 5 – Composing a Tango: chords and bass line • Lesson 6 – Composing a Tango: melody Subject-specific vocabulary • Samba instruments: o Tamborim o Caixa de Guerra (‘War Box’) o Cuíca o Repinique o Chocalho o Surdo (bass drum) • Tango instruments: bandoneón, violin, piano and bass • Habañera (dotted) rhythm • First inversion chords • Descending bass line • Perfect cadence Assessments • Listening: Listening to Samba (Lesson 1) • Performing: Samba band (Lesson 2, self-assessment) and ‘Por Una Cabeza’ (Lesson 4) • Composing: Tango (Lesson 6)

By chrisgillmusic

Jazz

Jazz

KS3 Scheme of Work – 6 lessons Objectives • To listen to different styles of jazz and its influences: Blues, Ragtime, New Orleans Jazz, Swing Era big bands, Bebop, latin jazz, and rock fusion • To sing songs a spiritual and blues song in the jazz style, both in class and individually • To develop improvising skills using a variety of scales and note patterns (rhythm only, pentatonic minor scale, five notes (C-G), blues scale, chord notes) on given tunes and chord sequences Lesson outline • Lesson 1 – Blues and Ragtime • Lesson 2 – New Orleans Jazz • Lesson 3 – The Swing Era • Lesson 4 – Later Jazz Styles • Lesson 5 – When the Saints go Marching In • Lesson 6 – Improvising Assessment Subject-specific vocabulary • Instruments – piano, drum kit, double bass, trumpet, cornet, clarinet, trombone, saxophone, banjo • Blues notes – where some notes have a slightly lower pitch • Call-and-response – where the lead singer’s phrases are echoed by other singers or instruments • Major scale – an ordinary seven-note scale in a major key • Oom-pah accompaniment – a backing pattern where bass notes alternate with chords, all on the beat • Syncopated – where the offbeat notes are accented • Swing – where the beat is divided unequally into a long note and a short note • Rhythm section keeps the beat and accompanies with bass line and chords • Frontline instruments play the original melody (head) and improvise • Improvise - make up the music as you go along • Head – the original, composed melody of a particular song • Scat singing • Walking bass • ‘Ten-to-ten’ rhythm – repeated crotchet and two swung quavers on ride cymbal Assessments • Performing: playing ‘In the Mood’ on the keyboard (Lesson 3) • Listening: listening exercise on ‘When the Saints Go Marching In’ (Lesson 5) • Composing: improvising on ‘When the Saints Go Marching In’ (Lesson 6)

By chrisgillmusic

Rhythm module contents

Rhythm module contents

Customers can download this at a glance pdf, which provides details of exactly what subjects are contained in my rhythm resources. For details of what is contained in all my modules please download my resource pdf. For a product catalogue, please download my hbmusicsolutions catalogue which includes two free modules.

By hbmusicsolutions

Resource Details

Resource Details

For customers that want a quick breakdown of what is included in my modules, please download this pdf. For information on my rhythm modules please download the Rhythm module details pdf. For the product catalogue including 2 free modules please download hbmusicsolutions product catalogue.

By hbmusicsolutions

Classical Music

Classical Music

Scheme of Work (6-8 lessons) Objectives • To learn about different genres, composers, instruments and musical forms from the Classical Era (1750-1820), • To apply this knowledge when listening to an unfamiliar piece • To sing both a song and an opera aria from the Classical Era • To understand how both accompanying patterns and melodies can be created from notes in the underlying chords (using the major triads G, D, A, C and F) • As a result, to be able to play both an accompanying (‘oom-cha’) pattern and a melody (for a minuet) on the keyboard • To compose one or two 8-bar section(s) of music, using chords and melody, which can be used as another section of a minuet in either ternary or Rondo form Lesson Overview • Lesson 1: Schubert’s ‘The Trout’ and Strophic Form • Lesson 2: Gluck’s ‘What is life’ and Rondo form • Lesson 3: Consolidation of Classical Vocal music • Lesson 4: Haydn’s ‘Emperor Quartet’ and Variation form • Lesson 5: Mozart’s Minuet and Ternary Form • Lesson 6: Consolidation of musical forms • Lesson 7: Beethoven’s Fifth Symphony and Sonata Form* • Lesson 8: Conclusion* * Optional lessons which may be omitted for a six-lesson scheme of work Subject-specific vocabulary • Composers: Schubert, Gluck, Mozart, Haydn, Beethoven • Genres: song, opera, aria, symphony, minuet • Voices, instruments and their groupings: soprano, alto, piano, string quartet, orchestra • Forms: strophic, rondo, ternary, theme and variations, sonata form Assessments • Performing (singing) – Schubert’s ‘The Trout’ or Gluck’s ‘What is life’ • Performing (keyboard) – adaptations of accompaniment to ‘The Trout’ or Mozart’s Minuet • Composing – additional 8-bar section(s) for Mozart’s Minuet • Listening – exercise on unfamiliar piece in last lesson

By chrisgillmusic

Caribbean Music

Caribbean Music

KS3 Scheme of Work – 6 lessons Objectives • To recognise and be able to perform offbeat and syncopated rhythms in calypso and reggae music • To participate in a class performance of a calypso song using the steel pans • To arrange own part in a reggae song for small ensemble performance • To revise formation of chords made up of white notes (C, G) • To learn formation of chords with a black note in the middle (D, E, A) Lesson Overview • Lesson 1: Calypso • Lesson 2: Yellow Bird • Lesson 3: offbeat • Lesson 4: Riffs • Lesson 5: Three Little Birds • Lesson 6: Music of the Caribbean Subject-specific vocabulary • Instruments: steel pans, bass guitar, electric guitar, drums • Rhythm: syncopation, offbeat • Styles of music: calypso, reggae, soca, merengue Assessments • Performing (singing and steel pans) – ‘Yellow Bird’ (calypso) • Arranging within a small ensemble – ‘Three Little Birds’ (reggae) • Listening – Caribbean styles (calypso, reggae, soca, merengue)

By chrisgillmusic

GCSE Edexcel Music Theory Work Booklet

GCSE Edexcel Music Theory Work Booklet

A work booklet to prepare students in Music Theory. I will be using it to prepare students for the Edexcel 9-1 exam, but this resource may be useful to other examination boards also. It covers: - Elements of Music - Rhythm - Notation, Time Signatures, Dictation, Dotted Rhythms, Ties, Triplets. - Pitch - Treble Clef, Bass Clef, Alto Clef, Keyboard Layout, Scales - Chromatic, Major and Minor, Degrees of the Scale, Key Signatures, Modes, Intervals, Chords, Inversions, Cadences - t Instruments of the Orchestra - Layout, Strings, Woodwind, Brass and Percussion

By hayleysbeep86

Renaissance: Pastime With Good Company

Renaissance: Pastime With Good Company

There is a 'how to' guide to using my resources. This is a full unit of work based on learning the medieval music and arranging ‘Pastime With Good Company’ to a genre of their choice These resources are used online by the students PLUS the physical resources for the classroom including all the scores. This resource contains; * How to Guide * SoW * Brief * ISS / Homework activities * Google Drive / VLE Resources (Logbooks for practical, KWL, Self & Peer Critiques, Performance Evaluation, Project Evaluation, plus all the printables for home viewing) * For Books or as a binded resource (Front page, learning habits, marking symbols, level & target, radar) * Resources (Pastime With Good Company’ scores / sheet music – The roses in the corner indicates the difficulty for personalised learning). Sheet music caters for keyboard, vocals, ukulele and guitar.

By keri-anne_pentecost