Sonority – Instrument Recognition Questions The GCSE Music Specification includes many terms that students need to know, and be able to identify, but which aren’t covered by many of the styles of music studied. Using only music from Popular Music, this revision resource brings together every instrument, voice and ensemble (apart from “basso continuo”, for obvious reasons!) from the sub-menu “Sonority”, ie instruments, voices, and ensembles. In order to be accessible to students who really struggle with such things, there are 50 simple, 1-mark questions, which ask students to identify an instrument, voice type, or ensemble. In addition, there is also a bonus question alongside every simple question, for students who find such things easier – so 100 questions in total! So that the first group of students don’t feel like they’re underachieving, there are two different PDFs: one with just the 50 simple questions, and one with the bonus questions as well, so teachers can choose which to give their students. The questions are in ten sections: Strings Woodwind Brass Percussion Keyboards Rock and Pop Indian Voices Miscellaneous Ensembles The resource comes with a link to FREE audio, running for 1h15’, either as one file or ten separate files: perfect for a revision lesson, or as homework. The extracts cover a wide range of Popular Music, and features music by the likes of Eva Cassidy, Led Zeppelin, Björk, Yes, Primus, Tanita Tikaram, The Meters, Minnie Riperton, Tom Waits, Genesis, Jamiroquai, Badly Drawn Boy, Freak Power, Blood, Sweat & Tears, and The Cure! The bundle includes the full paper and mark scheme, plus two PDFs of questions (50, or 100), and mark scheme separately, in case you want to set it remotely. Please have a look at my shop for a wide variety of resources to support the GCSE Music course. www.tes.com/teaching-resources/shop/NPTJ

Stuck for a song? This pack of 20 traditional and fun Welsh songs are ideal for your St. David’s Day celebrations! There are plenty for all ages from 5 to 11, with easy to follow Welsh and English lyrics for Welsh learners and speakers, plus easy piano scores. Backing tracks provided are ideal if you don’t have a pianist. Are you always looking for the National Anthem for your assembly? We have included it here for free! Dydd Gwyl Dewi Hapus! Includes: Aderyn Melyn Ar Lan Y Mor Ashgrove Awn Am Dro Bing Bong Be Bing Bong Be (easy version Bore Da Is Good Morning Deg Deren Bach Franz O Wlad Awstria Gee Ceffyl Bach Hen Fenyw Fach Cydweli Heno Heno Hen Wlad Fy Nhadau Lawr As Lan Y More Mae Heddiw Dydd Gwyl Dewi Mi Welais Jac Y Do Pen Ysgwyddau Coesau Traed Robin Ddiog Si Hei Lwli Sospan Fach

A 2 page handout listing standard orchestral instruments, the clefs they use, their ranges and how they transpose. Great for use with the ABRSM Hints, Tips and 'Need to Know's sheet. for preparation for a theory examination or in the music classroom.

EDUQAS GCSE MUSIC - AFRICA BY TOTO LESSON 2 - INSTRUMENTATION AND RHYTHM 34-page PPT and accompanying PDF workbook. Second in a series of six lessons designed to cover every aspect of the set work, Africa by Toto. Lesson 2 focusses on Instrumentation and Rhythm, looking at the usual, and more unusual instruments used in the song, such as recorder, marimba and gong. Clear examples and videos of each are given. The numerous rhythms features are presented clearly, with practical exercises to help students understand cross-rhythms and syncopation. There is a 10-mark exam-style question at the end, to consolidate the learning. Please see my TES shop for other resources designed to support the Eduqas GCSE course.

This resource is intended to be used as flexibly as possible by teachers and their students. It may be used as a stand-alone piece for performance, as a warm-up to a music or singing lesson or as a unit of work. Instrumentation The notation is for voices and any instruments. Any instruments which use the treble clef including tuned percussion may be used. Choose percussion instruments that evoke the atmosphere of the season of autumn. Crotchet and minim rests are included as I believe that students should learn the value of rests from the beginning and if so wished untuned percussion could be played during the rests to create different effects. ‘Autumn’ is intended to be the first of a series of short compositions for each season. Each increases in difficulty. ‘Spring’ and ‘Summer’ are already available. ‘Summer’ is the most difficult (which explores indeterminacy). ‘Autumn’ uses a repeating descending scale from ‘A to D’ against a repeating triad ‘C, E, G’. Using glockenspiels and xylophones will make it easily accessible. **Aims ** This quartet meet the aims and develop the skills set out in the National Curriculum for Music for Key Stages 2 and 3. (2013) and ABRSM music medals. This unit of work also supports ‘A national Plan for Music Education’ (2022, pp.15 -34). The set includes Teacher Notes; Full score in 4 parts for voices and instruments; Creative planning grid for Key Stage 2 with ideas for lessons and activities.

This is a series of interactive appraising activities available to use with Area of Study 1; Music for Wales (WJEC) or general appraising. The activities have been divided into two sections with eight activities in both. * Style and tonality * Group, Voice and instrument This resource has been designed primarily to encourage discussion / group work.

This a 5 lesson scheme of work to teach students about the instruments of the orchestra. This scheme can be used for KS2, KS3 or KS4. The aims of the scheme are: - To understand that the instruments are classified into 4 different families - To be able to identify the different instruments found in the orchestra - To understand how instruments produce, manipulate and amplify sound - To design and make their own musical instruments - To compose a piece of music using their own instruments - To complete a written assessment which also includes listening questions This resource includes the Scheme of work, detailed PowerPoints including pictures and audio to teach all the instruments, a homework task to produce an instrument and a final topic assessment (audio also included). This resource includes opportunity for both teacher and self-assessment.

In this quiz students will hear 10 different songs from the popular music and musical theatre genres, they need to identify the voice types for each extract, choosing from soprano, alto, tenor or bass. This resource comes with a Word Document with links to the Google Form quizzes, including the audio (which is also linked on the Google Form). The quiz is self-marking so students will see their mark and correct answers instantly. There is also a list of songs used in the quiz so there is a reference point for each extract as I have not put numbers in the audio. To edit you will need to make your own copy. The quiz was written for Year 7 and Year 8 students.

A detailed companion to Criteria 1 (P1, M1, D1) for Level 3 BTEC Performing Arts, Unit 101: Singing Techniques & Performance.

This SOW is based around performing extracts of film music with Keyboard, Guitar & Drums. The themes used are: Mission Impossible, Halloween & James Bond . Each is differentiated by difficulty and instrument and can also be performed together to encourage ensembles. Resource Contains: Do Now Activities for each lesson with WAGOLL responses Pre Assessment tasks (if required) Scores scaffolded for 3 levels of difficulty for guitar, drums and keyboard WAGOLL videos & Audio examples Support for verbal feedback These lessons can easily be used as both cover, home learning and taught by a specialist as students can follow the information and practical tasks independently using the extensive scaffolding (see preview images) or the teacher can guide students after a pre assessment task. More about these lessons Scaffolding is in place in the form of Red, Amber, Green and a Blue extension pathways, enabling students to learn the skills and knowledge needed to perform a piece of music on keyboard with increasing difficulty. E.g Learning treble clef, bass clef, simpler and more complex rhythms, dynamics terms for expression etc… Students simply click their pathway and go through the task most suited to their ability, moving on when they have completed each task. This shows clear progression as students may start in the Red pathway and move into Amber, Green etc… and this can be seen on their computer screens. The benefits of teaching this way are: Less musically able students get the support they need More musically able students are challenged without wasting their time on already learnt concepts. Information and tasks are at students’ fingertips as opposed to the teacher constantly repeating information. The teacher can facilitate learning and instil independence. Suggested Lesson format: Do now task on student entry Learning outcomes shared Pre Assessment task - teacher to put students in a pathway (or if independent learning, students can do this themselves using the mark scheme) Students click into their pathway and begin the tasks Teacher can group together Red pathway students and teach the information needed before assessing again and allowing them to independently work through tasks. (Or students can work independently to learn the information needed) Learning outcome check through performances (opportunity to see progress) Teacher facilitates learning, checking on Amber and Green students Final learning outcome check through performances. (Opportunity to see progress)

Simple starter worksheet to test that the students can identify and name key world music instruments. Age: 8-12 Level: 3-4

Harry Potter - Instruments of the Orchestra - differentiated keyboard parts. PDF documents of the music. Video tutorials to accompany the parts are located here: https://youtu.be/NRZ_TX1EUOQ A whole class keyboard ensemble performance of Harry Potter. Students choose which ‘house’ they want to be in, and then learn their parts in advance ‘flipped learning’. This means that we have time in the scheme to learn about the ‘instruments of the orchestra’ and put together our own class performance. Time spent doing practical work in this project is more about playing as an ensemble, rather than learning individual parts. Therefore, students learn as much as possible at home, even if it’s on a virtual keyboard. For the students unwilling to invest the time, they mainly play the ‘Slytherin’ part as it’s the easiest to learn quickly. The performance always starts off with two students on celeste sounds, one playing ‘Gryffindor’ and one playing ‘Ravenclaw’ as a duet. The rest of the class then start to play, with ‘Slytherin’ forming the string section. Other keyboards are on a variety of other orchestral sounds, and sections will take their turn to play the clarinet part or the flute part etc on ‘Gryffindor’, whilst the rest of the class continue their parts. You may notice that ‘Hufflepuff’ does not feature in these videos. The ‘Hufflepuff’ part is the percussion section of the orchestra. We use the percussion to help keep the time. The teacher conducts and the percussionists watch the conductor. The way my classroom is laid out the keyboards face the wall, which makes it tricky for ensemble performance, so a simple bass drum on every beat one and a triangle on beats two and three helps to keep everyone together. This is always by far the students favourite project.

Powerpoint presentation, starter activity naming the instruments, orchestral families activity putting the instruments into the right families and listening activity identifying instruments from their sounds.

This resource only includes detailed PowerPoints. This is a six lesson scheme of work to teach students about the different instruments in an orchestra. It is targeted at KS2 or lower stage KS3. The aims of the scheme are: To study the four families of the orchestra. To recognise different instrumental timbres. To perform a piece of classical music on the keyboard. To complete an end of topic written appraisal assessment. Additional resources including an assessment worksheet, a scheme of work overview and homework can be purchased separately. This resource includes opportunity for the teacher and can easily be adapted for differentiation. Music is an integral part to the whole curriculum.

These coloring pages include three different versions of each page. One blank, one with boxes to label and one with boxes already labeled. The instruments featured in these coloring pages and not what you would typically find in an orchestra and can their origins can be traced back to several different areas around the world. The 4 family instruments include: Brass - Didgeridoo, serpent, sousaphone, bugle String - Banjo, erhu, ukulele, mandolin Woodwind - Bagpipes, ocarina, saxophone, tin whistle (Irish whistle) Percussion - Dulcimer, shekere, steel pan drum, djembe

Visual worksheet or poster showing Egyptian Instruments. Children are encouraged to recognize the similarities and draw those that they recognize

**Lesson one is a series of six lessons on musical instruments and instrumental families. ** This presentation covers lesson one which focuses on introducing the different instrumental families and briefly covering which instruments would be included in those instrumental families and key features of those instrumental families. The idea behind these lesson is so that children can be taught about music even without having access to musical instruments or a music specialist. Lessons do not require pupils or staff to have prior musical knowledge to be taught and understood. Focus is on: names of musical instruments, names of instrumental families, key facts and features of musical instruments and instrumental families. Instrumental families included: woodwind, brass, strings, percussion, keyboard (keyboard has been used a separate category to avoid confusion between whether pianos are string or percussion - this is explained) Questions are spoken tasks are included throughout to engage pupil’s attention and allow them to have an active part in their learning. Mind-map tasks interspersed throughout the second half of the presentation and the presentation finishes with a suggestion for two tasks to consolidate knowledge: a research based task, and a worksheet based task (corresponding worksheets available separately). Colour is used to aid memory and learning. Animations are used to allow for questions to be asked and answered, and to engage pupil’s attention but animations are subtle so as to not be over-stimulating.

A standalone worksheet that can be used for a cover lesson, even when delivered by a non-specialist. Aimed at KS3, Year 7 or 8. This resource can be used as a print and go (first four pages only), or with an additional 10 minute listening activity if required. Audio file and answer sheet are included. This high-quality worksheet is just the thing when you’re out of the classroom and don’t know who is going to be covering you. It contains all in the information that students need to answer the questions, with space to write on the worksheet. The resource is four pages long, providing plenty of activities to fill a lesson, but is large enough to be printed two sheets to a page and double sided so that each student only needs one sheet of paper. You don’t need to worry about finding additional bits of paper or other resources. There is room to answer questions on the sheet and students only need a pen! I wanted to make the resource as flexible as possible so that I can keep a class set printed and if there is an emergency I can just throw it on the desk and still know that my class has meaningful work to complete. If you liked this resource please leave me a review and check out my other similar resources!

32 beautifully bright and colorful Instruments of the Orchestra cards that will make a stunning and educational addition to your music classroom. PRINTABLE FORMAT. Print, laminate and display on your classroom bulletin board. WHAT’S INCLUDED: One TITLE Card: Instruments of the Orchestra Four CATEGORY cards, each in a different color: The Percussion Family The Woodwind Family The String Family The Brass Family One card for each family showing all the instruments together. Included on each card are: The name of the instrument in bold, colorful letters A picture of the instrument The range of the instrument and A colored border matching that of the category it belongs to, i.e. all string family instruments have a green border. Double click on the images above for a closer look of what’s included in the resource! ♥ CLICK here to check out more quality, ready-to-use resources from the MTR store! You may also like this Key Signature Posters All rights reserved by the author. Permission to copy for single classroom use only. TES-Paid License

**Lesson three in a 6-part unit of work on musical instruments and instrumental families. ** This lesson covers the brass family. HOWEVER This lesson can work as a stand-alone teaching resource for introducing students to brass instruments and does not need to be used in conjunction with other lessons in the lesson series The aim of this unit of work is to enable children to learn about music and musical instruments without the requirement of any specialist music teacher, prior musical knowledge, or practical music resources like instruments. This lesson covers the brass family. The following topic areas are covered in the lesson: recap of instrumental families, introduction to brass family and brass instruments, walk-through of individual brass instruments, comparing brass instruments. The trumpet, trombone, French Horn, euphonium, baritone, and tuba are discussed in this lesson. The lesson is structured as a detailed presentation. Questions are asked throughout to help engage students’ attention and allow them to have an active part in their learning. Activities are also involved in the lesson to help students consolidate their knowledge. Activities include the following: mind map activity hot-seating/interview activity poster-making/ advertising activity written fact-file activity Creative design activity The presentation has 43 slides. Depending on the needs of the pupils and length of the lesson, this lesson could be broken-down into 2 or 3 separate lessons. If breaking the lesson into 2, I would recommend commencing lesson 2 from ‘comparing brass instruments’. If breaking the lesson down into 3 separate lessons, I would recommend commencing lesson 2 from the walk-through of individual brass instruments, and lesson 3 from ‘comparing brass instruments’. Colour is used throughout to aid memory. Animations and transitions are used throughout to engage attention but they are used subtly so as to not become overwhelming or overstimulating.