Fourth Level Expressive Arts – Music – What does it look like? – Teacher/Pupil Voice
Experiences and Outcomes
I have experienced the energy and excitement of presenting/performing for
different audiences. EXA 4-01a
I can give assured, expressive and imaginative performances of vocal and/or
instrumental music from a wide range of styles and cultures, using performance
directions, musical notation, and/or playing by ear. EXA 4-16a
Having reflected on my personal experiences, including participation and
engagement with professionals, I can listen to a wide range of music and identify
and analyse technical aspects, make informed judgments and express personal
opinions on my own and others’ work. EXA 4-19a
Significant Aspect of Learning:
 Show they can perform and present for different
audiences and be part of an audience for others.
 Demonstrate working collaboratively as well as learning
independently.
 Have opportunities to analyse, explore and reflect.
Progression Framework Statements
Prior Learning
The school has established links with a range of partners and encourages learners to participate
in performance opportunities within the community.
 Pupils can perform confidently to: different audiences within the school setting (and
outwith); to their classmates and parents
 Pupils know how to present their performances to an audience: experience of using PA
systems/mics; different instrumental positions/layouts
 Pupils can perform confidently music by ear or using music notation on two instruments of
their choice.
 Pupils have had several opportunities to hear professionals perform and are able to identify
their own personal musical tastes.
Learning intentions Children should be able to
Perform with confidence to different audiences either individually or as part of a group and
reflect on strengths and areas for improvement.
Show an awareness of the importance of considering audience when selecting an appropriate
programme of music.
 Perform music expressively and
imaginatively with assurance on at
least two instruments/voice from a
range of styles and cultures
demonstrating a musical flow,
accurate pitch, melody, rhythm,
timbre and dynamics.
 Demonstrate a musical flow with
accuracy in range of solo and group
performance contexts.
 Use performance directions,
musical notation and/or play by ear
confidently.
Teacher Voice
Presenting
This was something I will remember
for a long time. Madison Violet are
from Canada and are a favourite group
of mine. To perform with them was
great for building up my confidence
and gaining advice from them.
At fourth level the learner
gives an expressive and
imaginative vocal
performance, playing guitar
accompaniment by ear, to a
large audience of approx 300
people.
Watch Lauren and Megan perform
with Madison Violet on YouTube.
It was nerve-wracking using the mics. I think the crowd really enjoyed what
we played. I think this is because we chose pieces of a more traditional
style suitable for our audience. I found I had to adapt to the small stage
which really restricted my bowing but I still managed to do this.
Success Criteria
Even although I got one chord wrong I still
managed to play to the end.
I performed looking out to the audience but I need
to work on looking more relaxed.
From the Traditional to the Bizarre......Shetland’s Got Talent
Shetland Times Digital Edition 20/04/2014, by Rosalind Griffiths, in Arts & Entertainment,
Shetland’s Got Talent is an event held to raise funds for charity. Ten Acts took part in the event hoping to win
over 3 local judges to be placed in the top 3 spots. The winners for the 2014 event impressed the judges and
were selected for the top three for their rendition of Madison Violet’s song ‘Darlin’. Their performance
demonstrated close harmonies and great guitar playing. They were selected as overall winners by the
audience who place money in buckets of their favourite act. The act with the highest amount wins and all
proceeds go to the chosen charity.
 I can perform to a large
audience different from
my normal school audience.
 I have selected a song
suitable for the audience.
 I can demonstrate good
use of vocal harmony,
 I have played the chordal
guitar accompaniment by
ear.
 I have performed with
other professionals
Teacher Voice
At fourth level the learner experienced what it is like to
play and present a programme of music with professionals
and performers from within our local community and
beyond. The learner demonstrated competence and skill
through using a range of musical notation, was able to
accompany by ear, responded confidently to direction and
was able to play both individually and collaboratively. The
learner was adaptable in performance using varying
rhythm and demonstrating musical flow.
Teacher Voice
At fourth level the learner has
worked with others and used
their performing skills to
entertain audiences within the
local community.
Success criteria
 I can perform to a different
audience than what I
normally play to in school
 I can confidently maintain
my part while playing with
others
Teacher Voice
Success Criteria
At fourth level the pupil is
playing accurately with a
good sense of musical flow.
They have collaborated to
select and prepare a
programme of music to
perform to an audience.
 I can perform as part of a group
using music
 I can play my individual part
confidently
 I can adapt my performance
and the content to take
account of different audiences.
I really enjoyed playing with the students
from University of the Highlands and Islands.
They were very helpful and made the
experience worthwhile.
Success Criteria
 I have experienced what it is like to play with
professionals from University of the Highlands and
Islands Music Course.
 I have learned tunes that are new to me either from
written music or by ear.
Watch the students of the
University of the Highlands and
Islands.
Evaluating and appreciating
Learner 1 Comment – Vocal 1
Teacher Comment
At Fourth Level the learner can discuss her
strength and development needs individually
and with her peers focussing on dynamics, pitch,
melody, musical flow and rhythm.
This learner can demonstrate expression and
imagination through performing music in
different styles.
Listen to Fix you
Listen to a fiddle piece
Learner 1 Comment – Fiddle 2
Success criteria
 I can confidently talk about my
performing experiences relating
this to pitch, melody, rhythm,
timbre and dynamics where
appropriate.
 I can identify what I am good at
and what needs to be
improved.

Listen to Roxburgh Castle
Listen to Ragtime to riches
Learner Comments
Learner 2 – Comment Sax
Me - as the teacher I provide feedback aligned with the success criteria or focus of the
Blog.
Teacher Comment
Through ‘weekly/ frequent’ contributions
to the Blog the learners can share their
thoughts and ideas with others. This helps
to motivate, engage and challenge
learners.
At Fourth Level the learner can make
informed judgements about the work of
others, basing their reflection on their own
understanding of pitch, melody, flow,
rhythm and timbre where appropriate.
When taking part in music activities
individually, with peers and professionals,
the learners can value and appreciate the
contribution they make.
Success Criteria
 I can talk confidently about
music, applying my knowledge
in an appropriate manner
 I can confidently identify my
strengths and development
needs when
performing/creating or
listening to music.