Music Unit Brainstorm
Title/Context: Creating Images in Music
Quality Musical Experience(s):
Performance of Animal piece to class
Year Four
Performance of dance in assembly
Element(s):
Timbre : identify a wider range of non-percussion instruments by name
distinguish between different ways of playing percussion instruments
Pitch : distinguish between steps, leaps and repeats in melodies
Skill(s):
1b use own instruments where appropriate and an increased range of tuned and
untuned percussion with knowledge of correct technique
1c make improvements to their work in pairs, commenting on intended effect
2b experiment with repeating and reordering sound patterns and sections of pieces
1 Controlling sounds through singing and playing – Performing Skills
 singing – Animal Fair, add simple rhythmic accompaniments to emphasise
character of different animals in song, (birds, beasts, baboon, monkey, elephant)
add own ideas
 accompany singing with repeated melodic phrase e.g. “went to the animal fair”
 playing phrases from song by ear – recognising steps/leaps and repeats
2 Creating and developing musical ideas – Composing Skills
 pair work – recreate events in Animal Fair through short musical phrases on
tuned percussion (no words)
 pair work – compose short sound picture representing animal of own choice
 small groups – compose longer piece representing two animals – give menu to
include use of contrasting instruments, some interaction between animals,
repeated sections, melodic phrases moving in steps/leaps, some rhythmic interest
3 Responding and reviewing – Appraising Skills
 dance – respond to musical character, use of repeated sequences, steps and leaps
to mirror music (Carnival of the Animals: Tortoises/Kangaroos/Finale)
 baseboards – recognising steps/leaps and repeats in short extracts heard
Vocabulary :
Words associated with timbre, melody, steps, leaps, repeats, ostinati, accompaniment
4 Listening, and applying Knowledge and Understanding
 naming instruments heard, discussing character of piece/choice of instrument
 revisit work on rhythm – identify and use rhythmic patterns/ideas in song and
music
Musical Examples:
Carnival of the Animals – Saint Saens (especially Tortoises, Elephant, Kangaroos,
Personages with Long Ears, The Aviary, Finale)
Use of ICT:
keyboards as part of composition, tape record performance for pair evaluation
Performance Opportunity:
perform composition to class, dance display in assembly
Music Unit Brainstorm
Title/Context: Creating Images in Music
Quality Musical Experience(s):
Performance of Animal piece to class
Element(s):
Timbre :
Pitch :
Year Three
Performance of dance in assembly
identify a range of percussion instruments by name
distinguish between different ways of playing percussion instruments
distinguish between steps, leaps and repeats in melodies
Skill(s):
1b demonstrate accuracy and control of technique on a full range untuned percussion
1c make improvements to their work in pairs, with increasing awareness of balance
2b experiment with repeating and reordering sound patterns and sections of music
These unit brainstorms have been adapted into the Hampshire Music Service
planning proformas from the QCA unit 9 entitled “Animal Magic”. It has been
adapted to offer a more focused approach to the work and thus lead to greater
development of skills and understanding explored throughout the work.