QCA Adaptation: Exploring instruments and symbols
This brainstorm was developed from the QCA document, incorporating extra
activities, specific resource references, and focussed listening.
It was planned for a Y1/2 class, with specific objectives and expectations for each
year group whilst undertaking the same activities, and planned to be taught over a
half term.
The context of “the creepy castle” was chosen for a specific class that was boy
heavy, however this context could be changed to suit the topic being undertaken.
Basic understanding of the classroom instruments would be helpful, but not essential.
MUSIC UNIT BRAINSTORM
Title/Context: Exploring instruments and symbols
Mixed Y1/2
Year 1 Expectations
Quality Musical Experience(s): Class performance of “The creepy castle”
with graphic score
Element(s): Timbre: identifying properties of sound
Dynamics: identify and respond to loud, quiet and silence
Skill(s): 2b: create and choose sounds in response to a given starting point
1b: Use dominant hands with untuned percussion / use correct techniques
1c: take account of musical instructions when rehearsing and performing
1
Controlling sounds through singing and playing-performing skills
Copy and match quiet and loud body sounds – Gently into Music p.53
Tap, shake, scrape 2nd stage – Gently into music p.13
Pass the beater round – how many ways can an instrument be played?
Favourite instruments song – Michael Finnigan p.
Sorting instruments – Gently into Music p.17 use timbre vocabulary to describe sounds
made, then extend to introduce symbols for the different sounds.
Pass the beater round –responding to symbols rather than teacher instruction – look for Y2’s
to combine elements
2
Creating and developing musical ideas-composing skills
In groups compose a sequence of sounds using the symbol cards.
In groups respond to a word from the “scarey castle” theme, create sounds to reflect the
the stimulus, and create a symbol to reflect the sound.
As a class, order the sounds, and put the symbols into that order to create a graphic score.
Teacher acts as conductor – groups follow signals to play. If confident a child could conduct.
3
Responding and reviewing- appraising skills
Respond to sounds of classroom instruments in movement – shaky moves for a maraca,
Quick jumps for short sounds.
Review class composition – do the sounds match the stimuli?
Vocabulary: Dynamics: loud, quiet, louder, quieter,
Timbre: shaky, hollow, bright, soft…
4
Listening, and applying knowledge and understanding
An example that show the strong use of dynamics, so that children can comment on effect.
(e.g. Vaughan Williams)
An example of eery scarey music – use of sounds for effect (e.g. Shostakovich)
Musical examples:
March Past of the Kitchen Urtensils – Vaughan Williams (Listening to Elements 5+)
“
“ from Film Music by Shostakovich
Use of ICT: Recording equipment to review compositions, keyboards for eery sounds
Performance opportunity: Perform to another class, year group or in assembly.
MUSIC UNIT BRAINSTORM
Title/Context: Exploring sounds and symbols
Year 2 Expectations
Quality Musical Experience(s): to perform composition of “scarey castle”
with graphic score
Element(s): Timbre: identify ways that sounds are made
Dynamics: understand getting louder and quieter
Skill(s): 2bi: structure sounds in an order appropriate to a specific purpose
1bi: demonstrate accuracy and control of technique
1ci: follow hand an eye signals to direct and lead
1
Controlling sounds through singing and playing-performing skills
2
Creating and developing musical ideas-composing skills
3
Responding and reviewing- appraising skills
Vocabulary:
4
Listening, and applying knowledge and understanding
Musical examples:
Use of ICT:
Performance opportunity: