In this band students are introduced to the ways that ideas and intentions are communicated in and through Music. They develop knowledge, understanding and skills through music practices focusing on:
Elements of music
Rhythm
- sound/silence, long/short, fast/slow, beat and rhythm, rest, ostinato, tempo, crotchet
, crotchet rest
, quavers in pairs
, experience of duple and triple metres, for example
,
Pitch
- high/low, pitch direction (going up or down), pitch matching, unison
Dynamics and expression
- loud (forte) f and soft (piano) p
Form
- same/different, patterns, repetition, echo, introduction, verse, chorus, round
Timbre
- every voice and instrument has its own distinct sound
- how sound is produced including hit, blown, plucked and shaken
Texture
- unison, melody and accompaniment, round, drone
Skills (including aural skills)
- discriminating between sounds and silence
- moving and performing with an understanding of beat and tempo
- demonstrating the difference between singing and speaking voice
- discriminating between loud and soft, long and short, high and low
- recognising familiar instrument timbres
- using technology as a tool for music learning
- holding and playing classroom instruments safely and correctly
- understanding turn-taking in group music making
- playing in time.
In this band students develop their knowledge of how ideas and intentions are communicated in and through Music. They build on and refine their knowledge, understanding and skills through music practices focusing on:
Elements of music
Rhythm
- regular and irregular time signature and beat subdivisions; triplets
and duplets
; further time signature
- complex metres, required note groupings:
- rhythmic devices including syncopation, rhythmic motif, rhythmic augmentation and diminution
Pitch
- melodies and chords based on major, minor and modal scales; tonal centres; modulation; consonance and dissonance; chromaticism; pitch devices including riff, ostinato and pedal note
Dynamics and expression
- dynamic gradations; expressive devices and articulations relevant to style such as rubato, ornamentation, terraced dynamics, pitch bending, vibrato, oscillation, filters and pedals
Form and structure
- structures appropriate to styles and repertoire studied including theme, hook, motivic development, head, sonata form, interlude and improvisation
Timbre
- identifying instruments and voice types by name and method of sound production; use of mutes, pedals, harmonics, digitally manipulated sound, distortion, and techniques appropriate to style
Texture
- horizontal and vertical layers appropriate to styles and repertoire studied; homophonic and polyphonic writing, countermelody and white noise
Skills (including aural skills)
- singing and playing music in two or more parts in a range of styles
- performing with expression and technical control and an awareness of ensemble.