Richmond

Music

PRIMARY
 Contents term 1

Topics
Lesson STRAND 2: Musical performance Music Key competences
STRAND 1: Listening
STRAND 3: Moving and dancing
• Venues for the performance • Experimenting with the properties • Story: Venues for Music • Cultural awareness
Venues
1 for Music 6
of music throughout history of sound and expression
• Properties of sound • Competence in mathematics,
science and technology
• The fermata sign • Vocal performance • Fermata Sign • Linguistic competence
Fermata
2 Sign 8
• Review of note values and rests • Performing rhythms with body percussion • Competence in mathematics,
• Review of sound-lengthening signs • Accompanying pieces of music with science and technology
body percussion ostinatos
• Parts of a piece of music: • Performing a dance with a complex form • Plink, Plank, Plunk!, • Initiative and entrepreneurship
Plink, Plank,
3 Plunk! 10
introduction, bridge and coda • Creating and performing steps for a dance L. Anderson • Linguistic competence
• Review of musical forms • Singing with the names for the notes
• Review of notes from Do or C • Performing on the recorder and mallet • Please Repeat • Social and civic competences
Please
4 Repeat 12
to Re’ or D’ on the recorder,
repeat signs and musical scales
percussion instruments • Learning to learn
• Improvising over a given backing track
• Musical improvisation
• Active listening with graphic scores • Experimenting with electrophones • Feuillet Inédit No. 4, • Cultural awareness
5 Electrophones • Electrophones O. Messiaen and expression
14 • Instruments: electric guitar • Digital competence
and synthesiser
• Music around the world: Africa • Vocal performance • Excerpts of music • Cultural awareness
The Zulu
6 Warrior 16
and America • Accompanying pieces of music with from Africa and America and expression
• Instruments: djembe, zurna, banjo objects that make a sound • The Zulu Warrior, • Social and civic competences
and quena • Creating and performing vocal ostinatos traditional song
• Review of electrophones to accompany a piece of music
• Music in the Middle Ages • Performing on the recorder • Excerpts of music • Initiative and entrepreneurship
En Todo
7 Tempo
• Listening to pieces of classical • Accompanying pieces of music from the Middle Ages • Linguistic competence
music on school percussion instruments • En Todo Tempo Faz Ben,
Faz Ben 18 • Instruments: tabor and three-holed • Creating and performing lyrics Cantiga No. 111, Alfonso X
pipe for a given melody the Wise
• Writing a review of a concert
• Accidentals: the sharp • Performing on the recorder • Eine Kleine Nachtmusik, • Competence in mathematics,
Eine Kleine
8 Nachtmusik
• Intervals: tones and semitones • Accompanying pieces of music W. A. Mozart science and technology
• The note Fa# or F# on the stave, on mallet and school percussion • Learning to learn
20 the recorder and mallet percussion instruments
instruments
• Listening to pieces of classical music
term 1 review • Review of the contents and musical practice of term 1 • Oh, Christmas Tree, • Learning to learn
Oh, Christmas traditional Christmas song • Social and civic competences
Tree 22

2
 term 2

Topics
Lesson STRAND 2: Musical performance Music Key competences
STRAND 1: Listening
STRAND 3: Moving and dancing
• Phases of creating a song • Vocal performance • Story: How a Song • Social and civic competences
 ow a Song
H
9 Is Born 24
• Professionals from the world of music • Creating and performing a jingle Is Born • Initiative and entrepreneurship
• Music and advertising • Jingle: Robbie, the
Robotic Backpack
• The speech organs • Vocal performance in canon • The Quartet • Competence in mathematics,
The
10 Quartet 26
• The hearing organs • Creating and performing body science and technology
• Review of types of voices percussion rhythms to accompany • Social and civic competences
a piece of music in canon
• Review of professionals from the world
of music • Experimenting with the voice
• Active listening with graphic scores • Accompanying pieces of music • Prussia’s Glory, • Cultural awareness
Prussia’s
11 Glory 28
• Types of musical bands: marching band, with body percussion and school
percussion instruments
J. G. Piefke and expression
big band and rock band • Learning to learn
• Review of the speech and hearing organs
• Improvisation • Vocal performance • Autumn Leaves, • Cultural awareness
Autumn
12 Leaves 30
• Syncopation • Performing on the recorder and mallet J. Kosma and J. Mercer and expression
• Review of the note Fa# or F# on the percussion instruments • Initiative and entrepreneurship
recorder and mallet percussion • Improvising over a given piece
instruments of music
• Musical theatre • Performing a dance with a complex • America from West Side • Competence in mathematics,
13 America 32 form Story, L. Bernstein science and technology
• Vocal performance • I’ve Got Rhythm from • Digital competence
• Accompanying pieces of music Girl Crazy, G. Gershwin
with body percussion
• Music around the world: Asia • Making a mallet percussion • Excerpts of music from • Cultural awareness
Sakura,
14 Sakura 34
and Oceania instrument Asia and Oceania and expression
• Instruments: koto, sitar and didgeridoo • Performing with the voice and • Sakura, Sakura, • Initiative and entrepreneurship
on the recorder traditional song
• Creating and performing melodic
ostinatos to accompany a song
• Music in the Modern Era: Renaissance, • Singing with the names for the notes • Excerpts of music from • Cultural awareness
 usic in the
M
15 Modern Era
Baroque period and Classicism the Modern Era and expression
• Listening to pieces of classical music • Digital competence
36 • The luthier
• Accidentals: the flat and the natural • Performing on the recorder, and school • Autumn from The Four • Competence in mathematics,
 ivaldi’s
V
16 Autumn 38
• The note Sib or Bb on the stave, the and mallet percussion instruments Seasons, A. Vivaldi science and technology
recorder and mallet percussion • Singing with the names for the notes • Linguistic competence
instruments • Melodic dictation
term 2 review • Review of the contents and musical practice of term 2 • Excerpts from Pictures • Learning to learn
at an Exhibition,
Samuel Goldenberg M. Mussorgsky
• Linguistic competence
and Schmuyle 40

3
 term 3

Topics
Lesson STRAND 2: Musical performance Music Key competences
STRAND 1: Listening
STRAND 3: Moving and dancing
Music and • Connection between music and other • Vocal performance • Story: Music and • Initiative and entrepreneurship
17 Other Art
art forms: painting, sculpture,
architecture and literature
• Writing and performing lyrics for Other Art Forms • Linguistic competence
a given melody • Blowin’ in the Wind,
Forms 42 • Music and language: the lyrics of songs B. Dylan

Oh, • Ways of accompanying a melody: • Vocal performance • Oh, Susanna, • Competence in mathematics,
18 Susanna 44
with rhythms, with a parallel melody
and with chords
• Performing on the recorder and mallet traditional song science and technology
percussion instruments • Social and civic competences
• Review of accidentals • Accompanying pieces of music
on school percussion instruments

Sweet • Theme and variations • Performing on the recorder and mallet • Sweet Eyes, traditional • Linguistic competence
19 Eyes 46 • Review of binary, ternary and rondo forms percussion instruments song • Initiative and entrepreneurship
• Listening to pieces of classical music • Creating and performing a variation
for a given theme

The Young • The orchestra • Accompanying pieces of music • Theme from The • Cultural awareness
20 Person’s • Active listening with graphic scores with body percussion Young Person’s Guide
to the Orchestra,
and expression
• Listening to pieces of classical music • Competence in mathematics,
Guide to the • Composer B. Britten
B. Britten science and technology
Orchestra 48 • Review of types of ensembles

World • World dances: tango, bhangra, rumba, • Creating and performing a complex • Excerpts of music • Initiative and entrepreneurship
21 Dances 50
belly dance, gumboot dance and
hip hop
choreography for a dance from world dances • Digital competence
• Singing with the names for the notes • Bonsue-2000,
• Review of the position of the The Good People
instruments in the orchestra

Britches Full • Music around the world: Europe • Performing on the recorder • Excerpts of music • Social and civic competences
22 of Stitches 52 • Instruments: bagpipes, Portuguese • Creating and performing a piece from Europe • Linguistic competence
guitar and cajón of music from a given graphic score • Britches Full
• Unconventional ways of representing of Stitches,
music traditional song

 usic in the
M • Music in the late modern period: • Vocal performance • Excerpts of music • Digital competence
23 Late Modern
Romanticism, contemporary music
and popular music of the 20th century
from the late modern
period
• Initiative and entrepreneurship

Period 54 • Listening to pieces of classical music

• Writing a review of a record

Danse • Programme music • Acting out scenes based on a piece • Danse Macabre, • Cultural awareness
24 Macabre 56 • Listening to pieces of classical music of programme music C. Saint-Saëns and expression
• Review of the history of music • Excerpts of • Learning to learn
programme music

term 3 review • Review of the contents and musical practice of term 3 • Take the Train • Social and civic competences
Take the Train 58 • Learning to learn

4
 instrument practice

Scores Topics Music

Scarborough Fair 60 • Review of the notes Do or C, Re or D, Mi or E, Fa or F, Sol or G, • Scarborough Fair, traditional song
La or A, Si or B, Do’ or C’ and Re’ or D’ on the stave and the
recorder
• Performing a melody with the notes Do or C to Re’ or D’
• Accompanying pieces of music on school and mallet percussion
instruments

Remember Me 61 • Performing a melody with the notes Do or C to Re’ or D’ • Remember Me

• Accompanying pieces of music on school percussion instruments

Adeste Fideles 62 • The note Fa# or F# on the stave and the recorder • Adeste Fideles, traditional Christmas song
• Performing a melody with the notes Do or C to Re’ or D’ and Fa# or F#
in two groups of recorders

Allegretto 63 • Performing a melody with the notes Re or D to Re’ or D’ and Fa# or F# • Allegretto, S. Suzuki
• Accompanying pieces of music on school percussion instruments

Tin, Tan 64 • Performing a melody with the notes Fa# or F# to Re’ or D’ • Tin, Tan, medly of traditional songs
• Accompanying pieces of music on school and mallet percussion
instruments

Symphony No. 1 65 • The note Sib or Bb on the stave and the recorder • Symphony No. 1, G. Mahler
• Performing a melody with the notes Re or D to Sib or Bb in two groups
of recorders

Stella Splendens 66 • The note Si or B and Sib or Bb in the same piece of music • Stella Splendens from Llibre Vermell de Montserrat
• Performing a melody with the notes Do or C to Re’ or D’ and Sib or Bb
in two groups of recorders

Spring 67 • Performing a melody with the notes Fa or F to Re’ or D’ and Sib or Bb • Spring from The Four Seasons, A. Vivaldi
• Accompanying pieces of music on school and mallet percussion
instruments

La Cucaracha 68 • Performing a melody with the notes Do or C to Re’ or D’ and Sib or Bb • La Cucaracha, traditional song
• Accompanying pieces of music on school percussion instruments

Yellow Submarine 69 • Performing a melody with the notes Re or D to Re’ or D’ and Sib or Bb • Yellow Submarine, The Beatles
• Accompanying pieces of music on school and mallet percussion
instruments

The notes you know

RECORDER TAB
on the recorder 70

5
 TERM 1 Venues for Music
The Middle Ages

There have always been venues for music. The Romans built
amphitheatres outdoors, with the seats in a semicircle in front
of the stage. The acoustics were so good that we still use
them nowadays.

During the Middle Ages, monks sang Gregorian chant in cathedrals, a type of religious
music performed a cappella in Latin. In village squares and cities, jongleurs set up small
portable stages where they performed their productions.

The Roman Empire

The Present Age

The Modern Era

Nowadays, we still use venues from

the past, but we don’t only listen to music
During the Modern Era, the royalty and nobility loved
in concert halls. Contemporary music uses
to organise concerts and dances in the chambers of their
electronic equipment to amplify sound,
palaces. They also began to stage operas in theatres
so that it can be played on big stages
with a big stage and a separate orchestra pit.
to thousands of people.

1 Listen and read about venues for

music throughout history.
1.2

6 Activity 1: Story: Venues for Music CD 1, track 2 (*). • Contents: Venues for the performance of music throughout history. Properties of sound.
(*)
All track numbers refer to the Class Audio.
 TERM 1 lesson 2

3 Say the right rhythm to accompany the song and explain why.
ReVIEW
Then listen and play along.

           
You know two other sound-lengthening signs: 1.4

• The tie joins two or more notes of the same

pitch, adding their lengths together. 𝅗𝅥𝅘𝅥   

(
𝅗𝅥𝅼
snap R L R L snap R L R L

         
• A dotted note or rest lengthens the duration R L
of the note or rest by half its original value.
  
 
R L R L snap snap snap
R L

          
If to this rhythm: 
 R L RLR LR L
 
We add a tie:
 R L

4 The musicians are in the wrong places. Explain where they


  
should be and why.
We get:

2 Play with body percussion.

    

 R L R both R L R both R L R R L R R L R both
R L

            

          

Activity 3: Fermata Sign CD 1, track 4. 9
 Plink, Plank, Plunk!
1 Listen and learn the dance. Then make up the missing steps and dance it with your classmates.

1.6

introduction AA B A B A CC bridge A B AA coda

introduction A B

Take three steps to the side With your partner,

and snap your fingers. turn eight steps Greet your partner with
Make up the steps! Repeat in the other direction. in each direction. body percussion.

C bridge coda

Take five steps, make a statue and take another

five steps back to your partner. Repeat. Make up the steps! Make up the steps!

10 Activity 1: Plink, Plank, Plunk! by L. Anderson CD 1, track 6. • Contents: Parts of a piece of music: introduction, bridge and coda.