Music Key Stage 1 & 2 - Schemes of Work - Unit 6

Music Key stage 1 & 2 – Schemes of Work – Unit 6
Music at key stages 1 and 2 (Year 1/2)
Unit 6: What's the score? - Exploring instruments and symbols (7

Lessons)
About this unit

This unit develops children's ability to recognise different ways sounds are
made and changed and to name, and know how to play, a variety of
classroom instruments.
During this unit children explore classroom instruments and learn that
instruments that make sounds in similar ways can be grouped into families.
They create symbols that represent the various ways an instrument can be
played and use these to help create a sequence of sounds. This unit should
be revisited during the key stage.
Sections in this unit

This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
1. Introduction: What sounds can be made by musical instruments?
2. Exploration: What sounds can we make? (1)
7. Bringing it all together: How can we use these different sounds made
on classroom instruments?
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Prior learning
It is helpful if children and teachers have:
 used a range of percussion instruments
Future learning
In addition to the examples given in the 'Points to note' section, children
could go on to:
 explore both pitch and rhythmic patterns

 create their own performance piece in a group and perform to the
class
 use both rhythmic and melodic ideas in the coloured card activity
 use symbols that define more subtle changes in sound - not just
louder/quieter but different timbres, eg using harder or softer
beaters
 identify music performed by different groups of instruments and
bring some examples to school from home
 create dances that reflect the sounds made by different instruments
 children, including older children, who learn to play instruments
could be asked to show and play their instrument to the rest of the
class
 celebrate their work in this unit by performing their class
composition to other classes, the school and/or parents
When this unit is repeated, the focus will remain the same, that is, exploring
instruments and symbols, but the content and the expectations should
change. The content is changed easily through the use of different
examples, images and other stimuli that could be used to explore
instruments. Expectations are changed by expecting more of the children to
achieve the 'most children' and 'some children will have progressed further'
statements and by placing greater emphasis on the extension exercises in
the 'Points to note' section.
Where the unit fits in

This unit links to the ongoing skills unit (unit 1) by reinforcing
understanding of the voice as an instrument and how instruments make and
change sounds. This unit also builds on the learning developed in units
and 5. It leads to unit 11.
This unit links to science - discussing vibrations and how sound travels and
recognising and naming the materials used in each instrument.
Expectations
at the end of this unit
most children will: identify and control a variety of sounds on musical

instruments with confidence; perform with others; take account of musical
instructions
some children will not have made so much progress and will: identify
ways in which sounds are made and changed; follow instructions
some children will have progressed further and will: suggest how
different sounds can be organised; make improvements to their own work;
direct others
Enrichment
 The class could attend concerts where the ensemble talks about the
different instruments before the music is played.
 Visiting musicians could come to the class and perform a number of
contrasting pieces showing the range of sounds and technical
possibilities of their instruments and demonstrate how the sounds
are produced. New work could be created, with children playing
classroom instruments.
Vocabulary
In this unit children will have an opportunity to use words and phrases
related to:
 dynamics, eg loud, quiet, louder, quieter

 pitch, eg high, low, higher, lower
 timbre, eg bright, hollow
 how sounds are produced, eg shake, scrape, hit
 classroom instruments, eg triangle, maraca, guiro
Resources
Stimulus:
 musical instruments
 symbols
Sound sources:
 tuned and untuned classroom percussion instruments
Objectives
Section 1: Introduction: What sounds can be made by musical instruments?
Children should learn:
 about classroom instruments
View related activities and outcomes
Section 2: Exploration: What sounds can we make? (1)

 to identify different ways instruments make sounds

 to identify different groups of instruments

 to understand how symbols can be used to represent sounds

 to identify how sounds can be changed

 to listen carefully and respond to sounds using movement

 how symbols can be used to describe changing sounds
Section 7: Bringing it all together: How can we use these different sounds made
 to compose a class composition and make a score
Activities
 Give the children the opportunity to practise handling classroom

instruments correctly. Ask them to identify the instruments by name.
Discuss the playing techniques required to produce quality sounds,
loose wrist, bouncy beater.
View related objectives and outcomes
 Focusing on classroom instruments, discuss how sounds are made,

tapping, scraping, blowing, vibrating strings, and changed, eg using a
range of beaters, varying the force of playing, tapping in different places
[Link to unit 1 Listening]
 Ask the class to sit in a circle and invite each child to take an instrument
and, where relevant, a beater, from a central pool. This should be done
carefully and quietly. Name each instrument as it is selected. Listen to
each instrument in turn and discuss with the children how the sound is
produced.
 Divide the children into groups according to one, or more, of the

following criteria, depending on what instruments they have:
instruments that are made from similar materials, eg wood, metal, skin;
instruments that are played in similar ways, eg tapping, shaking,
scraping, blowing, striking against each other (some instruments,
tambourines, will fit two categories); instruments that make similar
sounds.
 Make a picture label for each group of instruments.
 Choose a leader. Ask him/her to hold up the picture symbols one at a

time to indicate which group of instruments should be played. The
players produce sound for as long as the symbol is displayed.
 Make a strip of four or more individual picture symbols, eg shakers,
tappers, scrapers (you will need more than one of each symbol) and
display them. One person, the conductor, points to them in sequence.
Vary the speed of pointing. Symbols can be repeated.
 The children make their own short sequence of sounds, and then write it
down using the symbols. They can then play each others' music.
 Ask the class to sit in a circle and pass around one instrument and see
how many different sounds can be made with it. Talk about
louder/quieter, higher/lower, faster/slower, longer/shorter, and different
timbres, eg tinkling, rattling. Can you match the sounds made on the
instruments using your voice?
 Ask each child to match their playing to spoken instructions, eg play
quietly, loudly, get louder. Match the spoken instructions with a gesture,
eg fingers on lips for quiet, arms moving apart for getting louder.
 Another time, focus on tempo, eg play quickly, slowly, getting faster.
gestures.
 Finally, using tuned percussion, focus on pitch, eg play high, low, getting
higher.
 Use classroom instruments as a stimulus for movement and dance. Use

three contrasting instruments and ask the children to make up a
movement for each sound, eg maracas played quietly (small trembling
movements), Indian bells (quick single jump with hands and fingers
outstretched). Play each instrument in turn and let the class practise.
Then ask the class to create sequences of movements using the sounds
as the stimulus.
 Make four sets of music instruction cards. Use a different colour for each
element, eg blue for dynamics, yellow for pitch, green for duration, pink
for tempo. Each card then shows a different way of producing sounds,
loud, quiet, fast, slow, and getting louder, faster, etc. Use these cards
with different groups of players. At first hold one card up at a time. Later
hold up two different cards together, eg fast and quiet (this is much
harder than fast and loud).
 Play this game in groups of four or five, one child being the conductor
with the symbols.
 Ask the children to make sounds to describe an image, eg creeping round

a scary castle - quiet, slow creeping, fast running away, quiet, high
mouse/bat squeaks, loud slamming doors, low, loud groans. Choose a
scenario which will include a range of timbres, dynamics, tempo and
pitch.
 Allocate one instrument to each sound (do not forget the voice) and the
class decides the way to produce each sound.
 Put these together into a class score showing when, and how, each
sound is to be played, eg a child making the sound for a squeaking bat
could draw their own mini score showing a picture of the bat, the
instrument used to depict it, and an indication of volume and pitch
Outcomes
Children:
 identify instruments and the way their sound can be changed
View related objectives and activities

Children:
 identify different groups of instruments

Children:
 perform together using symbols as a support

Children:
 identify how sounds can be changed


Children:
 identify different sounds by matching movements to given sounds

Children:
 perform together and follow instructions which combine the musical

elements
Children:
 contribute to the creation of a class composition and make their own

symbols as part of a class score
 choose sounds and instruments carefully and make improvements to
their own and others' work
Unit 6: What's the score? - Exploring instruments and symbols

Section 1: Introduction: What sounds can be made by musical
instruments?
Objectives
 about classroom instruments
Activities Outcomes
Children:
 Give the children the opportunity to  identify
practise handling classroom instruments instruments and
correctly. Ask them to identify the the way their

instruments by name. Discuss the playing sound can be
techniques required to produce quality changed
sounds, eg loose wrist, bouncy beater.
Points to note
 The main emphasis should be on producing high-quality sounds,
that is, sounds that are made correctly so that they are pure and
controlled.
 For those teachers for whom it is practical to have one half of the
class playing instruments at any one time, the following approach
may be helpful. Sit half of the class on chairs in a circle and ask the
rest to sit on the floor in front of another child. Each child then has a
partner with whom to share instruments.

Objectives
 to identify different ways instruments make sounds
Activities Outcomes
Children:
 Focusing on classroom instruments, discuss  identify
how sounds are made, eg by tapping, different
scraping, blowing, vibrating strings, and groups of
changed, eg using a range of beaters, varying instruments
the force of playing, tapping in different
places.[Link to unit 1 Listening]
 Ask the class to sit in a circle and invite each 
child to take an instrument and, where
relevant, a beater, from a central pool. This
should be done carefully and quietly. Name
each instrument as it is selected. Listen to
each instrument in turn and discuss with the
children how the sound is produced.
Points to note
 Children must learn to hold instruments quietly. When talking to the
children, first make sure they put instruments down on the floor in
front of them.
 Extension activity: Ask about other instruments and how they
make sound. Talk about the voice. How does this make a sound?
Ask children or others who play instruments to demonstrate.

Objectives
 to identify different groups of instruments
 to understand how symbols can be used to represent sounds
Activities Outcomes
Children:
 Divide the children into groups according to one,  perform
or more, of the following criteria, depending on together
what instruments they have: instruments that are using
made from similar materials, eg wood, metal, skin; symbols
instruments that are played in similar ways, eg as a
tapping, shaking, scraping, blowing, striking support
against each other (some instruments, eg
tambourines, will fit two categories); instruments
that make similar sounds.
 Make a picture label for each group of instruments.

 Choose a leader. Ask him/her to hold up the
picture symbols one at a time to indicate which
group of instruments should be played. The players
produce sound for as long as the symbol is
displayed.
 Make a strip of four or more individual picture
symbols, eg shakers, tappers, scrapers (you will
need more than one of each symbol) and display
them. One person, the conductor, points to them in
sequence. Vary the speed of pointing. Symbols can
be repeated.
 The children make their own short sequence of
sounds, and then write it down using the symbols.
They can then play each others' music.
Points to note
 Teach the children to handle instruments carefully at all times. They
should be picked up and put down carefully. Special care should be
taken with instruments with a skin, eg tambours, drums. They
should never be tapped with anything other than hands/fingers and
approved beaters, and should never be hit very hard.
 The drawing of symbols will reinforce the fact that different
instruments have similar ways of making sound (drums and
glockenspiels are both tapped) and encourage the children to use
symbols that describe how they are played rather than what is being
played.
 Extension activity: Try this activity in smaller groups with one
child as the conductor.
 Always use the correct names for the instruments and encourage the
children to do the same. It will take some time before all are
learned. Remember to ask the children what the instrument is called
when they select instruments for the task.

Objectives
 to identify how sounds can be changed
Activities Outcomes
Children:
 Ask the class to sit in a circle and pass around  identify
one instrument and see how many different how
sounds can be made with it. Talk about sounds can
louder/quieter, higher/lower, faster/slower, be changed
longer/shorter, and different timbres, eg tinkling,
rattling. Can you match the sounds made on the
instruments using your voice?
 Ask each child to match their playing to spoken

instructions, eg play quietly, loudly, get louder.
Match the spoken instructions with a gesture, eg
fingers on lips for quiet, arms moving apart for
getting louder.
 Another time, focus on tempo, eg play quickly,
slowly, getting faster. Add gestures.
 Finally, using tuned percussion, focus on pitch,
eg play high, low, getting higher.
Points to note
 Discuss ways of improving the quality of the sounds. Ask the
children to go round the circle again, this time trying to make a
different sound - this can be achieved by striking in a different
place, playing more quickly/slowly, using more or less force,
shaking instead of tapping (tambourine). Do not forget that fingers
can be used effectively as beaters on tambours, drums and
tambourines.
 This work has a direct link to the science scheme of work units on
sound.

Objectives
 to listen carefully and respond to sounds using movement
Activities Outcomes
Children:
 Use classroom instruments as a stimulus for  identify
movement and dance. Use three contrasting different sounds
instruments and ask the children to make up by matching
a movement for each sound, eg maracas movements to
played quietly (small trembling given sounds
movements), Indian bells (quick single 
jump with hands and fingers outstretched).
Play each instrument in turn and let the
class practise. Then ask the class to create
sequences of movements using the sounds
as the stimulus.
Points to note
 Extension activity: Use more sounds and make more subtle
changes. Invite children to lead the class.
 This activity is linked to unit 1: Listening 'Physical response' and
relates to the dance units in physical education.

Objectives
 how symbols can be used to describe changing sounds
Activities Outcomes
Children:
 Make four sets of music instruction cards. Use  perform
a different colour for each element, eg blue for together and
dynamics, yellow for pitch, green for duration, follow
pink for tempo. Each card then shows a instructions
different way of producing sounds, eg loud, which
quiet, fast, slow, and getting louder, faster, etc. combine the
Use these cards with different groups of musical
players. At first hold one card up at a time. elements
Later hold up two different cards together, eg 
fast and quiet (this is much harder than fast
and loud).
 Play this game in groups of four or five, one

child being the conductor with the symbols.
Points to note
 Extension activity: Ask children to hold up or display three symbol
cards, one for each colour.
 Hoffnung cartoons can be fun to use. Discuss how he described
different sounds.
 Extension activity: Add more complex instructions so that the class
is constantly challenged. Always build from previous work so that
learning is reinforced first before moving on. It is better not to move
on if the prior learning is not secure.

Section 7: Bringing it all together: How can we use these different
sounds made on classroom instruments?
Objectives
 to compose a class composition and make a score
Activities Outcomes
Children:
 Ask the children to make sounds to describe  contribute to
an image, eg creeping round a scary castle - the creation of
quiet, slow creeping, fast running away, a class
quiet, high mouse/bat squeaks, loud composition
slamming doors, low, loud groans. Choose a and make their
scenario which will include a range of own symbols
timbres, dynamics, tempo and pitch. as part of a
 Allocate one instrument to each sound (do class score
not forget the voice) and the class decides the  choose sounds
way to produce each sound. and
 Put these together into a class score showing  instruments
when, and how, each sound is to be played, carefully and
eg a child making the sound for a squeaking make
bat could draw their own mini score showing improvements
a picture of the bat, the instrument used to to their own
depict it, and an indication of volume and and others'
pitch. work
Points to note
 Silence is a vital part of the performance and may be the hardest
part to achieve! Children must learn to hold their instruments
quietly when they are not required to play.
 Extension activity: Working in groups, the children decide the
order for the cards. One member of the group can indicate when to
start, when to move to the next card and when to stop. They could
also indicate louder/quicker.
 The score may need to be more concrete, that is, using picture
symbols related to sound effects, eg footsteps.
 Encourage the class to use more abstract sounds and symbols and to
really concentrate on playing the sounds at exactly the right time.

Music Key Stage 1 & 2 - Schemes of Work - Unit 6

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Music Key stage 1 & 2 – Schemes of Work – Unit 6

Music at key stages 1 and 2 (Year 1/2)

Unit 6: What's the score? - Exploring instruments and symbols (7

About this unit

Sections in this unit

 used a range of percussion instruments

 explore both pitch and rhythmic patterns

Where the unit fits in

most children will: identify and control a variety of sounds on musical

 dynamics, eg loud, quiet, louder, quieter

 tuned and untuned classroom percussion instruments

 about classroom instruments

View related activities and outcomes

Section 2: Exploration: What sounds can we make? (1)

 to identify different ways instruments make sounds

View related activities and outcomes

Section 3: Exploration: What sounds can we make? (2)

 to identify different groups of instruments

View related activities and outcomes

Section 4: Exploration: What sounds can we make? (3)

 to identify how sounds can be changed

View related activities and outcomes

Section 5: Exploration: What sounds can we make? (4)

View related activities and outcomes

Section 6: Exploration: What sounds can we make? (5)

 how symbols can be used to describe changing sounds

View related activities and outcomes

 to compose a class composition and make a score

View related activities and outcomes

 Give the children the opportunity to practise handling classroom

View related objectives and outcomes

Section 2: Exploration: What sounds can we make? (1)

 Focusing on classroom instruments, discuss how sounds are made,

View related objectives and outcomes

Section 3: Exploration: What sounds can we make? (2)

 Divide the children into groups according to one, or more, of the

 Choose a leader. Ask him/her to hold up the picture symbols one at a

View related objectives and outcomes

Section 4: Exploration: What sounds can we make? (3)

Section 5: Exploration: What sounds can we make? (4)

 Use classroom instruments as a stimulus for movement and dance. Use

View related objectives and outcomes

Section 6: Exploration: What sounds can we make? (5)

View related objectives and outcomes

 Ask the children to make sounds to describe an image, eg creeping round

View related objectives and outcomes

 identify instruments and the way their sound can be changed

View related objectives and activities

Section 2: Exploration: What sounds can we make? (1)

 identify different groups of instruments

View related objectives and activities

Section 3: Exploration: What sounds can we make? (2)

 perform together using symbols as a support

View related objectives and activities

Section 4: Exploration: What sounds can we make? (3)

 identify how sounds can be changed

Section 5: Exploration: What sounds can we make? (4)

 identify different sounds by matching movements to given sounds

View related objectives and activities

Section 6: Exploration: What sounds can we make? (5)

 perform together and follow instructions which combine the musical

View related objectives and activities

 contribute to the creation of a class composition and make their own