Unit 1 Bridging unit Music

(exploring musical processes) Year 7

About the unit Language for learning

Through the activities in this unit pupils will be able to understand, use and spell correctly
This unit develops pupils’ understanding of the process of composing by creating and
words relating to:
performing music in response to musical and non-musical stimuli. It provides an opportunity
• sounds, eg pitch, getting higher/lower, phrase, note cluster, duration, longer/shorter,
for pupils new to the school to develop and demonstrate musical skills, knowledge and pulse, rhythm, metre, tempo, timbre, texture
understanding achieved in years 5 and 6. • processes, eg use of graphic and rhythmic notation, composing, arranging, improvising,
During the unit pupils will explore how sounds can be used descriptively, rhythmically and performing
melodically to create a composition. • context, eg intentions, purpose, venue, occasion

This unit is expected to take 5–14 hours.

Resources
Resources include:
Where the unit fits in • stimulus: words, images and musical material, songs
This unit builds on all units in the key stage 2 scheme of work. It covers the same content • sound sources: a range of instruments (acoustic and electronic, tuned, untuned)
as the final unit in the key stage 2 scheme of work. It presents an opportunity to extend • music: music that demonstrates the use of different stimuli, eg the environment, musical
ideas further and share previous experiences. It will give an indication of the level of ideas, a commission for a particular occasion
attainment of pupils in the class and highlight areas for future development.
Future learning
Expectations Pupils could go on to:
• use other starting points, eg words, poetry, pictures, for compositions
At the end of this unit
• collect ideas and starting points for future compositions
most pupils will: create and perform music that reflects given intentions and uses notation • identify purposes and stimuli used for different compositions
as a support; maintain their own part with awareness of the whole ensemble; describe,
compare and evaluate music created by the class using a musical vocabulary
Enrichment
some pupils will not have made so much progress and will: create and perform music
Learning could be enriched through:
that meets intentions and combines sounds with some awareness of the combined effect;
• discussing with composers their approach, either via the internet or in person
recognise how musical elements are combined and used expressively
• attending concerts that include written or spoken notes by the composer, giving views on
some pupils will have progressed further and will: take the lead in creating and the music after the event
performing and provide suggestions for others; make connections between the different
stimuli provided and use musical devices such as melody, rhythms, chords and structures

Prior learning
It is helpful if pupils have:
• performed rhythmically and with control of pitch
• used sounds descriptively in response to different stimuli
• listened to and performed a wide range of music and used notations

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Music - Unit 1 Bridging unit 1
 LEARNING OBJECTIVES
PUPILS SHOULD LEARN
Introduction: how do composers begin to compose?
• how music is composed
from a variety of different
stimuli
Exploration: what different starting points can be used to stimulate composition?
• how sounds can be used
descriptively
© QCA 2000
POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
PUPILS
• Introduce the challenge: pupils will compose music using a range of • identify different starting • Emphasise that composers take
different sounds and musical ideas in response to a problem set by a points for composing music inspiration from a wide range of
composer’s notebook. different ideas, both musical and
• Play music that was inspired by different stimuli, eg the countryside, a non-musical. The stimulus could be
commission, a personal experience, a musical idea. Discuss why and how a mood or a musical idea. This is a
the music was composed. Add information about the background, eg the realistic task reflecting the way
society, time and venue. many composers work.
• Sing songs that reflect different stimuli, eg a story, a mood.
• Images as a starting point: as a class, explore the use of voice sounds • use their voices confidently • Identify pupils who are able to
to create different images, eg windswept hills, eerie space, humming and descriptively in response provide suggestions and comment
machines/computers. Ask individual pupils to suggest other images and to given images on how the sounds could be
demonstrate how voices could be used. • choose instruments and improved. Give these pupils an
• Try using instruments. Ask individual pupils to suggest instruments and control a range of sounds opportunity to make further
how they could be played to describe the images suggested so far. • perform using notation as a suggestions.
• Using a simple score, made up of symbols invented by the pupils and support • Display instruments so that pupils
written in response to an image, ask the class to suggest instruments • learn meanings and spellings can point to an instrument if they
which could play each shape. of basic vocabulary have not met it before.
• Encourage the class to analyse the
extent to which the performance
matched the symbols. Use a variety
of symbols. Note those pupils who
• Either give each pupil an instrument or divide the class into four groups.
identify the small details, eg when
Let each pupil/group perform in turn. Discuss how the performance
one sound stops as the next starts.
matched or did not match the symbols. Remember that the voice can be
• Throughout this unit help the pupils
used as an instrument.
to use appropriate vocabulary.
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 LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
PUPILS SHOULD LEARN PUPILS

Exploration: what different starting points can be used to stimulate composition? (Cont.)

• about pulse, metre and • Rhythmic ideas as a starting point: set a steady pulse and ask the class • improvise rhythmic patterns • Look for the response which
rhythm to join in, clapping on each pulse. Ask the pupils how they could show that to a steady pulse with demonstrates an understanding of
the pulse was grouped into a pattern of four beats. awareness of the metre metre.
• Ask the class to clap, tap, tap, tap to a four-beat pattern. See if they can • Extension activity: give the class a
change it to a three-beat pattern, and then two, and then five. notated rhythm pattern and help
• Add a rhythmic pattern over the pulse pattern. Ask the class to describe them to play it together. Develop
what you have done. Invite individual pupils to improvise their own different parts and identify pupils to
rhythmic pattern while the class maintains a steady pulse. lead each part. Give each leader a
non-tuned instrument, eg

• Language for learning: encourage

pupils to see the importance of
words that describe, compare and
contrast different musical sounds
and patterns: stronger/weaker;
higher/lower; longer/shorter.

• how pitched notes can be • Melodic ideas as a starting point: invite individual pupils to add a • create melodic patterns • By selecting a number of pitched
organised into a melodic melodic pattern to any of the rhythmic patterns and ask the class to sing using given notes and notes as the starting point for this
phrase back the melodic phrase. Give as many pupils as possible the opportunity rhythm activity more pupils will be
to do this. encouraged to have a go,
eg C D E G A.

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Music - Unit 1 Bridging unit 3
 LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE
PUPILS SHOULD LEARN PUPILS

Application: composing music to a given brief

• to use different starting • Draw together the activities by reminding the class how music can be • compose music individually • Many of the activities so far will have
points to create a created from many different starting points. Ask who can remember the or in pairs, using a range of given a clear indication of the level
composition starting points used so far. Ask for other ideas that could have been used. stimuli and developing their of attainment in the class. However,
• Set the challenge: give each pupil the same stimulus sheet on which a musical ideas into a there may be pupils who either do
composer has jotted down some ideas. Let them create the composition completed composition not present themselves or who have
individually or in pairs. Before they begin to compose, give more only experienced the ideas shared
information about the context, eg the ideas jotted down were prepared for with the class for the first time.
a commission to write music for the opening of a television programme. These pupils will demonstrate their
Give details about the programme, including the channel and the time it attainment through this final activity.
was to be broadcast, eg morning. It allows them to work on their own
• Ask pupils to compose 30 to 60 seconds of music to introduce a new and reflect on what has been learnt
programme called Who knows?. It should create an atmosphere of in previous lessons.
mystery and suspense. Tension should build until about two-thirds of the • The stimulus sheet could include:
way through the piece, after which it should relax. Either keep to a slow, – rhythmic notation
steady tempo, or make the music get faster towards the middle and then – melodic ideas such as a note
slow down again towards the end. Either use throughout or pattern
change and develop the rhythm. Use D E F A B C for the melody and note – words to describe a mood
clusters (chords). Start with one eerie sound and then add further layers. – indications about tempo,
Use voice sounds. The piece should capture the interest of listeners and dynamics, texture, structure
make them want to watch the programme to find out what it is about. • The sharing of work during
• When the class has developed some ideas ask individual pupils to development can provide the
demonstrate and discuss them as a class. Encourage them to provide opportunity to raise expectations by
suggestions as to how the ideas could be improved. encouraging pupils to make careful
• Perform, record and discuss. selections and find the very best
sounds.

© QCA 2000 Browse, save, edit or print Schemes of Work from the Standards Site at www.standards.dfee.gov.uk Music - Unit 1 Bridging unit 4