Primary Music

Sharon Green (Bray) Music Advisor

sharonbray@tiscali.co.uk
Rhythms

Broomsticks
Bucket drumming
Unsquare dance
Three main learning styles

Auditory using sounds and words

using your own images, imaging pictures in

Visual your mind

active learning, doing, touching, practising

Kinaesthetic things
Pentatonic scales

5 note scales e.g.

C D E G A
A pentatonic scale

Use xylophone notes C, D E G A [remove F and B] to

form a pentatonic scale. These five notes work
well in any combination and so improvised harmony
is easy to achieve
Early learning goals: creative development

• Respond in a variety of ways to what they see, hear, smell, touch

and feel.
• Express and communicate their ideas, thoughts and feelings by
using a widening range of materials, suitable tools, imaginative and
role-play, movement, designing and making, and a variety of songs
and musical instruments.
• Explore colour, texture, shape, form and space in two or three
dimensions.
• Recognise and explore how sounds can be changed, sing simple
songs from memory, recognise repeated sounds and sound patterns
and match movements to music.
• Use their imagination in art and design, music, dance, imaginative
and role-play and stories..
National curriculum KS1 and 2
Programme of study
1. Controlling sounds through singing and playing
(performing skills)
2. Creating and developing musical ideas (composing
skills)
3. Responding and reviewing (appraising skills)
4. Listening and applying
5. Breadth of study
National Curriculum Music

Teaching should ensure that:  

listening and applying knowledge and understanding ,
are developed through the interrelated skills of  
performing ,  
composing  and  
appraising 
Hello Song

Say hello …hello

Say hello …hello
Say hello …hello
Say hello …hello
Hello everyone…..helllo
Pass the Toys

(To tune of London Bridge)

Pass the toys around the ring
etc

Who’s got teddy……

Banana, banana
Banana banana clap clap clap

From Banana Splits by A and C Black

Musical Elements

Duration – pulse, rhythm, long and short

Tempo – fast and slow
Dynamics – loud and quiet
Texture – one layer, multiple layers, melody and
accompaniment
Timbre – sound quality/different instrument sounds
Pitch – high, low, leap, stepwise
Structure – ABA, rondo etc.
Trails - Safari park
Transport Trail
Early learning goals: creative development

• Respond in a variety of ways to what they see, hear, smell, touch

and feel.
• Express and communicate their ideas, thoughts and feelings by
using a widening range of materials, suitable tools, imaginative and
role-play, movement, designing and making, and a variety of songs
and musical instruments.
• Explore colour, texture, shape, form and space in two or three
dimensions.
• Recognise and explore how sounds can be changed, sing simple
songs from memory, recognise repeated sounds and sound patterns
and match movements to music.
• Use their imagination in art and design, music, dance, imaginative
and role-play and stories..
National curriculum KS1 and 2
Programme of study
1. Controlling sounds through singing and playing
(performing skills)
2. Creating and developing musical ideas (composing
skills)
3. Responding and reviewing (appraising skills)
4. Listening and applying
5. Breadth of study
Progression

Add drone
Repeating rhythms
Ostinato or riff (repeating patterns of notes)
Clusters of notes
Chords
Explore elements
Add words
Motifs to represent characters
Chords
Dm = DFA C= CEG

Dm Dm Dm Dm

C C C C

Dm Dm Dm Dm

C C Dm Dm
F =FAC C=CEG
play each one 4 times

F C C F

F C C F
Yellow submarine chorus start on C

F C C F

F C C F
The future of music

National curriculum review

Henley Review

• KS2 wider opportunities – whole class instrumental

teaching to continue 2011-12
• Sing up www.singup.org.uk
• Partnership working
• Transition – musical bridges project
Contacts

Sing up David Atkinson

Wider opportunities Alaster Thom
NMPAS 01604 637117