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Church Lane, Doncaster, South Yorkshire, DN5 7EZ

01709893125

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Barnburgh Primary School

Learning to shine together

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Music Portfolio

Please see our evidence for each Music National Curriculum Programme of Study below. 

Reception: Expressive Arts and Design - Using and Exploring Media and Materials  

40-60m: Explores the different sounds of instruments

8th November - Today the children in Reception listened carefully to a firework soundtrack. They heard a range of different fireworks. The children then used different percussion instruments to recreate their own firework sounds. 

World Nursery Rhyme Week

Reception 

The children have been learning all about tempo and pitch during their music lessons. 

The children recalled what they had previously learned about tempo and talked about how this means the speed of the music. They used vocabulary such as fast tempo, moderate tempo and slow tempo. The children then learned about pitch and how this describes whether a sound is high or low. 

The children sang a song called "Shake, shake, shake" and moved their scarves fast / slow and high / low according to the pitch of the song.

We finished the lesson by learning a new song called the "Jiggle Scarf" song. 

KS1 - Use their voices expressively and creatively by singing songs and speaking chants and rhymes

Year One

Learning Intention: To perform a song.

The children watched  choir auditions for the popular tv show 'Britain's Got Talent'. Miss Clark explained that we would be pretending to audition for the show and encouraged the children to watch closely to identify features of a good audition. 

"They are all smiling so it makes you feel happy" (Buddy)

"Everyone is stood really smart" (Marnie)

"They use their voices to go really high and low" (Joseph)

Once the children were familiar with how choirs work together, they practiced a new song relating to 'Paws, Claws and Whiskers'. They all worked hard to ensure that they were singing at the same time, stood smartly and  used their facial expressions/actions to make the audition more interactive. By the end of the lesson, the children were able to perform the song beautifully.

Year One

Learning Intention: To sing a song in sections

The children learned the song 'The animals went in two by two', through my turn, your turn. They were encouraged to speak the song and then practiced singing it several times. Some children added in a few actions to help them remember each verse.

By the end of the lesson, the children were able to sing the song in sections and remembered each verse.

Year One

The took part in 'World Nursery Rhyme Week'. They were encouraged to use their voices  and a range of actions to sing familiar nursery rhymes.

Year 2

LQ: What is a sea shanty? How do you sing a sea shanty?

We learnt what a sea shanty was and looked at the history. We listened to various songs and began to learn two famous songs. By the end of the lesson the children were able to sing and clap to the beat and talk about what a sea shanty is.

Year 2

LQ: How do you copy a short rhythm and recognise simple notation?

Children listened to African folk music while going on safari around the classroom,  they used voices to imitate the sounds of the animals they meet, and learnt to clap back animal rhythms in time to the music. By the end of the lesson the children showed a good understanding of clapping to the rhythm of the animal sounds.

We learnt the nursery rhyme ‘London’s Burning’. We spoke about the meaning behind the poem and made actions to match the rhyme.  The children were able to remember the repeptitive verses in the rhyme.

Year 1: The children were encouraged to use their voices to explore sounds they thought dinosaurs may have made as well as thinking of the features of a dinosaur. The children changed the lyrics to well-known nursey rhymes and were encouraged to make them dinosaur related. We changed 'If you're happy and you know it' to 'If you're a T-Rex and you know it'. We also sang 10 little dinosaurs. The children enjoyed thinking of actions.

KS1 - Play tuned and untuned instruments musically

Year One

The children were encouraged to listen to and repeat various different rhythms using clapping. Miss Clark modelled a clap; the children listened and then repeated the same rhythm. Once they understood the concept, they worked in pairs to create and repeat simple rhythms.  To further demonstrate their understanding, the children were given the opportunity to play the rhythm/name of their favorite animal on a musical instrument. The other children were encouraged to guess the animal by listening for each sound in the word. E.g. dog would be two claps.

Year One: The children were encouraged to use their musical instruments in time with the rhyme “ten fat sausages”. They we’re enciuraged to bang and shake their instruments. The children were able to do this to the beat.

KS1 - Listen with concentration and understanding to a range of high-quality live and recorded music

KS1 - Experiment with, create, select and combine sounds using the interrelated dimensions of music

Year 1

Learning Intention: Create, select and combine sounds and rhythms using a variety of instruments and objects.

The children were introduced to a selection of musical instruments and shown how to use them appropriately. The children understood that each instrument was unique and was played differently. Some instruments were played by tapping, some were played by shaking and some were scraped. As a class, we discussed the sound of each instrument and tried to link them to space.

" The castanet sounds like the indicator on a space buggy" (Bella N)

" The Guiro sounds like an alien trying to talk" (Fletcher)

"The wooden block sounds like a spaceship crashing" (Jaxon)

"The triangle sounds like stars twinkling" (Marnie)

The children then selected their own instrument and worked in pairs to create and combine sounds and rhythms. By the end of the lesson, all children had combined sounds, created their own rhythm and were able to perform them to the rest of the class.

KS2 - Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Some children from UKS2 have been practising the Young Voices songs and actions, in an after school club each week, ready to perform at the Sheffield Utilita Arena.

Year 5 learned and then performed a piece of music called a jingle. They learnt that jingles are short catchy tunes.

Year 5 learnt about African music. They learnt that percussion instruments are very important, They learnt how to play an African song with several notes, reading notations.

Year 5 learnt about traditional African music. They learnt that drumming is very important in African music. They learnt a short piece of music and how to play is on the drum and other percussion instruments. They performed this together as a class.

Year 5 learnt to represent an image through using their voices.

Sing Out 2018

KS2 - Improvise and compose music for a range of purposes using the interrelated dimensions of music

Year 5 used Garage Band to create their own pieces of music in response to going through the portal. Children learnt about the different sounds that the app can make and put these together to compose a piece of music. 

Year 5 used Garage Band to create their own pieces of music in response to a new part of the island. Children learnt about the different sounds that the app can make. They added more sounds to compose music. 

Year 5 learnt what a jingle was. They created their own jingles in groups to persuade the gatekeeper to open the gates to Dragon Vine Towers.

Year 5 showed their understanding of all the Music learning they have completed by creating a final piece for their Innovate challenge. They learnt how to use recording devices to record them playing instruments, combined with synthetic sounds from Garage Band to create a soundtrack for a videogame named Alchemy Island.

Year 5 learnt more about colour composition. They listened to a track and assigned a colour to this because of its fast tempo and high pitched sounds. Year 5 then learnt what affect different sounds have on the overall piece of music. They created their own pieces related to a colour. Can you guess the colour before it pops up?

Year 6 listened to songs about the heart and identified various emotions in the lyrics.

They then wrote their own lyrics

Year 6 then performed their songs to others

KS2 - Listen with attention to detail and recall sounds with increasing aural memory

Year 3 learnt that a ballad is a story written in short phrases which are called stanzas. They listened to Space Oddity by David Bowie and discussed what the story is about and what happens in each part of the song. They children created a story board to show this. 

Year 3 learnt that a ballad is a story written in short phrases which are called stanzas. They listened to Bonnie and Clyde and discussed what the story is about and what happens in each part of the song. They children created a story board to show this. 

KS2 - Use and understand staff and other musical notations

Year 5 listened to different percussion instruments play. They had to represent the sound through colour and marks. Children made makrs on their paper whilst listening to the instruments. The children then used language to describe why they had chosen these colours/marks.

Drums 

Dark blue from the South African flag as they use drums in their music - Lucas

Greens and browns for the Army - Eva

Greens and browns for a jungle - Alexia

Red, yellow, orange for a parade - Ollie

Drum kit (with cymbals)

Yellow for sparks, explosions - Annie

Xylophone

Yellow, red, light blue and green for summer and ice-creams - Olivia K

Yellow and light green for summer - Maddie

Dark green for sirens and the jungle - Bobby

Rainbow colours for a rainbow - Lucas and Seth

Orange, green and red for a melody - Olivia H

Dark green and light blue for the ocean - Eva

Cymbal

Gold for a bell - Kaiden

Dark purple and red for Musical Theatre - Bella

Black to faded greys for it going hard to soft - Lola

Maracas

Pink, purple and green for Hawaii - Alexia

Light green - Annie

Reds and greens for a snake - Eva

Greens in a zigzag for a snake - Kaiden

Triangle

Black and orange for Halloween - Bella and Maddie

Yellow for bells - Martha

Brown for my horse because I always hear bells - Ateesha

Purple, blue, orange and yellow for micro fading - Charlotte

 

Their visual representations can be found below.

Year 5 learnt what a graphic score is and used shapes and symbols to be their graphic scores. They wrote their own graphic score and followed this carefully.

KS2 - Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

Year 5 learnt a traditional African song and performed this as a class.

Year 3 learnt that a ballad is a story written in short phrases which are called stanzas. They listened to Space Oddity by David Bowie and discussed what the story is about and what happens in each part of the song. They children created a story board to show this. 

KS2 - Develop an understanding of the history of music