foundation stage learning intentions
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Foundationstage
Expre ssMu ics FS
1
ContentsThese texts may be printed out for use in the educational establishment for which this publication was purchased. Permissionfor further copies to be reproduced must be obtained in writing from A&C Black Publishers Limited.
Click here to view a unit’s general and musical learning or its activity content:
Special people general and musical learning activity contentGoing places general and musical learning activity contentMoving patterns general and musical learning activity contentWorking world general and musical learning activity contentGrowth and change general and musical learning activity contentOur senses general and musical learning activity content
Foundation Stage
Learning intentions
For definitions of musical vocabulary, click here.
Glossary www.acblack.com/musicexpress
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Music Express Foundation Stage © A & C Black 2003
General learning
Special people
2
Foundationstage
Expre ssMu ics FS
The unit, Special people, focuses on the FoundationStage area of learning for Personal, social andemotional development, although it also touches onthe other areas of learning. By taking part in theactivities, children will have the opportunity to:
– be excited and motivated to learn;
– be confident in trying new activities;
– share their ideas and speak in a familiargroup;
– maintain concentration and sit quietly when appropriate;
– respond to the experiences offered,showing a range of appropriate feelings;
– experience a diverse range of activities andbe sensitive to the needs, views andfeelings of others, showing respect;
– interact and converse with adults and their peers;
– work as part of a group or class, takingturns and sharing fairly, understanding theneeds of working harmoniously;
– select and use resources independently.
The activities also provide opportunities for children toinitiate their own learning and express their owninterests.
Musical learning
General musical focus – beat and tempo
Hello• Sing echo songs and perform movements to a
steady beat.
My turn, your turn• Create and perform actions and play instruments
to a steady beat.
Hands, feet and faces• Make and perform actions, movements and
sounds to a beat which sometimes stays the sameand sometimes gets faster.
Spider tricks• Move, sing and play sounds at different speeds.
Magic dove• Move, sing and perform actions at speeds which
illustrate moods and feelings.
Happy New Year• Select sounds and movements and use them
expressively within a steady beat and at differentand changing speeds.
contents Glossarywww.acblack.com/musicexpress
Act iv ity contentSpecial people
3
Foundationstage
Expre ssMu ics FS
Hello
My turn,your turn
Handsfeet andfaces
Spidertricks
Magicdove
HappyNew Year
How do you do?• Shake hands to a
steady beat
• Echo sing
• Walk to a beat andgreet each other
My turn, your turn –toy parade• Create actions to
perform on a steadybeat
• Sing
• Share toys
Move in movingshoes• Move at different
speeds using soundwords for differentkinds of shoes
Ratta’s dance• Move in response to
music getting faster
• Sing a song whichgets faster
Bye baby bunting• Perform expressive
finger play actions toa song
• Sing
• Sing – getting slower
A dragon moves like this• Move expressively and
with imagination
How do you do signs• Explore several
greeting actions
• Echo sing
I’ve got a tambour• Tap tambour to beat
of chant
• Play other instrumentsto beat of chant
Print patterns• Clap and stamp in
response to graphicnotation
• Maintain a steady beat
• Make simplesequences of sounds
Little Miss Muffet• Say a rhyme with
hand actions atdifferent speeds
• Create vocal and bodypercussion sounds toaccompany the rhymeexpressively
The magic dove• Listen to a story and
add actions to aBengali song
Chinese New Year –complete• Sing • Match instrumental
sounds to sound wordsand accompany a song
• Learn some Chinesewords
How else do you do?• Sing in different
languages
Kye kye kule• Tap parts of body to
steady beat
• Echo sing
• Individuals choose anaction and lead with it
Make a face• Move expressively
to show differentemotions
• Sing at differentspeeds in response todifferent emotions
Brer Ananse Spider• Create and perform
vocal, bodypercussion orinstrumental soundsto match movement
• Say a chant
Baak bakum paira• Sing a Bengali song
with hand actions
• Add song, dance andmovement to a story
Dragon swoops• Move expressively to
a poem whichchanges speed
• Explore instrumentalsounds to accompanyexpressive movement
Say hello• Action: wave
to each other
• Echo sing
Father and Motherand Uncle Tom• Perform actions
• Move in response tomusic speeding upand slowing down
Ananse, Puss and Ratta• Learn about
traditional Jamaicanstory characters
• Listen to a story
Bird melodies• Move at different
speeds in response to music
Chinese New Year –first verse• Respond to the beat
of a song
• Sing
• Learn about aChinese festival
My turn, your turn –teddy• Tap knees to beat
of chant
• Sing
• Bounce teddy on beat
• Take turns
YELLOW BLUE GREEN GREY
Music Express Foundation Stage © A & C Black 2003
contents Glossarywww.acblack.com/musicexpress
4Music Express Foundation Stage © A & C Black 2003
General learning
Going places
Foundationstage
Expre ssMu ics FS
The unit, Going places, focuses on the FoundationStage area of learning for Communication, languageand literacy, although it also touches on the otherareas of learning. By taking part in the activities,children will have the opportunity to:
– interact with others, taking turns inconversation;
– enjoy listening to stories, songs, music, and chants;
– use spoken language and singing to join in the activities;
– sustain attentive listening, responding towhat they have heard;
– extend their vocabulary and explore themeanings and sounds of new words;
– speak clearly and audibly with confidence and control, showing awareness of thelistener;
– use language to recreate experiences;
– use their phonic knowledge to recognise familiar sounds;
– explore and experiment with sounds, words and texts;
– understand the elements of a story and ask questions.
The children’s learning may be extended on futureoccasions by offering opportunities for mark makingand early writing based on activities they have enjoyed,for example writing sound words for the animals in theNoah section.
Musical learning
General musical focus – high and low
Noah• Perform a rap using high and low vocal and
instrumental sounds to represent different animalvoices.
The Three Bears• Perform a rap with high, medium, and low vocal
sounds.
Jack-in-the-box• Sing songs with high and low notes reinforced with
matching hand or body positions.
Sky-high, toe-low• Sing high and low notes, and develop listening
skills through matching movement to pitch.
Mousie Brown• Sing stepping notes that move up and down
accompanied by tuned percussion and handactions.
Popcorn• Sing a song with steps and leaps, accompanied by
pitched instruments.
contents Glossarywww.acblack.com/musicexpress
Act iv ity contentGoing places
5
Foundationstage
Expre ssMu ics FS
Please, Mr Noah –part one• Perform hand actions
to accompany a rap
• Perform high- andlow-pitched animalvocal sounds
Jack-in-the-box• Perform actions to
match high and lowsounds within a song
Sky-high, toe-low• Listen to a song
• Sing
• Respond with actionsto high, middle andlow sound signals and actions
Little Mousie Brown• Accompany a song
with rising and fallinghand actions and/orfinger puppets
Popcorn – part one • Accompany a song
with claps
• Accompany a songwith shakers
Noah
TheThreeBears
Jack-in-the-box
Sky-high,toe-low
MousieBrown
Popcorn
Animal antics• Make whole body
movements inresponse to high and low vocal soundsignals
Bear talk• As a group, match
high-, medium- andlow-pitched voices toimages
Jack jump high, Jack hide low• Sing • Perform actions to
accompany a song• Respond with high or
low whole bodymovements to signals
Jumping high• Sing
• Perform high and lowwhole body actions toaccompany a song
Mousie Brown goesup and down• Accompany rising and
falling sounds withhand actions
Poppers• Respond with whole
body movements torising and fallingsounds
Please, Mr Noah –complete• Perform high- and
low-pitched vocalsounds
• Perform a rap
Prowl and growl• Individually, match
high-, medium- andlow-pitched voices toimages within a game
High, low, do youknow?• Respond with whole
body actions to highC’ and low C playedon a xylophone
Mousie Browncounts• Sing a song and use
hand actions to showa rising scale – C to C’
• Use whole bodyactions to show arising and falling scale
Pop music• Explore instrumental
sounds
• Accompany a songwith instruments
• Create aninstrumental interlude
Launch the ark• Select instruments to
represent animalvoices
• Perform a rap withinstrumental andmovementaccompaniment
Bear show• Join in performing
a rap
Fish swim – birds fly• Sing
• Respond to high andlow sounds withactions and puppets
Tower builders• Sing a rising scale –
C to C’
• Use hand actions to represent a risingscale
Popcorn – complete• Sing
• Accompany a songwith hand actions andinstruments
• Perform aninstrumental interlude
Three bears’ rap• Listen to a rap and
respond with high-,medium- and low-pitched voices
YELLOW BLUE GREEN GREY
contents
Music Express Foundation Stage © A & C Black 2003
Glossarywww.acblack.com/musicexpress
The Jack factorypuppet show• Select instruments or
soundmakers toaccompany a story
• Sing• Act out a story with
puppets
The Jack factory• Sing and perform
whole bodymovements
• Listen to a story• Say two chants and
respond to them withwhole body movements
6Music Express Foundation Stage © A & C Black 2003
General learning
Moving patterns
Foundationstage
Expre ssMu ics FS
The unit, Moving patterns, focuses on the FoundationStage area of learning for Mathematical development,although it also touches on the other areas of learning.By taking part in the activities, children will have theopportunity to:
– say and use number names in order in familiarcontexts;
– count forwards and backwards;
– develop ideas and methods to solve practicalproblems;
– use practical activities involving vocabulary tosupport addition and subtraction;
– use mathematical language such as more or less to compare numbers;
– talk about, recognise and recreate simplepatterns, including sound patterns;
– use language to describe shape in two and three dimensions.
Mathematical development will be present in each unitof the book; music provides a wonderful opportunity toexperience mathematical structures, patterns andsequences which are implicit and not seen, egperforming a song with a structure of changing versesand repeated chorus.
Musical learning
General musical focus – structure
Pebbles• Chant and sing ‘call and response’ patterns and join
in with an African passing game using a strong beat.
Join in• Perform cumulative circle game-songs and chants
adding in sounds of different instruments.
Dumplings• Sing a Caribbean ‘call and response’ song and play
a circle game to a chant.
Stamp and clap• Sing a song and reverse the actions, arrange and
rearrange musical sounds. Use vocal effects in anecho chant.
Supermarket• Sing cumulative songs using dried food shakers to
accompany the singing. Use body percussion soundsto create a new song with a similar structure.
Bicycle counting• Sing cumulative songs with actions and
accompaniments on instruments and other soundsources.
contents Glossarywww.acblack.com/musicexpress
Act iv ity contentMoving patterns
7
Foundationstage
Expre ssMu ics FS
Pass the pebble onthe beat• Perform actions
on the beat of anAfrican song
The missingdumplings• Listen to a Jamaican
story containing asong in which itemsare added andsubtracted
Stamp and clap• Accompany a song
with a sequence of twoactions performed onmatching sound words
• Sing the song andperform the actionsequence
Supermarket song• Listen to a song
in which itemsaccumulate
Five wonky bicycles• Listen and move to
a song in whichnumbers increase
• Match pictures to thecorrespondingnumber of items
Pebbles
Join in
Dumplings
Stampand clap
Super-market
Bicyclecounting
Who has the pebble?• Chant the responses
to a chanted question
• Count pebbles
Round we go!• Play and sing a circle
game, joining handsand moving in a circle
Dumplings – song• Sing the responses in
a call and responsesong
Clap and stamp• Sing and accompany
a song with asequence of twoactions, which arethen reversed
Supermarket shake-up• Sing a cumulative
song and accompanywith shakers,anticipating thecorrect line on whichto play
Five wonky bicycleseats• Sing a song
• Move to a song
• Add and count
Who has the pebble?– song• Sing the responses to
a sung question
Friends in the middle• Perform a chant in
which numbersdecrease
Four fat dumplings• Play a game
containing a chant inwhich items aresubtracted
Tap and scrape• Sing and accompany a
song with a sequenceof two instrumentalsounds, which arethen reversed
Trolley travels• Move and stop in
response to sound
• Use imagination tocreate and describe alist of shopping items
Five squeakybicycles• Sing a song with an
instrumentalaccompaniment,matching sounds tonumbers
Pass the pebble on• Sing an African song
• Clap the beat
Add-a-sound• Sing a song
• Accompany a songwith instruments,matching numberswhich increase
Dumpling swap• Learn about
Caribbean produce
• Make new verses for a song aboutCaribbean produce
Sound parade• Echo leader’s vocal
sounds
• Create new soundsand new order
Music market• Perform a cumulative
song and add bodypercussion sounds ina cumulativesequence
Five broken bicycles• Sing a song in which
numbers decrease
• Create sounds torepresent breakingbicycles
Dee-di-diddle-o• Join in singing a song
• Play a simple game inwhich numbersincrease
YELLOW BLUE GREEN GREY
contents
Music Express Foundation Stage © A & C Black 2003
Glossarywww.acblack.com/musicexpress
8Music Express Foundation Stage © A & C Black 2003
General learning
Working world
Foundationstage
Expre ssMu ics FS
The unit, Working world, focuses on the FoundationStage area of learning for Knowledge andunderstanding of the world, although it also toucheson the other areas of learning. By taking part in theactivities, children will have the opportunity to:
– investigate objects and materials, using theirsenses;
– identify features of their world;
– look closely at similarities, differences, patternsand changes;
– ask questions about why things happen and howthings work;
– select appropriate resources for activities;
– use technology to support their learning;
– talk about the past and present, their familiesand other people they know;
– find out about their world, things they like anddislike;
– learn about their own cultures and beliefs andthose of others.
This vast area of learning relates to the world of thechildren, which is only meaningful to them if they areable to learn through real experiences.
Musical learning
General musical focus – texture
Litter• Explore and combine a variety of environmental
sounds using litter.
Working toys• Create and perform a variety of sound sequences
based on movements, first singly then incombination.
Farm time• Explore animal movements, matching them to
sounds and performing them singly and incombination using a simple graphic score.
Robot• Make sequences of sounds with combinations of
metallic instruments and soundmakers in a songand a story. Use a simple graphic score.
Light• Express feelings in music by responding to the
moods suggested by the colours of the rainbow.Use a simple graphic score.
Our town• Create and perform combinations of sounds used
expressively to illustrate a town at night.
contents Glossarywww.acblack.com/musicexpress
Act iv ity contentWorking world
9
Foundationstage
Expre ssMu ics FS
Don’t drop litter• March in time to
a song
• Perform actions toaccompany a song
When we’re on thefarm – first verse• Sing
• Tap or clap the beatof a song
I’m walking like a robot• Observe the
movements of a toyrobot
• Sing• Move imaginatively
Hello, Mr Sun• Perform actions to
a song
• Join in singing
• Observe and namethe colours of flowers
The world’s at work• Play a game
containing a chant
• Talk about publicservice workers
Litter
Workingtoys
Farmtime
Robot
Light
Our town
Crisp packet players• Explore sounds using
packaging, eg crisppackets
• Use packaging soundsas an accompanimentto a song
My machine –complete• Perform actions
to a beat
• Sing
• Change speed,getting slower
When we’re on thefarm – complete• Add whole body
movements to a song• Sing • Explore instrumental
sounds to representanimals
I’m moving like a robot• Explore making
sequences of wholebody movements andvocal sounds
• Sing
Ghoom-parani gaan• Discuss daylight and
moonlight• Listen to a Bengali
song• Explore instrumental
sounds
Sounds helpful• Create sounds to
represent differentworkers
• Perform sounds withinthe structure of arepeated chant
Litter bag• Match instrumental
sounds to packagingsounds
• Explore actions forproducing sounds, egtwist, flick, tap.
Moving toys• Observe moving toys
and match theiractions to instrumentalplaying actions, egrotate, tap, tip, shake
• Create texture bycombining sounds
Farm homes• Map toy animals to
their homes.• Sing and accompany
a song• Use a simple graphic
score
Robotic builders• Explore metallic
sounds to createrobot sounds
• Use a graphic score toconduct a sequenceof robot sounds
Rainbow dreams• Create a rainbow of
coloured items
• Listen to a poem• Explore relaxed,
peaceful actions
Foxy comes to town• Listen to a story
• Join in with a song ina story
• Add vocal sounds to a story
Litter muncher• Say a chant with an
action on the beat
• Perform sounds,stopping whensignalled
The little toymaker• Listen to a story
and sing• Act out a story• Create instrumental
sounds to matchmovement sequences
Farm procession• Create sequences of
sounds• Create texture by
combining sounds
Mending the IronMan• Listen to a story• Use a graphic score to
conduct a piece ofinstrumental musicwhich accumulatesmetallic, robot sounds
Rainbow sounds• Create an overlapping
texture of soundsdescribing colours
• Use a graphic score
Foxy comes to townagain• Tell a story with sound
effects
• Accompany a songon instruments
My machine – firstverse• Sing
• Perform actions tothe beat
• Observe movements
YELLOW BLUE GREEN GREY
contents
Music Express Foundation Stage © A & C Black 2003
Glossarywww.acblack.com/musicexpress
10Music Express Foundation Stage © A & C Black 2003
General learning
Growth and change
Foundationstage
Expre ssMu ics FS
The unit, Growth and change, focuses on theFoundation Stage area of learning for Physicaldevelopment, although it also touches on the otherareas of learning. By taking part in the activities,children will have the opportunity to:
– move with confidence, control, co-ordination,imagination and in safety;
– show an awareness of space relating tothemselves and others;
– recognise growth and change;
– use a range of small and large equipment;
– develop hand-eye co-ordination and balance;
– develop fine and gross motor movement.
It is very important that whenever possible thechildren’s learning is delivered outside.
Musical learning
General musical focus – loud and quiet
Caterpillar• Sing an action song with quiet voices and create
hand and whole body movements. Perform a chantthat grows progressively louder.
Tap talk• Listen to water sounds and respond with quiet and
loud vocal effects. Sing songs and respond tosounds through movement. Compose music usingvoices, body percussion, instruments and soundsources.
Winter• Listen to music and respond with hand and whole
body movements. Sing a song and join in with achant that gradually gets louder. Explore loud andquiet instrumental sounds.
Storm• Listen to a poem and explore hand percussion
sounds, which grow louder and quieter. Compose astorm piece for a dance performance.
Boo!• Explore quiet and loud instrumental and vocal
sounds to create a mood. Sing a song withdifferent sounds effects.
The special drum• Listen to a story about a drum which plays quiet
and loud sounds. Respond in movement to loudand quiet drumming, and perform a song thatgrows louder and then fades away.
contents Glossarywww.acblack.com/musicexpress
Act iv ity contentGrowth and change
11
Foundationstage
Expre ssMu ics FS
There’s a quietcaterpillar on a leaf • Listen to a song and
add fingerplay actionsand whispered words
The snow is dancing • Listen to snowflake
music and respondwith a finger dance
• Add actions to a song
Storm• Accompany a poem
with actions which get larger
The Hairy ScaryCastle – tickle andshout• Listen to a song
• Add vocal ‘Boo’ tosong
• Add tickling actions
The king’s birthdaymusic• Listen to a story
• Add body percussionto a story
Cater-pillar
Tap talk
Winter
Storm
Boo!
Thespecialdrum
Caterpillar caper• Use whole body
movements todescribe the life cycleof a butterfly
Our tap drips• Sing
• Make loud and quietvocal sounds
Brown bear’ssnoring • Sing and make vocal
sounds
• Accompany a songwith instrumentsplayed quietly
Conjure up a storm• Create a rain storm
effect with bodypercussion
• Control fine bodymovements
The Hairy ScaryCastle – soundmakers• Sing and perform
actions
• Explore amplification
• Explore quiet sounds
Loud and quietdrums• Play drums loudly or
quietly in response toa graphic signal
There’s a tinycaterpillar on a leaf• Sing
• Accompany a songwith quietinstrumental sounds
Tap dance• Match instrumental
sounds to watersounds
• Move in response toquiet and loudinstrumental sounds
Bear’s waking updance• Create and play
waking up sounds oninstruments
• Move in response tosounds which getlouder
Stormy sky dance• Create whole body
movements inresponse to stormmusic
• Control volume oninstruments
Ghost dance• Respond with whole
body movements toloud and quiet music
Wooden clogs andsilk slippers• Respond with loud or
quiet body percussionto loud or quiet music
Caterpillar caterpillar• Perform a chant
which gets louder
• Perform a chant withbody percussionwhich gets louder
Our tap drips –water music• Sing
• Accompany a songwith loud and quietinstrumental sounds
Brown bear choosesyou!• Perform a chant which
increases in volume
• Perform a song andchant with changes involume
Storm comes –storm goes• Create a rain storm
effect withinstruments and bodypercussion
The Hairy ScaryCastle – chains andmonsters too!• Perform a cumulative
song adding loud andquiet sounds andexpressive movement
I hear the band• Sing and accompany
a song which getslouder then quieter
Tap talk• Listen to real sounds
of taps dripping andrunning
• Make vocal sounds torepresent dripping andflowing taps
YELLOW BLUE GREEN GREY
contents
Music Express Foundation Stage © A & C Black 2003
Glossarywww.acblack.com/musicexpress
12Music Express Foundation Stage © A & C Black 2003
General learning
Our senses
Foundationstage
Expre ssMu ics FS
The unit, Our senses, focuses on the FoundationStage area of learning for Creative development,although it also touches on the other areas of learning.By taking part in the activities, children will have theopportunity to:
– explore colour, texture, shape, form and space intwo and three dimensions;
– explore creating and changing sounds;
– sing songs, recognise repeated sounds andsound patterns;
– respond with their bodies to what they hear;
– use their imagination in music, stories and dance;
– respond in a variety of ways to what they see,hear, smell, touch and feel;
– express and communicate their ideas andfeelings through the variety of songs, music,soundmakers and stories in the activities.
Children need to be actively involved in their learning,exploring through their senses, building theirimagination, and expressing their creativity throughdifferent mediums and materials.
Musical learning
General musical focus – timbre
Seaside• Listen to sounds associated with the seaside,
exploring them through play.
All in a day• Match actions, vocal and instrumental sounds to
experiences at certain times of day.
Sound wall• Recognise and explore how sounds can be made
and changed.
Papery sounds• Recognise and control a variety of ways of making
sounds with paper. Use the sounds expressivelyand descriptively.
Cake makers• Recognise and control ways in which using
different actions can make sounds change.
Teddybears’ picnic• Match body actions to playing instruments. Create
and perform expressive music to accompanynarrative, responding to the graphics of astoryboard.
contents Glossarywww.acblack.com/musicexpress
Act iv ity contentOur senses
13
Foundationstage
Expre ssMu ics FS
What can you see?• Listen to a song• Echo sing part of a
song• Perform actions to
accompany a song• Observe the five
senses
Make a sound wall• Explore a range of
soundmakers withdifferent textures
Everybody do this• Explore a variety of
sounds using paper
• As a group,accompany a songwith paper sounds
Cake for tea• Listen to a song and
identify utensils bytheir sound
Teddy bear,teddy bear• Perform actions to
a chant
Seaside
All in aday
Soundwall
Paperysounds
Cakemakers
Teddybears’picnic
Seasidesoundmakers• Explore vocal sounds
to match seasidesounds
What can you play?• Explore a range of
playing actions tocreate sounds fromsound wall materials
• Sing
It’s your turn to do it• Individually, select
paper sounds toaccompany a song
Cake for tea –actions• Explore soundmakers
and actions forplaying them
• Echo sing a song andaccompany it withplaying actions
Teddy bear, teddybear – play the beat• Match body actions to
instrument playingactions
• Play the beat
Uncle Chain Maker• Make vocal seaside
sounds as part of aplayground game
What can you hear?• Sing
• Accompany a songwith instruments andsoundmakers todescribe daytimesounds
Play it – change it• Explore the range of
sounds a singlesoundmaker canproduce
• Say a chant
Sound walk• Observe sounds in
the outdoors
• Represent outdoorsounds with papersounds
I have sounds oneand two• Identify and respond
in movement to avariety of playingactions – shake,scrape, tap.
Teddy’s day out• Create expressive
actions and sounds todescribe feelings
Seaside symphony• Act out a seaside
scene using the sandplay area to makeseaside sounds
All in a day• Combine a song and
descriptive music in aperformance
Aiken Drum• Sing
• Play a circle game
• Play a range ofsounds using a varietyof soundmakers toaccompany a song
Paper poem• Accompany a poem
with paper sounds
• Complete a poem and create papersounds to accompanyit
Shake, tappety,scrape• Listen to a song
• Accompany a songwith instruments and respond with wholebody movements
Teddy bears’ picnic• Use a storyboard to
stimulate expressivesounds to create apiece of music
The clock goes tick tock• Add actions to a song
• Create new verses
YELLOW BLUE GREEN GREY
Music Express Foundation Stage © A & C Black 2003
Watch the clock• Make vocal sounds in
response to a graphicsignal
• Create a sequence ofsounds describing aday
www.acblack.com/musicexpress Glossarycontents
Glossaryaccompanimentthe underlying sounds used tosupport a melody line
beat and pulsebeat and pulse are usedsynonymously to refer to theregular heart beat of the music- the ‘steady beat’
body percussionsounds that can be madeusing parts of the body, egclapping, tapping knees ...
call and responsea style of song in which aleader sings a short melody(the call) and a chorus ofsingers respond with ananswering short melody (theresponse)
durationthe word used in music to referto the length of a sound orsilence
dynamics/volumethe volume of the music,usually described in terms ofloud/quiet
echo songa song in which each line isrepeated exactly, eg FrèreJacques
echo singinga method of teaching a songby singing the lines one at atime and asking the children torepeat each one straight after
free music which has no discerniblesteady beat
glockenspiela tuned percussion instrumentwith metal bars
graphic notationa form of notation in whichmusic is represented in picturesor symbols
improvisationa piece of music which iscreated spontaneously
layeringthe process of creating textureby combining layers of sound
musical elementspitch, rhythm, timbre,dynamics, tempo, duration,texture, structure (seedefinitions)
notationways of writing music down
pitchrefers to the complete range ofsounds in music from thelowest to the highest
pitch movementthe steps and jumps by whicha melody moves up and downin pitch
playing methodsacoustic (non-electronic)sounds are made by shaking,scraping, tapping or blowing asoundmaker
rapa poem performed to apercussive accompaniment
rhythmpatterns of long and shortsounds played within a steadybeat
scalean arrangement of notes inorder from low to high, or viceversa
scorea written representation of apiece of music
soundmakerany sound source used as amusical instrument
steady beatsee beat and pulse
structuremost music is underpinned bya structure which may be assimple as beginning, middleand end
tempo (plural tempi)the speed at which music isperformed, usually described interms of fast/slow
texture layers of sound, eg the twolayers of sound created by amelody accompanied by adrum beat
timbrequality of sound, eg squeaky.All instruments, includingvoices, have a characteristicsound quality which is referredto as timbre
tuned percussionthe family of instrumentswhich includes chime bar,glockenspiel, hand chime,metallophone, tubular bell,xylophone
untuned percussionpercussion instruments whichmake sounds of indefinite pitch
xylophonea tuned percussion instrumentwith wooden bars
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