key learning outcomes key vocabulary and phrases

Key Vocabulary and Phrases

Composer A person who writes music.

Call and

response

2 musical phrases, 1 leads and the

other answers.

Dynamics How loud or quiet music is.

Lyrics Words to a song.

Musical

instruments

An object that produces sound.

Orchestra A group of musicians who play

different instruments.

Percussion Instruments that sound by being

struck or shaken

Pulse/beat A basic continuous unit of time

Rhyme Words with similar sounds.

Rhythm A pattern of sound

Tempo How fast or slow music is.

Year 1 Music

Key learning outcomes

To listen and respond appropriately to a range music.

To name five famous composers or writers of music.

To name the 4 families of instruments and an example of each.

To use my voice expressively to sing and chant.

To play tuned and untuned instruments to compose music for a purpose.

Once Upon a Time Marvellous Me Amazing Animals Out of this World All at Sea

A clarinet uses

a wooden reed

that vibrates.

A violin has

strings that

vibrate.

A trumpet is

made of metal

called brass.

Bass drum is

struck with a

beater.

Performing means

working together

Year 2 Music

Great Fire of London Victorians Keeping Healthy Dragon’s Den Wonderful World


To sing and follow a melody, responding to different starting points.

To appreciate and name famous musical works and their composers.

To play tuned and untuned instruments musically.

To use and understand musical vocabulary to adapt a performance.

To understand and perform a variety of music from across the world.

The musical alphabetRecorder notes

Composer Dates Nationality

Grieg 1843-1907 Norwegian

Tchaikovsky 1840-1893 Russian

Dvorak 1841-1904 Austrian

Stravinsky 1882-1971 Russian


Accelerando To get faster.

Ballet Story told through music and dance

Composer A person who writes music.

Crescendo Gradually getting louder

Dynamics How loud or quiet music is.

Musical

instruments

An object that produces sound.

Ostinato A repeating rhythmic pattern

Orchestra A group of musicians who play

different instruments.

Percussion Instruments that sound by being

struck or shaken

Pulse/beat A basic continuous unit of time

Rhythm A pattern of sound

Round

Music that is repeated

from different starting

points.

Year 3 Music

Britain's Beginnings Bostin’ Black

Country

Sweet Like

Chocolate

Into the Forest


Compose Write/create a piece of music

Diction Using words clearly

Drone Long continuous sound

Dynamics Volume of sound

Graphic notation Representation of music through visual

symbols

Melody The main tune

Motif A repeated musical idea

Rock music Genre of popular music

Reed Wooden material that vibrates

Stave 5 lines that music is written on

Treble clef Symbol used for higher notes

Theme Basis of a musical composition


To begin to understand staff and musical notations

To compose and perform musical motifs for a range of purposes

To write music using symbols and representations

To name and describe instruments within the 4 sections of an orchestra

To develop and understanding of the history of music

To sing and play instruments musically with control and accuracy

Composer Dates Type of music

Elgar 1857 - 1934 Romantic

The Who 1964 - now Rock

Danny

Elfman

1953 – now Musical theatre

Prokofiev 1891-1953 Late romantic

Notes

Rests

= 1 = 2

= 1 = 2

Crotchet Minim

Year 4 Music

Volcanoes Romans Anglo-Saxons Scot & Vikings Groovy Greeks


Bar A small section of music

Chorus A repeated section of main lyrics in a song

Graphic score Symbols representing music

Notation Music in a written form

Pentatonic scale A set of 5 notes – 1st, 2nd, 3rd, 5th, 6th notes of

a major scale.

Pulse A steady beat

Stave 5 lines which music is written on

Symphony Music for orchestra in 4 movements

Tone poem A musical composition inspired by a story

Tuned A tuned instrument plays specific notes

Rhythm Follows a pattern of words

Untuned An instrument that cannot play specific notes

Verse Lyrics that tell the main story

Learning outcomes

To use notation to record and play compositions.

To understand and use musical terms linked to notation.

To layer different rhythms and perform a simple part rhythmically

To identify the style, character, genre and features of pieces of music

To improvise melodies using the pentatonic scale

To sing songs from memory with accurate pitch.

Musical Notes

Composer Dates Type of music

Mendelssohn 1809-1847 German/Romantic

Respighi 1879-1936 Italian/20th century

Peter Maxwell-

Davies

1934-2016 British/20th century

Vangelis 1943 - now Greek/electro/jazz

Musical Eras

Scale

A scale is a set of musical notes

arranged in order.

Pentatonic scale

Medieval Music• 500A.D – 1400

• Musical notation began

• Multiple sounds came together to

form new textures

• Music was religious and free in

style

• Basic instruments made from

wood and animal parts

Year 5 Music

Egyptians Infinity and Beyond Local Legends Circle of Life


Accidentals A pitch that is not in the scale

Concerto Composition for solo instrument

accompanied by an orchestra

Dynamics How loud or quiet the music is

Graphic

notation

Representation of music through written

symbols.

Motif A recurring idea

Ostinato A repeated musical phrase or rhythm

Orchestra A group of instrumentalists

Pitched

percussion

An instrument with more than 1 pitch

Pulse A continuous beat

Syrinx Panpipes or a rock channel found in

Egyptian tombs

Learning outcomes:

To name and use instruments accurately and with control.

To play instruments using notation.

To compose music to meet a criteria using written notation.

To compare and contrast work from different famous composers and

genres using musical vocabulary.

To understand and identify the key developments of music over time.

The Notes on the StaveEmmanuel Pahud – Flautist

World famous Swiss flute player who performs

in the world’s top ranked orchestra ‘The Berlin

Philharmonic’.

Watch him perform Debussy Syrinx.

Composer Dates Type of music Nationality Features

Debussy 1862 - 1918 Romantic French Complex rhythm

Full texture

Accidentals

Holst 1874 - 1934 Early 20th

Century

English Large orchestra

Rhythmic drive

Full percussion

Elgar 1857 - 1934 Early 20th

Century

English Melodic

Bold tunes

Large dynamics

Vivaldi 1678 - 1741 Baroque Vivaldi Simple harmony

Basic instrumentation

Simple rhythms

Musical ErasYear 6 Music

Crime - Tudors Bravery – WW2 Come to Cabaret


Chant A repeated rhythmic phrase, typically shouted or sung

Fanfare A short ceremonial tune played on a brass instrument

Glissando A ’slide’ between notes

Genre A conventional category for music with shared convention

Harmony A combination of notes to produce pleasing effect

Improvisation Music that is created spontaneously

Note value/duration How long a note is held for

Ostinato A continually repeated musical phrase or rhythm

Pulse A continuous rhythmic beat

Sequence A reinstated motif at a higher or lower pitch

Unison Music in parts that sound at the same pitch

Learning outcomes

To sing in harmony confidently and accurately.

To take part in a performance.

To analyze a musical score and identify its key features.

To compare and contrast the impact of different composers works have had on

people of that time.

To use a variety of musical devices to create effective compositions.

To identify the style, character, genre and features of pieces of music

The Notes on the Stave

Key features

Musical theatre Film music

• Combines music, songs,

spoken dialogue and

dance.

• Orchestra or band

accompany

• Solo, duet, chorus and

ensembles

• Creates

atmosphere

• Moves the action

forward

• Describe

character

• Scene changes

1580 1963

Renaissance Baroque Classical Romantic 20th century(Modern)

21st Century (Contemporary)

1400-1600 1600-1750 1750-1830 1830-1920 1900 2000

1957

key learning outcomes key vocabulary and phrases

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