planning music for children with learning difficulties · 2 planning music for children with...
TRANSCRIPT
A guidance booklet for teachers workingin Hampshire special schools
Planning music for childrenwith learning difficulties
Contents
Introduction 1
Why music? 3
Music when? 5
What music? 13
The music curriculum 15
Special skills development overview 17
Music unit brainstorm 36
Music unit of work 39
Curriculum map 42
Appendices 45
Exemplar planning for stages 1b, 4 and 8 49
Exemplification of skills 64
Bibliography 86
Resources 87
Acknowledgements 90
Written by: Liz Davies, Primary Music Consultant, Hampshire MusicService
Illustrations by: Nina Lasarski
Edited by: Juliet Heathcote, Publications Manager, Hampshire MusicService
© Hampshire County CouncilJuly 2003ISBN: 1 85975 665 4
.......................................................................................................................................................................
.......................................................................................................................................................................
1July 2003 Planning music for children with learning difficulties
.......................................................................................................................................................................
Introduction
This booklet has been put together to provide guidance to teachersworking with music in Hampshire special schools. Its aims are:
● to identify why music is a vital part of the education for all children,particularly those with special needs
● to promote the benefits of using music as a vehicle for learningacross the whole curriculum
● to support children’s learning through focused planning, ensuringcontinuity and progression throughout their education
● to support effective planning strategies, building on good practicealready in existence throughout the county.
It is divided into five sections.
Why music?
The benefits of music as a unique tool to support, inspire, encourageand develop the whole child.
Music when?
Specific cross-curricular links where music can be used to enhancethe learning in key skill areas such as PSD, communication and othercurriculum areas, including maths, literacy and the foundation subjects.
What music?
The music curriculum, how the curriculum is organised nationally andprinciples of planning. This section also contains planning documents,specifically the special skills development overview identifying specificlearning objectives for each of the eight stages of learning, relatingdirectly to the QCA P Levels, the Early Learning Goals and NationalCurriculum 2000.
Appendices
Ideas to support curriculum development including blank planningproformas and examples of existing planning.
Exemplification of skills
A bank of ideas to try out in the classroom or wherever music takesplace, to work towards achieving P Levels 1 - 3.
.......................................................................................................................................................................
2 Planning music for children with learning difficulties July 2003
Music is a powerful, unique form of communication that can change
the way pupils feel, think and act. It brings together intellect and
feeling and enables personal expression, reflection and emotional
development. As an integral part of culture, past and present, it helps
pupils understand themselves and relate to others, forging important
links between the home, school and the wider world. The teaching of
music develops pupil’s ability to listen and appreciate a wide variety of
music and to make judgements about musical quality. It encourages
active involvement in different forms of amateur music making, both
individual and communal, developing a sense of group identity and
togetherness. It also increases self-discipline and creativity, aesthetic
sensitivity and fulfilment.
National Curriculum 2000Jointly published by
QCA and DfES
.......................................................................................................................................................................
3July 2003 Planning music for children with learning difficulties
.......................................................................................................................................................................
Why music?
Music is fundamental to all of us. It surrounds us and makes up thetapestry of our daily lives. Music encompasses the ways in which wedevelop and can tap into places that other subject areas cannot reach.It works on a physical, emotional, social and intellectual level and thusdevelops the person as a whole regardless of colour, gender,background or ability. Music is accessible to everyone.
The following bullet points consider how music can support, inspireand encourage children, helping them develop and move forward withtheir lives. The bullets have been organised into areas of emotional,social, physical and intellectual development but as there isconsiderable scope for overlap between the categories, the areasremain undefined. Examples of musical activities are given whereappropriate.
Music . . .
● is a universal language● is a non-verbal form of communication● helps us express our feelings and emotions
● can be fun, exciting, pleasurable● can be calming in times of stress
● is personal - it’s internal, it’s natural● involves the whole person - it is a holistic experience● can also be a multi-sensory experience
● develops listening skills leading to increased attention span andconcentration
● can increase memory (learning chants and songs, rememberingactions, echo / copy, match and repeat sounds)
● gives everyone involved room and opportunity for exploration(sounds, ways of playing instruments or organising sounds)
● stimulates creativity, leads to use of imagination, encouragesexperimentation
● encourages social interaction, co-operation and greater levels ofmutual respect and tolerance (group work, turn taking, sharing,opinions / preferences)
● develops a sense of community (group work, working towards acommon goal)
.......................................................................................................................................................................
4 Planning music for children with learning difficulties July 2003
● can lead to a sense of pride and achievement (group / classperformance, composition work, gaining new skills)
● can raise self esteem through involvement and success (groupperformance, class composition)
● can be a vehicle for discipline and change in attitude
● offers opportunities for children to express preferences and makegenuine choices (listening to music, choice of instruments,composition work)
● is non-judgemental - no right or wrong answers when expressingpreference or opinion
● is practical - learn by doing, learn through play● provides opportunities to practise gross / fine motor control (using
instruments, actions to songs)● involves the manipulation of tools (playing instruments, using signs
/ symbols)
● encompasses aspects of many other curriculum areas, is a vehiclefor other areas of learning (world music, music for worship)
● promotes the use of ICT in communication or as an expressivevehicle (soundbeam, switches)
● can give increased focus to activities (singing instructions couldmake them more accessible)
● encourages an awareness of the world around us ● links school with outside world (pop music, radio, concerts)● introduces us to other times, places and cultures.
.......................................................................................................................................................................
5July 2003 Planning music for children with learning difficulties
Music when?
Music is already an integral part of our everyday lives, and we need tocapitalise on its natural place during our time at school too.
Music can tie the working day together and provide links betweenactivities. It can be used to enhance understanding in other curriculumareas. Through music, children can move from dependence toconfidence and independence. Allowing children to access other areasof the curriculum through music can facilitate a wider sense ofachievement, personal satisfaction and self-respect across the wholecurriculum.
The following pages outline some ways in which music can beincorporated into other areas of the curriculum, with some examples ofmusical activity to illustrate each point.
Personal and social development and communication
● Making real choices (choosing an instrument to play).● Taking decisions and justifying opinions (choice of instrument for a
particular idea).● Realising / accepting choices have consequences (choosing an
instrument to make one sound effect means you can’t also make adifferent sound effect).
● Expressing preferences (of music heard, songs, sounds in creativework).
● Discriminating between preferences (hearing sounds and musicand deciding what you like / don’t like).
● Working with others, encouraging eye contact (circle games,greeting song).
● Relating to others through interactive games (call and response,pre-verbal rhymes).
● Sharing and turn taking (resonance board, taking turns with soundmakers).
● Co-operating, collaborating and interacting within a group.
● Discussing (deciding which sounds to choose in creative work,talking about music heard).
● Developing a sense of belonging (group composition work -everyone can put forward suggestions and ideas which may be ofvalue to the group).
● Meeting and talking to others (community / visiting musicians,audience for performance).
.......................................................................................................................................................................
● Responding to sounds / music heard through signs, symbols andgestures.
● Following instructions (having instructions sung).● Understanding / consolidating classroom routines (using musical
cues for activities / times of the day).
● Listening skills (concentration, anticipation of familiar sounds inmusic).
● Independence in learning (using a Picture ExchangeCommunication System – PECS, actions to initiate familiar songs).
● Improving own learning and performance.
Thinking skills
● Exploring (sounds - body / environmental / vocal / instrumental).● Asking questions and enquiring.● Information processing (matching sounds of instruments).● Reasoning (making choice of instrument based on context of
music).● Creative thinking (putting together sequences / patterns, choosing
sounds).● Evaluating (thinking about / commenting on own or others’
composition work / choices of sounds / way of playing aninstrument).
● Accelerated learning through use of recorded music (ADHD andMozart).
.......................................................................................................................................................................
6 Planning music for children with learning difficulties July 2003
.......................................................................................................................................................................
7July 2003 Planning music for children with learning difficulties
Language and literacy
● Communicating for a given purpose (choosing a sound, requestinga CD to be played).
● Asking questions (“How do you make a sound with this?”).● Answering questions (after listening to music).● Responding to request offering choice (select favourite instrument,
choose next song to sing).
● Increasing attention span when listening.● Talking about own experiences (“What did you hear in the music?”),
talk about concert / visiting music group (“How did you feel aboutthe music?”).
● Using voice to demonstrate intonation and volume (chantinggames, singing).
● Playing with and having fun with words (rhyming songs, sillysongs).
● Using words (language development) through song (Bingo Lingo,A & C Black).
● Sharing big books (rhythm of words, syllables).
● Experiencing and recognising wordsand pictures carry meaning (useof symbols to represent sounds).
● Left to right orientation (followingflashcards / graphic scores / grids toplay music and rhythms).
● Sequencing / emergent readingskills (sound sequences,narrative music).
● Patterning of picture cues.
.......................................................................................................................................................................
8 Planning music for children with learning difficulties July 2003
● Using narrative / storiesin music heard /composed andperformed.
● Singing narrative songs.● Making up own stories
(improvise own musicwith narrative structure).
● Adding sound effects topoetry.
● Rhythmic and rhymingpoetry (chanting, addingsteady beat patterns,rapping).
Maths
● Counting games / songs.● Counting using resonance board.● Counting number of sounds instruments can make.● Counting number of instruments heard / played.● Developing mental image of number (sound / rhythm flashcards).
● Shape songs (Tom Thumb’s Musical Maths, A & C Black).● Shape awareness (instruments - triangle / tambourine).● Awareness of size (high / low games / songs / stories).● Awareness of weight (loud / quiet sounds / games / songs /
stories).● Awareness of length (long / short sounds / songs / stories).
● Order, groupings (steady beat and rhythm).● Sorting (instruments into groups / families).● Sequencing (sound flashcards).● Pattern songs.● Exploring, matching and creating patterns (red = loud, blue =quiet,
patterns in multi-link cubes).
Physical development, PE and dance
● Body awareness (resonance board / actions to songs).● Mobility (songs involving standing / sitting, movement to music).● Motor control practice (action songs, playing a variety of percussion
instruments).● Fine motor control / manipulation of tools using different grips (use
of instruments / beaters on tuned percussion).● Handling apparatus with control and confidence (rolling / throwing a
ball in time to music / along with steady beat).
● Moving in different ways (bending / stretching, running / skipping /shuffling to different kinds of music).
● Changing level / direction / rhythm / speed of movement (inresponse to steady beat or recorded music).
● Moving imaginatively to music.● Creating and performing simple movement patterns (learning dance
sequence as seen on Top of the Pops).● Moving with increased expression to music, communicate feelings
or ideas (moving slowly to calm music, using props - ribbons /scarves to reflect calm feeling).
.......................................................................................................................................................................
9July 2003 Planning music for children with learning difficulties
Creative development
Drama
● Balance, stillness and movementin response to music heard.
● Spatial awareness. ● Co-ordination.● Imitating simple actions
(using recorded music songs).
● Personal expression(using props, e.g. scarves).
● Singing dramatic songs withexpression.
● Using sound effects to createatmosphere.
● Using imagination (moving tosteady beat in different ways / moods).
● Sequencing (own or learned movement routine).● Miming (to music heard / performed, a song).● Acting out scene, using film score to enhance dramatic effect.● Frieze framing creating still image in response to music.● Mirror sequences, paired work.
● Co-operating with others.● Rehearsing and performing.
Art
● Choosing different media /forms of art in response tomusic.
● Creating moods by usingdifferent colours(responding to musicheard).
● Creating own imagesinspired by music heard.
● Making fabric designs /wrapping paper / potatoprint patterns (usingpatterns in music, usingflashcard ideas).
.......................................................................................................................................................................
10 Planning music for children with learning difficulties July 2003
.......................................................................................................................................................................
11July 2003 Planning music for children with learning difficulties
● Exploring different genre (designing poster to advertise rock / jazzconcert).
● Exploring different purpose (create advertising slogans in responseto jingles).
● Comic strips (design own cartoon / comic strip in response to musicheard / composed).
Knowledge and understanding of the world
Science
● Sorting materials (timbre, texture).● Investigating sounds and sound makers (types of sounds - high /
low, loud / quiet, long / short).● Investigating sound makers (how the sound is made - tap / shake /
scrape / blow / pluck).● Investigating sound
makers (how soundscan be changed -more / less water inbottle, different sizedtins).
● Design and makeown sound makers(use to accompany apoem / story / in acomposition).
● Make comparisons.
● Forces - faster /slower, start / stop(respond throughlistening / playingmusic).
● Growing (musicgetting higher orlouder or texture ofmusic getting thicker).
ICT
● Using switches to make choices, play sounds.● Discriminate between sounds / copy and match sounds.● Exploration of soundbeam to select sounds.● Manipulation of soundbeam within composition.
.......................................................................................................................................................................
12 Planning music for children with learning difficulties July 2003
● Use of pre-recorded soundson keyboard.
● Use of keyboards increative work (exploringsounds / choosing sounds,producing soundsindependently).
● Use of tape recorder / videoto record / listen.
● Computer based sound-sequencing programme,e.g. Compose World.
● Computer based gridprogramme to input symbolsand record rhythms / musical composition.
Geography, history and religious education
● Different parts of the world (songs, musical contexts, e.g. samba,reggae, dance, e.g. African work songs with actions).
● Journeys (sound effects for journey to school).
● Different times (songs, musical contexts, e.g. Victorians, AncientEgypt, dance, e.g. folk dance / stately pavanne from Tudor times).
● Famous people (composers).
● Worship (songs, music for reflection, celebration of special eventsthroughout the year, e.g. Chinese New Year, Christmas, Diwali).
.......................................................................................................................................................................
13July 2003 Planning music for children with learning difficulties
What music?
Why is music special?
Music is a unique area in our curriculum, which is able to impact on,and add to, all other areas of study. It is a practical subject thatintegrates performing, composing, appraising and listening skills.Underpinning these skills is the understanding of music, musical ideasand the way in which music works.
Music can be encountered, experienced and taught explicitly or withinthe context of other subjects. Offering children cross-curricularexperiences will enable them to make keener links with their ownworld and strengthen their understanding of music and other areas.
Music is an area of the curriculum which gives children the opportunityto experience and work within a variety of learning contexts. Throughmusic they will be given opportunities to take the role of former - beinginvolved in music making and creating their own musical ideas,performer - sharing their musical ideas, and audience - experiencingand being part of other people’s music making.
Children will have opportunities to:
● watch and listen● actively investigate● work with others● interact● use relevant ICT● work within a recognisable context.
.......................................................................................................................................................................
.......................................................................................................................................................................
14 Planning music for children with learning difficulties July 2003
When putting together a music curriculum for your own school, it isimportant to ensure there is an appropriate balance between familiaractivities or experiences and new challenges. It may be that specificlearning objectives will remain relevant for a significant period of time,but the context for the work can be varied and altered in order to givethe children a new perspective in which to practise and refineemerging skills and understanding. Given this time, the children willhave more opportunity to realise their potential and feel a greatersense of pride, achievement and fulfilment through their work.
But above all, remember to plan for fun - do nothing without joy! If thechildren are enjoying their work, their learning will be increasinglyeffective.
The following pages in this section give detailed guidance fordeveloping planning for an effective music curriculum, and compiling ascheme of work for your school.
.......................................................................................................................................................................
15July 2003 Planning music for children with learning difficulties
The music curriculum
Planning documents in this section:
● Special skills development overview● Music unit brainstorm ● Music unit of work● Curriculum map
Principles of planning
It is important to recognise that the prime purpose of all planningdocumentation in school is to support children’s learning througheffective planning for good teaching.
The following documents are intended to provide a framework whichadheres to current thinking in general planning strategies, whilst alsorecognising the particular nature and emphasis of the NationalCurriculum orders for music. It is important that planning shows howparagraph 4, listening, and applying knowledge and understanding, istaught through interrelated and practical activities outlined inparagraphs 1, 2 and 3 (controlling, creating, and responding andreviewing).
Schools need to recognise that different subjects will lend themselvesto different planning styles. Music in particular often needs moresupport for the non-specialist teacher in the planning stage. A mediumterm unit of work which gives sufficient detail to effectively incorporateshort term planning within it would be most appropriate.
The following documents in this section are designed to help meet theneeds of the music curriculum as outlined here:
● The special skills development overview identifies specificobjectives for eight stages of learning, ranging from P Level 1 toNational Curriculum Level 2.
● The music unit brainstorm provides guidance at the early stagesof planning to ensure the basic principles of learning areaddressed, e.g. the interrelated skills of listening, performing andcomposing.
● The music unit of work is an example of a medium-term planningdocument which enables the teacher to sequence the activities asappropriate.
.......................................................................................................................................................................
.......................................................................................................................................................................
16 Planning music for children with learning difficulties July 2003
● The curriculum map helps the co-ordinator keep track ofappropriate cross-curricular links whilst ensuring the balance oflearning needs and activities across each year-group andthroughout the school.
This outline planning keeps the documentation to a minimum andcreates opportunities for the specialist or co-ordinator to be assupportive as possible. Schools are free to take on the whole planningsystem or adapt it to suit the needs of their children and staff.
.......................................................................................................................................................................
17July 2003 Planning music for children with learning difficulties
The
spec
ials
kills
dev
elo
pm
ent
ove
rvie
wa
mus
ic c
urric
ulum
for
spe
cial
sch
ools
.......................................................................................................................................................................
18 Planning music for children with learning difficulties July 2003
Th
e sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w
Aim
s /
purp
ose
●T
he s
peci
al s
kills
dev
elop
men
t ov
ervi
ew h
as b
een
crea
ted
in o
rder
to
focu
s m
ore
clea
rly o
n th
e ne
eds
and
abili
ties
ofsp
ecia
l chi
ldre
n. I
t id
entif
ies
spec
ific
lear
ning
obj
ectiv
es o
rgan
ised
into
eig
ht p
rogr
essi
ve s
tage
s of
dev
elop
men
t.
●T
he o
verv
iew
will
ens
ure
cont
inui
ty a
nd c
oher
ence
in t
he c
hild
ren’
s m
usic
al e
xper
ienc
es a
nd le
arni
ng.
It w
ill a
lso
prom
ote
prog
ress
ion
thro
ugho
ut t
he c
hild
ren’
s pr
imar
y ed
ucat
ion.
●D
esig
ned
for
teac
hers
to
use
as a
bas
is f
or t
heir
plan
ning
, th
e ov
ervi
ew c
ould
be
adop
ted
as t
he lo
ng-t
erm
pla
n fo
r a
scho
ol’s
sch
eme
of w
ork
for
mus
ic,
supp
orte
d by
hal
f-te
rmly
uni
ts o
f w
ork
deve
lopi
ng a
ctiv
ities
to
achi
eve
the
lear
ning
obje
ctiv
es.
●T
he o
bjec
tives
are
spe
cific
ally
foc
used
and
can
be
extr
acte
d an
d us
ed a
s di
rect
ed I
EP
targ
ets.
Org
anis
atio
n /
layo
ut
●T
he k
now
ledg
e, s
kills
and
und
erst
andi
ng p
rese
nt in
the
spe
cial
ski
lls d
evel
opm
ent
over
view
hav
e be
en d
eriv
ed in
line
with
the
QC
AP
Leve
ls,
the
Ear
ly L
earn
ing
Goa
ls,
and
whe
re a
ppro
pria
te,
the
Nat
iona
l Cur
ricul
um 2
000.
PLe
vel
refe
renc
es a
re g
iven
at
the
top
of e
ach
appr
opria
te s
tage
, w
ith m
ore
com
preh
ensi
ve c
ross
-ref
eren
ces
in t
he f
ollo
win
gpa
ges.
●T
he o
verv
iew
is o
rgan
ised
into
sta
ges
rath
er t
han
year
gro
ups
and
can
be a
cces
sed
as a
ppro
pria
te t
o th
e ch
ildre
n in
your
sch
ool.
Sta
ge 1
inco
rpor
ates
PLe
vels
1 -
3,
but
has
also
bee
n br
oken
dow
n in
to t
hree
sub
-sta
ges:
1a,
1b
and
1c.
The
se s
ub-s
tage
s ca
n be
use
d as
sep
arat
e le
vels
of
achi
evem
ent.
.......................................................................................................................................................................
19July 2003 Planning music for children with learning difficulties
●T
he la
yout
ref
lect
s th
at o
f th
e N
atio
nal C
urric
ulum
200
0, a
nd t
he n
umbe
r re
fere
nces
are
rel
ated
dire
ctly
to
the
prog
ram
mes
of
stud
y in
ord
er t
o pr
ovid
e th
e m
ost
appr
opria
te a
cces
s to
the
Nat
iona
l Cur
ricul
um f
or c
hild
ren
in s
peci
alsc
hool
s.
–T
he c
onte
xts
and
purp
oses
for
mus
ic w
hich
enc
ompa
ss a
ll st
ages
of
the
skill
s de
velo
pmen
t ov
ervi
ew r
efle
ct t
hene
ed f
or w
ork
whi
ch is
age
app
ropr
iate
and
app
eals
to
the
curr
ent
inte
rest
s an
d m
otiv
atio
n of
chi
ldre
n. P
lann
ing
for
a ra
nge
of d
iffer
ent
cont
exts
ens
ures
tha
t ch
ildre
n ar
e of
fere
d op
port
uniti
es t
o ac
quire
, de
velo
p, p
ract
ise,
app
ly a
ndex
tend
the
ir sk
ills
whi
lst
acce
ssin
g a
rele
vant
cur
ricul
um e
xper
ienc
e.
–T
he p
laci
ng o
f N
atio
nal C
urric
ulum
par
agra
ph 4
firs
t re
flect
s th
e in
trod
ucto
ry s
tate
men
t th
at li
sten
ing,
and
app
lyin
gkn
owle
dge
and
unde
rsta
ndin
g ar
e de
velo
ped
thro
ugho
ut t
he in
terr
elat
ed s
kills
of
perf
orm
ing,
com
posi
ng a
ndap
prai
sing
. U
nder
stan
ding
mus
ic is
the
refo
re p
lace
d at
the
hea
rt o
f th
e le
arni
ng.
Thi
s is
als
o re
flect
ed in
the
PLe
vel
guid
elin
es.
–T
he c
ontr
ollin
g sk
ills
in N
atio
nal C
urric
ulum
par
agra
ph 1
(si
ngin
g, p
layi
ng,
rehe
arsi
ng a
nd p
erfo
rmin
g) a
rede
velo
ped
unde
r 1a
, 1b
and
1c.
–T
he c
reat
ing
skill
s in
Nat
iona
l Cur
ricul
um p
arag
raph
2 (
impr
ovis
ing
and
com
posi
ng)
are
deve
lope
d un
der
2a a
nd2b
, th
e st
imul
i for
the
se a
ctiv
ities
will
be
take
n fr
om p
arag
raph
4,
e.g.
pitc
h.
–T
he r
espo
ndin
g an
d re
view
ing
skill
s in
Nat
iona
l Cur
ricul
um p
arag
raph
3 (
appr
aisi
ng)
are
deve
lope
d in
3a,
3b
and
3c.
The
se a
re s
kills
whi
ch s
houl
d be
add
ress
ed w
hen
child
ren
unde
rtak
e an
y of
the
pra
ctic
al a
ctiv
ities
out
lined
inre
spon
se t
o pa
ragr
aphs
1 a
nd 2
; th
ere
shou
ld a
lso
be e
xplic
it op
port
uniti
es t
o re
spon
d an
d re
view
(th
roug
hm
ovem
ent,
gest
ure,
fac
ial e
xpre
ssio
n, t
alk,
etc
.)
–P
arag
raph
5,
the
brea
dth
of s
tudy
, w
ill b
e ad
dres
sed
thro
ugh
the
broa
d ra
nge
of a
ctiv
ities
and
exp
erie
nces
pla
nned
for
with
in a
wid
e va
riety
of
topi
cs,
cont
exts
, pu
rpos
es a
nd s
tart
ing
poin
ts f
or m
usic
.
.......................................................................................................................................................................
20 Planning music for children with learning difficulties July 2003
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
co
nte
xts
and
pu
rpo
ses
for
mu
sic
SO
NG
S
actio
nga
me
num
ber
and
coun
ting
nam
e /
body
/ a
bout
me
inst
rum
ent
nurs
ery
rhym
esto
pic
base
d
gree
ting
fare
wel
l
folk
trad
ition
allu
llabi
esse
a sh
antie
s
raps
popu
lar
gosp
elw
ork
song
s
cum
ulat
ive
roun
d /
with
ost
inat
ipa
rtne
rca
ll an
d re
spon
se
MU
SIC
AL
ST
YL
ES
folk
pop
char
t m
usic
regg
aera
ppu
nkro
ck a
nd r
oll /
rag
time
jazz
/ b
lues
coun
try
baro
que
clas
sica
l ro
man
ticim
pres
sion
ist
cont
empo
rary
elec
tron
icop
era
/ m
usic
al
danc
ete
chno
/ h
ouse
/ g
arag
ehe
avy
met
al
Med
ieva
l / G
rego
rian
Tud
orV
icto
rian
Chi
nese
A
fric
anIn
dian
caly
pso
gam
elan
othe
r w
orld
mus
ic
MU
SIC
AL
PU
RP
OS
ES
lulla
bym
arch
caril
lon
fanf
are
balla
d
cele
brat
ions
fest
ival
s
adve
rts
/ jin
gles
them
e tu
nes
film
sco
res
cart
oons
soun
d ef
fect
sso
und
bite
s
perf
orm
ance
spa
ces
- ha
ll,cl
assr
oom
, ou
tsid
e
mus
ical
cue
s -
fam
iliar
rou
tines
mus
ic f
or e
mot
ions
(ca
lmin
g,st
imul
atin
g)
NO
N-M
US
ICA
LS
TIM
UL
I
pict
ures
patte
rns
imag
esco
mic
str
ips
rhym
esch
ants
poem
sst
orie
spl
ays
envi
ronm
ent
wea
ther
loca
litie
s (in
clud
ing
spac
e!)
soun
dssi
gnal
s an
d si
gns
reci
pes
sequ
enci
ngnu
mbe
rs
coun
ting
danc
em
ovem
ent
dram
a
toys
tran
spor
t /
jour
neys
body
/ o
urse
lves
abst
ract
idea
s
othe
r to
pic
oppo
rtun
ities
.......................................................................................................................................................................
21July 2003 Planning music for children with learning difficulties
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
1a
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:en
coun
ter
stea
dy b
eat.
Dyn
amic
s:en
coun
ter
loud
and
qui
et.
Pitc
h:en
coun
ter
high
and
low
soun
ds.
Str
uctu
re:
enco
unte
r si
mpl
est
ruct
ures
- p
atte
rn,
repe
titio
n, e
cho,
vers
e /
chor
us.
Tem
po:
enco
unte
r fa
st a
nd s
low
.
Text
ure:
enco
unte
r di
ffere
nt t
extu
res.
Tim
bre:
enco
unte
r di
ffere
nt s
ound
mak
ers
and
qual
ities
of
soun
d.
CO
NT
RO
LL
ING
1a •E
xper
ienc
e a
rang
e of
voc
also
unds
usi
ng a
var
iety
of
pitc
han
d le
ngth
of
note
.
1b •E
xper
ienc
e / t
oler
ate
body
sou
nds.
•
Exp
erie
nce
/ to
lera
te s
truc
k an
dsh
aken
inst
rum
ents
. •
Exp
erie
nce
a ra
nge
of s
ound
mak
ers
usin
g a
varie
ty o
f pi
tch
and
leng
th o
f no
te,
e.g.
act
ivat
ing
a so
undb
eam
.
1c •E
xper
ienc
e gr
oup
mus
ical
act
ivity
. •
Tole
rate
oth
ers
in t
he g
roup
.•
Exp
erie
nce
call
and
resp
onse
activ
ities
usi
ng v
ocal
or
body
soun
ds a
nd o
ther
sou
nd m
aker
s.
CR
EA
TIN
G
2a •E
ncou
nter
and
exp
erie
nce
soun
dso
urce
s in
diff
eren
t en
viro
nmen
ts,
e.g.
out
side
/ in
the
cla
ssro
om,
with
var
ying
deg
rees
of
supp
ort.
•E
xplo
re s
ingl
e so
unds
/ n
otes
,e.
g. a
voc
al s
igh.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •E
xper
ienc
e a
varie
ty o
f so
unds
indi
ffere
nt e
nviro
nmen
ts,
e.g.
the
acou
stic
s in
the
hal
l, so
unds
far
away
/ n
earb
y.•
Som
etim
es s
how
an
awar
enes
s of
soun
d or
mus
ic,
e.g.
thr
ough
asm
ile /
mov
emen
t.•
Exp
erie
nce
a va
riety
of
mus
ic,
e.g.
thr
ough
mov
emen
t /
still
ness
.•
Enc
ount
er a
ran
ge o
f ac
tion,
coun
ting,
nam
e an
d ot
her
sim
ple
song
s.•
Enc
ount
er w
ords
whi
ch d
escr
ibe
soun
ds,
e.g.
sha
ky,
whe
re w
ords
are
used
to
illus
trat
e m
eani
ng.
•E
ncou
nter
mus
ic f
rom
diff
eren
ttim
es,
plac
es a
nd c
ultu
res,
e.g
.th
roug
h re
cord
ed m
usic
,co
mm
unity
mus
icia
ns.
•E
xper
ienc
e m
usic
link
ed t
o ot
her
activ
ities
, e.
g. h
ydro
ther
apy.
•E
ncou
nter
new
, un
fam
iliar
mus
ic,
soun
ds a
nd s
ongs
.
P1
.......................................................................................................................................................................
22 Planning music for children with learning difficulties July 2003
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
1b
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:ex
perie
nce
stea
dy b
eat.
Dyn
amic
s:ex
perie
nce
loud
and
qui
et.
Pitc
h:ex
perie
nce
high
and
low
soun
ds.
Str
uctu
re:
expe
rienc
e si
mpl
est
ruct
ures
- p
atte
rn,
repe
titio
n, e
cho,
vers
e /
chor
us.
Tem
po:
expe
rienc
e fa
st a
nd s
low
.
Text
ure:
expe
rienc
e di
ffere
ntte
xtur
es.
Tim
bre:
expe
rienc
e di
ffere
nt s
ound
mak
ers
and
qual
ities
of
soun
d.
CO
NT
RO
LL
ING
1a •E
xplo
re a
ran
ge o
f vo
cal s
ound
sus
ing
a va
riety
of
pitc
h an
d le
ngth
.•
Beg
in t
o in
itiat
e fa
vour
ite /
fam
iliar
song
s or
act
iviti
es t
hrou
gh P
EC
S /
actio
ns.
1b •E
xplo
re b
ody
soun
ds.
•B
egin
to
use
stru
ck a
nd s
hake
nin
stru
men
ts.
•E
xplo
re a
ran
ge o
f so
und
mak
ers
usin
g a
varie
ty o
f pi
tch
and
leng
thof
not
e.
1c •S
pora
dica
lly jo
in in
with
gro
upm
usic
al a
ctiv
ity,
e.g.
thr
ough
smili
ng,
mak
ing
a so
und.
•B
egin
to
show
an
awar
enes
s of
othe
rs in
the
gro
ups,
e.g
. th
roug
hm
usic
al c
ue,
gest
ure,
tou
ch,
sym
bol.
•Jo
in in
with
cal
l and
res
pons
eac
tiviti
es u
sing
voc
al o
r bo
dyso
unds
and
oth
er s
ound
mak
ers.
CR
EA
TIN
G
2a •E
xplo
re a
ran
ge o
f so
und
sour
ces
in d
iffer
ent
envi
ronm
ents
, e.
g.ou
tsid
e /
in t
he c
lass
room
, w
ithva
ryin
g de
gree
s of
sup
port
.•
Exp
lore
mor
e ex
tend
ed m
usic
also
unds
, e.
g. a
suc
cess
ion
ofris
ing
voca
l sou
nds,
thr
ough
IC
Tco
mpu
ter
prog
ram
mes
.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •B
e aw
are
of a
var
iety
of
soun
dsan
d si
lenc
e in
diff
eren
ten
viro
nmen
ts,
e.g.
the
aco
ustic
sin
the
cla
ssro
om,
soun
ds w
hich
are
trav
ellin
g.•
Beg
in t
o re
spon
d to
mus
ic,
e.g.
thro
ugh
mov
emen
t /
still
ness
.•
Beg
in t
o di
stin
guis
h m
usic
fro
mot
her
soun
ds.
•B
ecom
e fa
mili
ar w
ith a
ran
ge o
fac
tion,
cou
ntin
g, n
ame
and
othe
rsi
mpl
e so
ngs.
•B
egin
to
antic
ipat
e sp
ecifi
cfe
atur
es in
fam
iliar
mus
ic,
e.g.
alo
ud s
ound
in t
he m
usic
.•
Beg
in t
o re
spon
d in
diff
eren
t w
ays
to d
iffer
ent
type
s an
d m
oods
of
mus
ic,
e.g.
bec
omin
g ex
cite
ddu
ring
fast
mus
ic.
•E
xper
ienc
e w
ords
whi
ch d
escr
ibe
soun
ds,
e.g.
sha
ky,
whe
re w
ords
are
used
to
illus
trat
e m
eani
ng.
•E
ncou
nter
mus
ic f
rom
diff
eren
ttim
es,
plac
es a
nd c
ultu
res,
e.g
.re
cord
ed m
usic
, co
mm
unity
mus
icia
ns.
•E
xper
ienc
e m
usic
link
ed t
o ot
her
activ
ities
, e.
g. p
hysi
othe
rapy
.•
Exp
erie
nce
new
, un
fam
iliar
mus
ic,
soun
ds a
nd s
ongs
.
P2
.......................................................................................................................................................................
23July 2003 Planning music for children with learning difficulties
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
1c
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:ex
perie
nce
and
begi
n to
deve
lop
awar
enes
s of
ste
ady
beat
.
Dyn
amic
s:ex
perie
nce
and
begi
n to
deve
lop
awar
enes
s of
loud
and
qui
et.
Pitc
h:ex
perie
nce
and
begi
n to
deve
lop
awar
enes
s of
hig
h an
d lo
wso
unds
.
Str
uctu
re:
expe
rienc
e an
d be
gin
tode
velo
p aw
aren
ess
of s
impl
est
ruct
ures
- p
atte
rn,
repe
titio
n, e
cho,
vers
e /
chor
us.
Tem
po:
expe
rienc
e an
d be
gin
tode
velo
p aw
aren
ess
of f
ast
and
slow
.
Text
ure:
expe
rienc
e an
d be
gin
tode
velo
p aw
aren
ess
of d
iffer
ent
text
ures
.
Tim
bre:
expe
rienc
e an
d be
gin
tode
velo
p aw
aren
ess
of d
iffer
ent
soun
dm
aker
s an
d qu
aliti
es o
f so
und.
CO
NT
RO
LL
ING
1a •E
xplo
re a
nd im
itate
a r
ange
of
voca
l sou
nds
with
var
ying
pitc
h,le
ngth
and
dyn
amic
(vo
lum
e) o
fno
te.
•In
itiat
e fa
vour
ite s
ongs
thr
ough
actio
n or
oth
er c
ues.
1b •E
xplo
re b
ody
soun
ds.
•B
egin
to
use
stru
ck a
nd s
hake
nin
stru
men
ts w
ith g
reat
eref
fect
iven
ess.
•E
xplo
re a
nd im
itate
a r
ange
of
soun
ds w
ith v
aryi
ng p
itch,
leng
than
d dy
nam
ic (
volu
me)
of
note
,e.
g. r
epea
ted
tapp
ing
on t
ray.
1c •Jo
in in
gro
up m
usic
al a
ctiv
ity a
ndbe
gin
to r
espo
nd t
o si
mpl
ein
stru
ctio
n.•
Beg
in t
o sh
ow a
n aw
aren
ess
ofot
hers
in t
he g
roup
s, e
.g.
thro
ugh
eye
cont
act,
voca
lisat
ion
orgi
gglin
g.•
Join
with
cal
l and
res
pons
eac
tiviti
es w
ith g
reat
er r
egul
arity
.•
Initi
ate
fam
iliar
act
iviti
es t
hrou
ghac
tions
or
othe
r cu
es,
e.g.
obj
ects
of r
efer
ence
.
CR
EA
TIN
G
2a •Jo
in in
with
exp
lora
tion
of s
ound
sour
ces
in d
iffer
ent
envi
ronm
ents
,e.
g. o
utsi
de /
in t
he c
lass
room
,w
ith v
aryi
ng d
egre
es o
f su
ppor
t.•
Rea
ct t
o so
unds
mad
eth
emse
lves
, an
d ex
plor
e th
emth
roug
h re
petit
ion,
e.g
. sm
iling
at
the
soun
d cr
eate
d w
hen
mov
ing
thro
ugh
a so
undb
eam
, an
dre
peat
ing
the
mov
emen
t to
recr
eate
the
sou
nd.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •R
espo
nd t
o a
varie
ty o
f so
unds
indi
ffere
nt e
nviro
nmen
ts,
e.g.
the
acou
stic
s in
the
pla
ygro
und,
soun
ds w
hich
are
rec
orde
d /
live.
•To
be
awar
e of
and
res
pond
mor
eco
nsis
tent
ly t
o m
usic
, e.
g. t
hrou
ghge
stur
es.
•B
ecom
e fa
mili
ar w
ith a
ran
ge o
fac
tion,
cou
ntin
g, n
ame
and
sim
ple
song
s an
d ot
her
mus
ic,
e.g.
TV
them
e tu
nes.
•R
ecog
nise
and
ant
icip
ate
spec
ific
feat
ures
in f
amili
ar m
usic
and
reac
t co
nsis
tent
ly t
o th
em,
e.g.
smile
on
first
not
e of
son
g.•
Rea
ct t
o co
ntra
sts
and
moo
ds in
diffe
rent
typ
es o
f m
usic
sho
win
gpr
efer
ence
(an
d in
sho
rter
cue
time)
.•
Exp
erie
nce
and
reac
t to
wor
dsw
hich
des
crib
e so
unds
, e.
g.sm
ooth
, w
here
wor
ds a
re u
sed
toill
ustr
ate
mea
ning
.•
Enc
ount
er m
usic
fro
m d
iffer
ent
times
, pl
aces
and
cul
ture
s, e
.g.
thro
ugh
reco
rded
mus
ic,
com
mun
ity m
usic
ians
.•
Exp
erie
nce
mus
ic li
nked
to
othe
rac
tiviti
es,
e.g.
ass
embl
y tim
e.•
Exp
erie
nce
new
, un
fam
iliar
mus
ic,
soun
ds a
nd s
ongs
to
stim
ulat
ecu
riosi
ty.
P3
.......................................................................................................................................................................
24 Planning music for children with learning difficulties July 2003
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
1
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:ex
perie
nce
and
begi
n to
deve
lop
awar
enes
s of
ste
ady
beat
.
Dyn
amic
s:ex
perie
nce
and
begi
n to
deve
lop
awar
enes
s of
loud
and
qui
et.
Pitc
h:ex
perie
nce
and
begi
n to
deve
lop
awar
enes
s of
hig
h an
d lo
wso
unds
.
Str
uctu
re:
expe
rienc
e an
d be
gin
tode
velo
p aw
aren
ess
of s
impl
est
ruct
ures
- p
atte
rn,
repe
titio
n, e
cho,
vers
e /
chor
us.
Tem
po:
expe
rienc
e an
d be
gin
tode
velo
p aw
aren
ess
of f
ast
and
slow
.
Text
ure:
expe
rienc
e an
d be
gin
tode
velo
p aw
aren
ess
of d
iffer
ent
text
ures
.
Tim
bre:
expe
rienc
e an
d be
gin
tode
velo
p aw
aren
ess
of d
iffer
ent
soun
dm
aker
s an
d qu
aliti
es o
f so
und.
CO
NT
RO
LL
ING
1a •E
xper
ienc
e, e
xplo
re a
nd im
itate
ara
nge
of v
ocal
sou
nds
with
vary
ing
pitc
h, le
ngth
and
dyn
amic
(vol
ume)
of
note
.•
Initi
ate
favo
urite
son
gs t
hrou
ghac
tion
or o
ther
cue
s, e
.g.
sym
bols
.
1b •E
xplo
re b
ody
soun
ds.
•B
egin
to
use
stru
ck a
nd s
hake
nin
stru
men
ts w
ith in
crea
sing
lyef
fect
ive
cont
rol.
•E
xper
ienc
e, e
xplo
re a
nd im
itate
ara
nge
of s
ound
s w
ith v
aryi
ngpi
tch,
leng
th a
nd d
ynam
ic(v
olum
e) o
f no
te,
e.g.
rep
eate
dta
ppin
g on
tra
y.
1c •Jo
in in
with
gro
up m
usic
al a
ctiv
ityan
d re
spon
d to
sim
ple
inst
ruct
ion.
•B
egin
to
show
an
awar
enes
s of
othe
rs in
the
gro
ups,
e.g
. th
roug
hey
e co
ntac
t, m
usic
al c
ue,
voca
lisat
ion
or g
iggl
ing.
•Jo
in w
ith c
all a
nd r
espo
nse
activ
ities
usi
ng v
ocal
, bo
dy o
rot
her
soun
d m
aker
s so
unds
. •
Initi
ate
fam
iliar
act
iviti
es t
hrou
ghac
tions
or
othe
r cu
es.
CR
EA
TIN
G
2a •E
ngag
e in
exp
lora
tion
of s
ound
sour
ces
in d
iffer
ent
envi
ronm
ents
,e.
g. o
utsi
de /
in t
he c
lass
room
,w
ith v
aryi
ng d
egre
es o
f su
ppor
t.•
Exp
erim
ent
with
, ex
plor
e an
dre
act
to s
ound
s cr
eate
dth
emse
lves
, e.
g. s
mili
ng a
t th
eso
und
crea
ted
whe
n m
ovin
gth
roug
h a
soun
dbea
m,
and
repe
atin
g th
e m
ovem
ent
tore
crea
te t
he s
ound
/ r
epea
ted
risin
g vo
cal p
hras
es.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •E
xper
ienc
e, b
e aw
are
of a
ndre
spon
d to
a v
arie
ty o
f so
unds
and
sile
nce
in d
iffer
ent
envi
ronm
ents
, e.
g. t
he a
cous
tics
in t
he h
all,
soun
ds w
hich
are
reco
rded
/ li
ve /
mov
ing
arou
nd.
•B
ecom
e aw
are
of a
nd b
egin
to
resp
ond
to m
usic
, e.
g. t
hrou
ghm
ovem
ent
/ st
illne
ss,
cons
iste
ntge
stur
es.
•B
ecom
e fa
mili
ar w
ith a
ran
ge o
fac
tion,
cou
ntin
g, n
ame
and
sim
ple
song
s an
d ot
her
mus
ic,
e.g.
TV
them
e tu
nes.
•R
ecog
nise
and
ant
icip
ate
spec
ific
feat
ures
in f
amili
ar m
usic
and
reac
t co
nsis
tent
ly t
o th
em,
e.g.
smile
on
first
not
e of
son
g, r
eact
to a
loud
sou
nd.
•R
eact
diff
eren
tly t
o di
ffere
nt t
ypes
,m
oods
and
con
tras
ts o
f m
usic
and
begi
n to
sho
w p
refe
renc
es t
om
usic
, e.
g. s
mili
ng in
a f
ast
sect
ion
of m
usic
.•
Enc
ount
er a
nd r
eact
to
wor
dsw
hich
des
crib
e so
unds
, e.
g.sm
ooth
, w
here
wor
ds a
re u
sed
toill
ustr
ate
mea
ning
.•
Enc
ount
er m
usic
fro
m d
iffer
ent
times
, pl
aces
and
cul
ture
s, e
.g.
reco
rded
mus
ic,
com
mun
itym
usic
ians
.•
Exp
erie
nce
mus
ic li
nked
to
othe
rac
tiviti
es,
e.g.
phy
siot
hera
py.
•E
xper
ienc
e ne
w,
unfa
mili
ar m
usic
,so
unds
, so
ngs
to s
timul
ate
curio
sity
.
P1-
3
.......................................................................................................................................................................
25July 2003 Planning music for children with learning difficulties
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
2
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:ex
perie
nce
and
resp
ond
tost
eady
bea
t.
Dyn
amic
s:be
gin
to r
espo
nd t
o lo
udan
d qu
iet.
Pitc
h:de
velo
p aw
aren
ess
of h
igh
and
low
.
Str
uctu
re:
deve
lop
awar
enes
s of
sim
ple
stru
ctur
es -
pat
tern
, re
petit
ion,
echo
, ve
rse
/ ch
orus
.
Tem
po:
deve
lop
awar
enes
s of
fas
tan
d sl
ow.
Text
ure:
deve
lop
awar
enes
s of
diffe
rent
tex
ture
s.
Tim
bre:
expl
ore
and
resp
ond
to a
rang
e of
voc
al,
body
, in
stru
men
tal
and
envi
ronm
enta
l sou
nds.
AP
PLY
ING
UN
DE
RS
TAN
DIN
G(P
arag
raph
4b/
c)
•D
istin
guis
h be
twee
n di
ffere
ntso
unds
and
beg
in t
o re
cogn
ise
one
soun
d fr
om a
noth
er,
even
whe
n so
unds
are
uns
een.
•R
ecog
nise
and
res
pond
to
3Dob
ject
s by
pla
ying
/ m
akin
gso
unds
.•
Rec
ogni
se t
hat
soun
ds c
an b
em
ade
in d
iffer
ent
way
s, e
.g.
voic
e,bo
dy,
inst
rum
enta
l, en
viro
nmen
tal.
CO
NT
RO
LL
ING
1a •C
ombi
ne a
ran
ge o
f im
itate
d vo
cal
soun
ds.
•E
ngag
e in
rhy
thm
ic a
nd r
hym
ing
activ
ities
, jo
inin
g in
with
rep
eate
dph
rase
s or
cho
ruse
s of
son
gs a
ndst
orie
s.•
Beg
in t
o jo
in in
with
fam
iliar
act
ion
and
othe
r fa
vour
ite s
ongs
.
1b •B
egin
to
use
body
sou
nds.
•E
xplo
re a
nd m
atch
a w
ider
ran
geof
sou
nd s
ourc
es.
•Ta
p ou
t si
mpl
e rh
ythm
s ba
sed
onfa
mili
ar id
eas,
e.g
. na
mes
, fo
od.
1c •E
ngag
e in
gro
up m
usic
al a
ctiv
itysh
owin
g an
aw
aren
ess
of o
ther
sin
the
gro
up.
•B
e pa
rt o
f a
mus
ical
per
form
ance
.
CR
EA
TIN
G
2a •E
xplo
re a
nd e
njoy
how
sou
nds
can
be m
ade.
•B
e in
volv
ed in
the
exp
lora
tion
ofdi
ffere
nt s
ound
mak
ers,
rem
embe
rho
w a
sou
nd is
mad
e an
d m
atch
or r
epea
t th
ese
soun
ds.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •E
xper
ienc
e, b
e aw
are
of a
ndre
spon
d to
a w
ider
var
iety
of
soun
ds a
nd s
ilenc
e in
diff
eren
ten
viro
nmen
ts,
e.g.
the
aco
ustic
sin
the
hal
l, so
unds
whi
ch a
rere
cord
ed /
live
/ m
ovin
g ar
ound
.•
Be
awar
e of
, an
d re
spon
d to
mus
ic h
eard
, e.
g. t
hrou
gh f
acia
l /bo
dy g
estu
res
or s
tilln
ess.
•M
ove
regu
larly
usi
ng r
epea
ted
mov
emen
t to
mus
ic,
e.g.
roc
king
,sk
ippi
ng.
•R
espo
nd c
onsi
sten
tly t
o so
unds
hear
d th
roug
h si
gns,
sym
bols
or
pict
ures
.•
Res
pond
con
sist
ently
to
fam
iliar
song
s an
d ot
her
mus
ic h
eard
, e.
g.bo
unci
ng t
o ha
ppy
song
, sw
ayin
gto
lulla
by m
usic
.•
Sho
w p
refe
renc
es t
o m
usic
hea
rd,
e.g.
sm
iling
/ c
lapp
ing
with
mus
ic,
cove
ring
ears
to
bloc
k ou
t so
und.
•B
egin
to
resp
ond
to o
r de
scrib
eso
unds
hea
rd in
a d
iffer
entia
l way
,e.
g. s
haky
, ra
ttly,
eve
n w
hen
soun
ds a
re u
nsee
n.•
Exp
erie
nce
mus
ic f
rom
diff
eren
ttim
es,
plac
es a
nd c
ultu
res.
•E
xper
ienc
e m
usic
link
ed t
o ot
her
activ
ities
, e.
g. p
hysi
othe
rapy
.•
Exp
erie
nce
unfa
mili
ar m
usic
,so
unds
and
son
gs t
o st
imul
ate
curio
sity
.
P4/
5
.......................................................................................................................................................................
26 Planning music for children with learning difficulties July 2003
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
3
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n: d
istin
guis
h be
twee
n a
stea
dy b
eat
/ no
bea
t.
Dyn
amic
s:re
spon
d to
loud
, qu
iet
and
sile
nce.
Pitc
h:re
spon
d to
hig
h an
d lo
wso
unds
.
Str
uctu
re:
resp
ond
to s
impl
est
ruct
ures
, e.
g. p
atte
rns,
rep
etiti
on.
Tem
po:
resp
ond
to f
ast
and
slow
.
Text
ure:
resp
ond
to d
iffer
ent
text
ures
in m
usic
.
Tim
bre:
begi
n to
res
pond
to
a lim
ited
rang
e of
inst
rum
ents
.
AP
PLY
ING
UN
DE
RS
TAN
DIN
G(P
arag
raph
4b/
c)
•R
ecog
nise
tha
t m
usic
al e
lem
ents
can
be u
sed
for
diffe
rent
purp
oses
.•
Rec
ogni
se a
nd r
espo
nd t
o cu
eca
rds
by p
layi
ng a
n in
stru
men
t or
usin
g bo
dy p
ercu
ssio
n.•
Sor
t pe
rcus
sion
inst
rum
ents
by
how
the
y ca
n be
pla
yed.
CO
NT
RO
LL
ING
1a •B
egin
to
show
voc
al s
hape
whe
nsi
ngin
g re
lativ
e to
spe
akin
g vo
ice.
•B
egin
to
deve
lop
cont
rol o
f di
ctio
nan
d dy
nam
ics
whe
n sp
eaki
ng,
sing
ing
song
s an
d ch
antin
g.•
Par
ticip
ate
in s
ingi
ng s
ectio
ns o
ffa
mili
ar n
urse
ry a
nd a
ctio
n so
ngs
from
mem
ory.
1b •U
se b
ody
soun
ds in
a v
arie
ty o
fco
ntex
ts.
•B
egin
to
cont
rol p
layi
ngte
chni
ques
on
a lim
ited
rang
e of
appr
opria
te p
ercu
ssio
n, b
eam
s or
switc
hes
usin
g id
entif
ied
wor
ds in
song
s or
poe
ms
as a
ural
sig
nals
or in
res
pons
e to
pic
ture
cue
s.•
Beg
in t
o m
aint
ain
a st
eady
bea
tus
ing
body
per
cuss
ion.
•C
opy
sim
ple
rhyt
hm p
atte
rns.
1c •S
ing
and
play
in t
ime
with
in a
grou
p, s
tart
ing
and
stop
ping
toge
ther
, fo
llow
ing
teac
her
dire
ctio
ns f
or r
ehea
rsin
g an
dpe
rfor
min
g.
CR
EA
TIN
G
2a •E
xplo
re a
nd e
njoy
how
sou
nds
can
be m
ade
and
chan
ged.
•R
ecog
nise
and
rem
embe
r ho
w a
soun
d is
mad
e on
an
incr
ease
dra
nge
of s
ound
mak
ers
(incl
udin
gth
e us
e of
IC
T),
mat
ch o
r re
peat
thes
e so
unds
.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •B
egin
to
liste
n to
mus
ic w
ithin
crea
sed
atte
ntio
n.•
Res
pond
to
chan
ges
in m
ood
and
char
acte
r w
ithin
pie
ces
of m
usic
thro
ugh
faci
al e
xpre
ssio
ns,
gest
ures
, da
nce,
mov
emen
t an
dar
twor
k.•
Rec
ogni
se a
wid
er r
ange
of
inst
rum
ents
by
soun
d al
one,
and
mat
ch t
hese
sou
nds.
•R
ecog
nise
and
res
pond
to
a w
ider
repe
rtoi
re o
f fa
mili
ar s
ongs
and
othe
r m
usic
.•
Exp
ress
pre
fere
nces
mor
e cl
early
and
begi
n to
tol
erat
e un
fam
iliar
/ot
hers
’cho
ice
of m
usic
.•
Res
pond
diff
eren
tly t
o el
emen
tsan
d m
oods
of
mus
ic f
rom
diff
eren
ttim
es,
plac
es a
nd c
ultu
res.
•B
egin
to
mak
e lin
ks b
etw
een
mus
ic e
xper
ienc
ed in
diff
eren
tac
tiviti
es t
hrou
ghou
t th
ecu
rric
ulum
or
at s
peci
fic t
imes
of
the
day,
e.g
. cl
earin
g up
son
g.
3b •B
egin
to
deve
lop
a m
usic
alvo
cabu
lary
to
desc
ribe
soun
dsm
ade
and
hear
d, in
clud
ing
corr
ect
nam
es o
f cl
assr
oom
inst
rum
ents
.
P5/
6
.......................................................................................................................................................................
27July 2003 Planning music for children with learning difficulties
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
4
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n: r
espo
nd t
o st
eady
bea
t in
mus
ic h
eard
and
per
form
ed,
reco
gnis
e si
mpl
e sh
ort
/ lo
ngpa
ttern
s.
Dyn
amic
s: r
ecog
nise
and
res
pond
to
loud
/ q
uiet
/ s
ilenc
e.
Pitc
h:re
cogn
ise
and
resp
ond
to h
igh
/ lo
w s
ound
s, e
xper
ienc
e so
unds
whi
ch g
et h
ighe
r /
low
er.
Str
uctu
re:
expe
rienc
e an
d be
gin
toun
ders
tand
ech
o /
repe
titio
n /
patte
rn.
Tem
po:
reco
gnis
e an
d re
spon
d to
fast
/ s
low
.
Text
ure:
reco
gnis
e an
d re
spon
d to
one
soun
d /
com
bine
d so
unds
.
Tim
bre:
reco
gnis
e an
incr
ease
dra
nge
of in
stru
men
ts.
AP
PLY
ING
UN
DE
RS
TAN
DIN
G(P
arag
raph
4b/
c)
•R
ecog
nise
tha
t m
usic
al e
lem
ents
can
be c
hang
ed a
nd u
sed
for
diffe
rent
pur
pose
s.•
Exp
erie
nce
sign
s an
d sy
mbo
ls f
orm
usic
al id
eas
linke
d to
unde
rsta
ndin
g of
ele
men
ts.
•P
lay
grou
ps o
f so
unds
indi
cate
dby
sim
ple
pict
ure
/ sy
mbo
l-bas
edsc
ores
.•
Mat
ch s
ound
s ev
en w
hen
unse
en.
CO
NT
RO
LL
ING
1a •B
egin
to
cont
rol a
nd s
how
an
awar
enes
s of
voc
al p
itchi
ng.
•D
evel
op c
ontr
ol o
f di
ctio
n an
ddy
nam
ics
whe
n sp
eaki
ng,
sing
ing
and
chan
ting
to e
nhan
ce t
heex
pres
sive
effe
ct.
•D
evel
op r
eper
toire
of
song
s,rh
ymes
and
cha
nts.
1b •B
egin
to
cont
rol p
layi
ngte
chni
ques
on
an in
crea
sed
varie
ty o
f pe
rcus
sion
inst
rum
ents
,be
ams,
sw
itche
s.•
Dev
elop
acc
urac
y of
ste
ady
beat
usin
g bo
dy p
ercu
ssio
n.•
Cop
y si
mpl
e rh
ythm
ic p
atte
rns
onun
tune
d pe
rcus
sion
.
1c •Ta
ke a
ccou
nt o
f m
usic
alin
stru
ctio
n w
hen
rehe
arsi
ng a
ndpe
rfor
min
g.•
Wor
k al
ongs
ide
othe
r ch
ildre
n in
grou
ps,
taki
ng t
urns
, an
d de
velo
ppe
rfor
man
ces
as a
who
le c
lass
.
CR
EA
TIN
G
2a •E
xper
ienc
e an
d ex
plor
e ho
wso
unds
can
be
mad
e an
dch
ange
d on
an
incr
ease
d va
riety
of in
stru
men
ts.
2b •C
reat
e an
d ch
oose
sou
nds
for
sim
ple
desc
riptiv
e id
eas,
e.g
.so
und
stor
ies.
•C
ompo
se s
impl
e pa
ttern
s, e
.g.
byor
derin
g sy
mbo
l / p
ictu
re c
ueca
rds,
tac
tile
scor
es o
r 3D
obje
cts.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •Li
sten
to
mus
ic w
ith in
crea
sed
focu
s.•
Rec
ogni
se a
nd m
atch
an
incr
easi
ng v
arie
ty o
f in
stru
men
tsan
d so
und
mak
ers
by s
ound
alon
e, d
escr
ibe
thes
e so
unds
.•
Res
pond
to
a w
ider
rep
erto
ire o
ffa
mili
ar s
ongs
and
oth
er m
usic
,sh
owin
g gr
eate
r to
lera
nce
ofot
hers
’cho
ices
.•
Res
pond
diff
eren
tly t
o el
emen
tsan
d m
oods
of
mus
ic f
rom
diff
eren
ttim
es,
plac
es a
nd c
ultu
res,
show
ing
pers
onal
pre
fere
nces
.•
Mak
e lin
ks b
etw
een
mus
icex
perie
nced
in d
iffer
ent
activ
ities
or a
t di
ffere
nt t
imes
of
the
day.
3b •R
espo
nd t
o ch
ange
s in
moo
d an
dch
arac
ter
with
in p
iece
s of
mus
ic,
e.g.
thr
ough
dan
ce,
mov
emen
tan
d ar
twor
k.•
Beg
in t
o de
velo
p a
mus
ical
voca
bula
ry t
o de
scrib
e so
unds
and
mus
ic m
ade
and
hear
d.
3c •C
omm
unic
ate
idea
s an
d op
inio
nsab
out
thei
r ow
n w
ork,
e.g
. m
ake
com
men
t, us
e m
akat
on s
ymbo
ls.
P6/
7
.......................................................................................................................................................................
28 Planning music for children with learning difficulties July 2003
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
5
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:di
stin
guis
h be
twee
n rh
ythm
and
beat
, ex
perie
nce
rhyt
hm p
atte
rns
fittin
g to
the
ste
ady
beat
.
Dyn
amic
s:ex
perie
nce
and
resp
ond
to s
ound
s ge
tting
loud
er /
qui
eter
.
Pitc
h:id
entif
y hi
gh /
low
sou
nds,
resp
ond
to s
ound
s ge
tting
hig
her
/lo
wer
, re
spon
d to
ove
rall
shap
es o
fm
elod
ies.
Str
uctu
re:
begi
n to
und
erst
and
and
iden
tify
patte
rns
in m
usic
, an
d si
mpl
est
ruct
ures
incl
udin
g be
ginn
ing,
mid
dle
and
end.
Tem
po:
expe
rienc
e an
d re
spon
d to
soun
ds g
ettin
g fa
ster
/ s
low
er.
Text
ure:
expe
rienc
e ho
w m
usic
use
sdi
ffere
nt la
yers
of
soun
d.
Tim
bre:
iden
tify
woo
den,
met
al,
skin
ned
and
strin
g in
stru
men
ts a
ndth
eir
prop
ertie
s of
sou
nd.
AP
PLY
ING
UN
DE
RS
TAN
DIN
G(P
arag
raph
4b/
c)
•R
ecog
nise
tha
t m
usic
al e
lem
ents
can
be u
sed
and
chan
ged
tocr
eate
diff
eren
t m
oods
.•
Beg
in t
o de
velo
p ow
n si
gns
/sy
mbo
ls f
or m
usic
al id
eas
linke
dto
und
erst
andi
ng o
f el
emen
ts.
•G
roup
cla
ssro
om in
stru
men
ts b
ypr
oper
ties
and
soun
ds.
CO
NT
RO
LL
ING
1a •C
ontr
ol a
nd s
how
aw
aren
ess
ofpi
tchi
ng (
C -
G a
s a
guid
e).
•C
ontin
ue t
o de
velo
p co
ntro
l of
dict
ion,
dyn
amic
s an
d te
mpi
whe
nsp
eaki
ng,
sing
ing
and
chan
ting.
•S
ing
song
s w
ith s
tead
y be
at o
rso
und
effe
ct a
ccom
pani
men
t.•
Ext
end
repe
rtoi
re o
f so
ngs.
1b •U
se d
omin
ant
hand
with
unt
uned
perc
ussi
on,
begi
n to
use
cor
rect
perc
ussi
on t
echn
ique
s.•
Beg
in t
o m
aint
ain
stea
dy b
eat
ona
limite
d ra
nge
of u
ntun
edpe
rcus
sion
inst
rum
ents
.•
Cop
y an
d m
aint
ain
sim
ple
patte
rns
and
rhyt
hms
on u
ntun
edpe
rcus
sion
.
1c •B
egin
to
follo
w h
and
and
pict
ure
sign
als
whe
n re
hear
sing
and
perf
orm
ing.
•C
omm
unic
ate
with
oth
ers
in g
roup
perf
orm
ance
s, t
akin
g tu
rns,
and
begi
n to
use
pic
ture
sig
nals
to
dire
ct a
nd le
ad.
•E
xper
ienc
e pl
ayin
g al
one,
in p
airs
,in
sm
all g
roup
s an
d as
a w
hole
clas
s.
CR
EA
TIN
G
2a •E
xper
ienc
e an
d ex
plor
e ho
wso
unds
can
be
mad
e an
dch
ange
d an
d co
mbi
ned
to c
reat
edi
ffere
nt m
oods
and
effe
cts.
2b •C
reat
e si
mpl
e co
mpo
sitio
nsch
oosi
ng s
ound
s in
res
pons
e to
ara
nge
of g
iven
sta
rtin
g po
ints
.•
Sel
ect
soun
ds a
nd s
ound
mak
ers
for
spec
ific
effe
ct,
e.g.
in s
ound
stor
ies.
•C
ompo
se m
ore
exte
nded
pat
tern
sus
ing
sym
bols
, pi
ctur
e cu
e ca
rds
and
wor
d-rh
ythm
pat
tern
s.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •Li
sten
with
gre
ater
car
e to
mus
icfr
om a
var
iety
of
times
, pl
aces
and
cultu
res.
•R
ecog
nise
and
mat
ch a
nin
crea
sing
var
iety
of
inst
rum
ents
and
soun
d m
aker
s by
sou
ndal
one,
des
crib
e th
ese
soun
ds a
ndbe
gin
to s
elec
t th
em c
aref
ully
for
effe
ct.
•E
ncou
nter
the
pur
pose
of
diffe
rent
piec
es o
f m
usic
, e.
g. a
fan
fare
: to
anno
unce
the
arr
ival
of
som
eone
impo
rtan
t.•
Res
pond
to
an in
crea
sing
repe
rtoi
re o
f fa
mili
ar a
ndun
fam
iliar
son
gs a
nd p
iece
s of
mus
ic,
show
ing
som
e aw
aren
ess
of m
ood
/ ap
prop
riate
use
of
elem
ents
, e.
g. s
ingi
ng a
lulla
byqu
ietly
and
sm
ooth
ly.
3b •R
espo
nd t
o m
usic
thr
ough
ava
riety
of
art
form
s, e
.g.
danc
ing
to r
ock
‘n’r
oll.
•E
xper
ienc
e an
d us
e m
usic
alvo
cabu
lary
whi
ch d
escr
ibes
soun
ds a
nd m
usic
hea
rd /
perf
orm
ed.
•B
egin
to
expr
ess
opin
ions
abo
utm
usic
hea
rd.
3c •B
egin
to
sugg
est
chan
ges
orim
prov
emen
ts t
o ow
n w
ork.P
8/L1
.......................................................................................................................................................................
29July 2003 Planning music for children with learning difficulties
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
6
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:un
ders
tand
how
rhy
thm
icpa
ttern
s fit
the
ste
ady
beat
.
Dyn
amic
s:be
gin
to u
nder
stan
dge
tting
loud
er /
qui
eter
.
Pitc
h:re
cogn
ise
and
resp
ond
toso
unds
whi
ch g
et h
ighe
r /
low
er;
expe
rienc
e st
eps,
leap
s an
d re
peat
sin
mel
odie
s.
Str
uctu
re:
resp
ond
to,
and
iden
tify
repe
titio
n or
con
tras
t, e.
g. q
uest
ion
and
answ
er,
vers
e an
d ch
orus
.
Tem
po:
begi
n to
und
erst
and
getti
ngfa
ster
/ s
low
er.
Text
ure:
begi
n to
und
erst
and
how
mus
ic u
ses
laye
rs o
f so
unds
.
Tim
bre:
iden
tify
and
begi
n to
unde
rsta
nd h
ow s
ound
s ar
e m
ade
-bl
own,
plu
cked
, sh
aken
, st
ruck
,vo
calis
ed a
nd s
trum
med
.
AP
PLY
ING
UN
DE
RS
TAN
DIN
G(P
arag
raph
4b/
c)
•R
ecog
nise
and
iden
tify
that
mus
ical
ele
men
ts c
an b
e us
edan
d ch
ange
d to
cre
ate
diffe
rent
moo
ds a
nd e
ffect
s.•
Dev
elop
ow
n si
gn a
nd s
ymbo
ls f
orm
usic
al id
eas
linke
d to
unde
rsta
ndin
g of
ele
men
ts.
•R
ecog
nise
cla
ssro
om in
stru
men
tsan
d th
eir
qual
ities
.
CO
NT
RO
LL
ING
1a •C
ontr
ol a
nd s
how
an
awar
enes
sof
pitc
hing
(C
- A
as a
gui
de).
•In
crea
se c
ontr
ol o
f di
ctio
n,dy
nam
ics
and
tem
pi w
hen
spea
king
, si
ngin
g an
d ch
antin
g.•
Con
solid
ate
use
of s
tead
y be
at a
san
acc
ompa
nim
ent
usin
g a
varie
tyof
inst
rum
ents
, us
e so
und
effe
cts
as a
ccom
pani
men
ts t
o so
ngs.
1b •B
egin
to
dem
onst
rate
acc
urac
yan
d co
ntro
l of
tech
niqu
e on
alim
ited
rang
e of
tun
ed a
ndun
tune
d in
stru
men
ts.
•M
aint
ain
a st
eady
bea
t.•
Beg
in t
o co
py a
nd p
erfo
rm s
impl
epa
ttern
s on
tun
ed p
ercu
ssio
n.
1c •D
evel
op t
he u
se o
f pi
ctur
e cu
esan
d sy
mbo
ls t
o fo
llow
or
dire
ct.
•B
egin
to
rehe
arse
in p
airs
or
smal
lgr
oups
with
adu
lt he
lp a
nd t
ake
note
of
mus
ical
inst
ruct
ion.
CR
EA
TIN
G
2a •E
xper
ienc
e an
d ex
plor
e ho
wso
unds
can
be
mad
e, c
hang
edan
d co
mbi
ned
to c
reat
e so
und
pict
ures
, e.
g. im
prov
ise
soun
def
fect
s to
a p
oem
.•
Exp
erim
ent
with
com
bini
ng r
hyth
mpa
ttern
s al
ongs
ide
the
stea
dybe
at.
2b •C
reat
e an
d ch
oose
sou
nds
inre
spon
se t
o gi
ven
star
ting
poin
ts.
•S
elec
t an
d co
mpo
se s
ound
effe
ctac
com
pani
men
ts f
or s
ongs
.•
Com
pose
ste
ady
beat
pat
tern
s to
acco
mpa
ny s
ongs
.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •Li
sten
to
mor
e ex
tend
ed e
xtra
cts
with
spe
cific
foc
us,
e.g.
list
en f
or a
sudd
en lo
ud s
ound
in m
usic
fro
ma
rang
e of
tim
es,
plac
es a
ndcu
lture
s.•
List
en c
aref
ully
to
a ra
nge
ofso
unds
and
sou
nd m
aker
s an
dbe
gin
to s
elec
t th
ese
soun
dsca
refu
lly in
res
pons
e to
moo
d /
char
acte
r.•
Exp
erie
nce
mus
ic in
diff
eren
tco
ntex
ts,
e.g.
an
adve
rt is
sho
rtan
d sn
appy
to
gain
atte
ntio
n, a
Tud
or P
avan
e is
for
a s
tate
lyda
nce.
3b •B
egin
to
resp
ond
to c
hang
es o
fm
ood
in m
usic
thr
ough
a v
arie
tyof
art
for
ms.
•B
egin
to
use
mus
ical
voc
abul
ary
to d
escr
ibe
soun
ds h
eard
and
just
ify d
ecis
ions
.
3c •M
ake
impr
ovem
ents
to
own
wor
k.•
Mak
e co
mm
ents
to
help
oth
ers
impr
ove
thei
r w
ork
resu
lting
in a
sens
e of
prid
e an
d ac
hiev
emen
t.
L1
.......................................................................................................................................................................
30 Planning music for children with learning difficulties July 2003
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
7
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:co
nsol
idat
e un
ders
tand
ing
of h
ow r
hyth
m p
atte
rns
fit t
o th
est
eady
bea
t; ex
perie
nce
2, 3
, 4
met
re.
Dyn
amic
s:un
ders
tand
get
ting
loud
er/
quie
ter.
Pitc
h:re
spon
d to
ste
ps,
leap
s an
dre
peat
s in
mel
odie
s, e
xper
ienc
em
ajor
, m
inor
and
pen
tato
nic
scal
es.
Str
uctu
re:
resp
ond
to,
iden
tify
and
show
an
awar
enes
s of
rep
etiti
on a
ndco
ntra
st in
clud
ing
ques
tion
and
answ
er,
vers
e an
d ch
orus
, AB
A(v
erse
-cho
rus-
vers
e).
Tem
po:
unde
rsta
nd g
ettin
g fa
ster
/sl
ower
.
Text
ure:
unde
rsta
nd h
ow d
iffer
ent
piec
es u
se d
iffer
ent
laye
rs o
f so
und.
Tim
bre:
iden
tify
a ra
nge
of n
on-
perc
ussi
on in
stru
men
ts b
y na
me.
AP
PLY
ING
UN
DE
RS
TAN
DIN
G(P
arag
raph
4b/
c)
•Id
entif
y ho
w c
ombi
ned
mus
ical
elem
ents
can
be
used
expr
essi
vely
with
in s
impl
est
ruct
ures
.•
Dev
elop
and
use
a v
arie
ty o
fsi
gns
or s
ymbo
ls li
nked
to
unde
rsta
ndin
g of
ele
men
ts t
oco
mm
unic
ate
own
mus
ical
idea
s.•
Iden
tify
diffe
rent
fam
ilies
of
inst
rum
ents
and
the
ir qu
aliti
es.
CO
NT
RO
LL
ING
1a •E
xten
d ac
cura
cy o
f vo
cal r
ange
(C -
B’a
s a
guid
e).
•U
se in
crea
sed
cont
rol o
f di
ctio
n,dy
nam
ics
and
tem
pi t
o en
hanc
eth
e qu
ality
of
soun
d w
hen
spea
king
, si
ngin
g so
ngs
and
chan
ting.
•B
egin
to
use
sim
ple
patte
rns
asac
com
pani
men
ts t
o so
ngs
as w
ell
as s
ound
effe
cts.
1b •D
emon
stra
te in
crea
sed
accu
racy
and
cont
rol o
f te
chni
que
on a
nap
prop
riate
ran
ge o
f tu
ned
and
untu
ned
perc
ussi
on.
•B
egin
to
use
corr
ect
tune
dpe
rcus
sion
tec
hniq
ues.
•M
aint
ain
stea
dy b
eat
with
incr
ease
d ac
cura
cy.
•B
egin
to
perf
orm
sim
ple
patte
rns
and
acco
mpa
nim
ents
kee
ping
to
ast
eady
pul
se.
1c •B
egin
to
use
and
follo
w h
and
/ey
e si
gnal
s al
ongs
ide
sym
bols
and
sign
s to
dire
ct a
nd le
ad.
•R
ehea
rse
and
perf
orm
in p
airs
,sm
all g
roup
s an
d as
a c
lass
, w
ithad
ult
help
as
nece
ssar
y.
CR
EA
TIN
G
2a •B
egin
to
expe
rimen
t w
ith w
ays
soun
ds c
an b
e m
ade,
cha
nged
and
com
bine
d fo
r m
usic
al e
ffect
.•
Exp
erim
ent
with
mus
ical
pat
tern
sus
ing
tune
d an
d un
tune
dpe
rcus
sion
.
2b •B
egin
to
stru
ctur
e so
unds
in a
nor
der
appr
opria
te t
o a
spec
ific
purp
ose
in r
espo
nse
to g
iven
star
ting
poin
ts.
•S
elec
t, co
mpo
se a
nd b
egin
to
com
bine
sou
nd e
ffect
acco
mpa
nim
ents
for
son
gs.
•C
ompo
se r
hyth
m p
atte
rns
tocr
eate
seq
uenc
es.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •Li
sten
to
a ra
nge
of m
ore
exte
nded
ext
ract
s w
ith in
crea
sed
care
, at
tent
ion
and
focu
s fr
om a
wid
er r
eper
toire
of
mus
ic f
rom
diffe
rent
tim
es,
plac
es a
ndcu
lture
s.•
Beg
in t
o de
velo
p an
aw
aren
ess
ofth
e di
ffere
nt p
urpo
ses
of m
usic
,e.
g. a
dver
ts t
o m
ake
prod
ucts
attr
activ
e to
buy
.
3b •R
espo
nd t
o m
usic
thr
ough
ava
riety
of
art
form
s in
clud
ing
danc
e, m
ovem
ent
and
artw
ork.
•D
evel
op a
mus
ical
voc
abul
ary
tode
scrib
e so
unds
and
mus
ic h
eard
,ex
pres
s pr
efer
ence
s an
d ju
stify
opin
ions
.
3c •M
ake
impr
ovem
ents
to
thei
r ow
nw
ork.
•M
ake
com
men
ts t
o he
lp o
ther
sim
prov
e th
eir
wor
k re
sulti
ng in
ase
nse
of p
ride
and
achi
evem
ent.
L1/
2
.......................................................................................................................................................................
31July 2003 Planning music for children with learning difficulties
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Sta
ge
8
LIS
TE
NIN
G a
nd
UN
DE
RS
TAN
DIN
G
ELE
ME
NT
S O
F M
US
IC(P
arag
raph
4a/
b)
Dur
atio
n:ex
perie
nce
and
begi
n to
unde
rsta
nd 2
, 3,
4 m
etre
.
Dyn
amic
s:un
ders
tand
and
iden
tify
getti
ng lo
uder
/ q
uiet
er.
Pitc
h:ex
perie
nce
maj
or,
min
or a
ndpe
ntat
onic
sca
les.
Str
uctu
re:
unde
rsta
nd a
nd id
entif
yre
petit
ion
and
cont
rast
, in
clud
ing
ques
tion
and
answ
er,
vers
e an
dch
orus
, AB
Aan
d os
tinat
i.
Tem
po:
unde
rsta
nd a
nd id
entif
yge
tting
fas
ter
/ sl
ower
.
Text
ure:
unde
rsta
nd h
ow d
iffer
ent
piec
es u
se d
iffer
ent
laye
rs o
f so
und.
Tim
bre:
dist
ingu
ish
betw
een
diffe
rent
way
s of
pla
ying
per
cuss
ion
inst
rum
ents
.
AP
PLY
ING
UN
DE
RS
TAN
DIN
G(P
arag
raph
4b/
c)
•R
ecog
nise
how
com
bine
d m
usic
alel
emen
ts c
an b
e us
edex
pres
sive
ly w
ithin
sim
ple
stru
ctur
es.
•U
se a
nd e
xplo
re a
var
iety
of
sign
sor
sym
bols
link
ed t
oun
ders
tand
ing
of e
lem
ents
to
com
mun
icat
e ow
n m
usic
al id
eas.
•Id
entif
y ho
w t
he c
hoic
e of
inst
rum
ents
can
con
trib
ute
to t
hem
ood
or e
ffect
in m
usic
hea
rd o
rpe
rfor
med
.
CO
NT
RO
LL
ING
1a •E
xten
d ac
cura
cy o
f vo
cal r
ange
(C -
C’a
s a
guid
e).
•D
evel
op e
xpre
ssiv
e ef
fect
and
qual
ity o
f so
und
whe
n sp
eaki
ng,
sing
ing
song
s an
d ch
antin
gth
roug
h in
crea
sed
cont
rol o
fdi
ctio
n, d
ynam
ics
and
tem
pi.
•S
ing
song
s w
ith s
impl
e pa
ttern
san
d so
und
effe
cts
asac
com
pani
men
t.
1b •D
emon
stra
te in
crea
sed
accu
racy
and
cont
rol o
f te
chni
que
on a
wid
er r
ange
of
tune
d an
d un
tune
dpe
rcus
sion
inst
rum
ents
.•
Per
form
sim
ple
patte
rns
and
acco
mpa
nim
ents
kee
ping
to
ast
eady
pul
se,
incl
udin
g os
tinat
i.•
Pra
ctis
e us
e of
tw
o be
ater
s on
tune
d pe
rcus
sion
.•
Mai
ntai
n st
eady
bea
t /
begi
n to
copy
and
mat
ch r
hyth
m p
atte
rns
in 2
, 3,
4 m
etre
.
1c •U
se a
nd f
ollo
w h
and
/ ey
e si
gnal
sto
dire
ct a
nd le
ad.
•R
ehea
rse
and
perf
orm
indi
vidu
ally
, in
pai
rs,
in s
mal
lgr
oups
, as
a c
lass
, w
ith a
dult
help
if ne
cess
ary.
•Im
prov
e th
eir
own
wor
k.
CR
EA
TIN
G
2a •E
xper
imen
t w
ith w
ays
soun
ds c
anbe
mad
e, c
hang
ed a
nd c
ombi
ned
to c
reat
e di
ffere
nt m
oods
and
mus
ical
effe
cts.
•E
xper
imen
t w
ith m
ore
exte
nded
mus
ical
pat
tern
s us
ing
tune
d an
dun
tune
d pe
rcus
sion
.
2b •S
truc
ture
sou
nds
in a
n or
der
appr
opria
te t
o a
spec
ific
purp
ose
in r
espo
nse
to g
iven
sta
rtin
gpo
ints
.•
Com
pose
acc
ompa
nim
ents
to
song
s us
ing
a re
pert
oire
of
know
nrh
ythm
s an
d so
und
effe
cts.
RE
SP
ON
DIN
G a
nd
RE
VIE
WIN
G
3a •Li
sten
to
a ra
nge
of m
ore
exte
nded
ext
ract
s w
ith in
crea
sed
care
, at
tent
ion
and
focu
s fr
om a
wid
er r
eper
toire
of
mus
ic f
rom
diffe
rent
tim
es,
plac
es a
ndcu
lture
s.•
Res
pond
to
chan
ges
in m
ood
and
char
acte
r w
ithin
pie
ces
of m
usic
with
an
awar
enes
s of
the
mus
ic’s
purp
ose.
3b •R
espo
nd t
o m
usic
thr
ough
ava
riety
of
art
form
s in
clud
ing
danc
e, m
ovem
ent
and
artw
ork,
show
ing
grea
ter
expr
essi
on.
•B
uild
a m
usic
al v
ocab
ular
y to
use
whe
n de
scrib
ing
and
disc
ussi
ngso
unds
and
mus
ic h
eard
and
perf
orm
ed.
3c •S
how
con
fiden
ce in
impr
ovin
gth
eir
own
wor
k w
ith a
n aw
aren
ess
of t
he m
usic
’s p
urpo
ses,
e.g
.lu
llaby
, fo
otba
ll ch
ants
.•
Con
tinue
to
help
oth
ers
impr
ove
thei
r w
ork,
bui
ldin
g a
sens
e of
prid
e an
d ac
hiev
emen
ts.
L2
.......................................................................................................................................................................
32 Planning music for children with learning difficulties July 2003
Sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w -
Vo
cab
ula
ry l
ist
Thi
s lis
t ha
s be
en c
ompi
led
to o
utlin
e th
e ke
y w
ords
and
mus
ical
ter
ms
child
ren
need
to
be f
amili
ar w
ith /
kno
w t
o su
ppor
t th
eir
lear
ning
. E
ach
sect
ion
build
s on
the
sec
tion
it fo
llow
s an
d is
not
inte
nded
to
be u
sed
in is
olat
ion.
The
wor
ds in
ital
ics
shou
ld b
e us
ed a
sm
ost
appr
opria
te,
but
it is
hop
ed t
hat
by t
he e
nd o
f K
ey S
tage
2 c
hild
ren
will
be
awar
e of
thi
s su
bjec
t sp
ecifi
c vo
cabu
lary
as
wel
l as
thei
r m
eani
ngs.
In
addi
tion
to t
his
list
teac
hers
will
nee
d to
be
awar
e of
the
con
text
ual v
ocab
ular
y to
use
as
and
whe
n it
is a
ppro
pria
te,
e.g.
cal
ypso
- s
teel
pan
s, T
udor
- P
avan
e.
STA
GE
1
Exp
erie
nce
all o
f th
ese
wor
ds,
asap
prop
riate
, th
roug
h so
und
/m
ovem
ent
/ sy
mbo
l, in
ord
er t
oac
quire
voc
abul
ary.
STA
GE
2
Dyn
amic
s:lo
udqu
iet
Pitc
h:hi
ghlo
wTe
mpo
:fa
stsl
owT
imbr
e:de
scrip
tive
wor
ds,
e.g.
smoo
th,
rattl
y (b
ody
/vo
cal s
ound
)(in
stru
men
tal s
ound
)
STA
GE
3
Dur
atio
n:st
eady
bea
tno
bea
tD
ynam
ics:
sile
nce
Text
ure:
one
soun
dm
any
soun
dsT
imbr
e:so
und
effe
ctin
stru
men
t na
me
STA
GE
4
Pitc
h:hi
gher
lo
wer
Str
uctu
re:
echo
repe
atpa
ttern
Text
ure:
thic
k so
unds
thin
sou
nds
STA
GE
5
Dur
atio
n:be
at /
pul
serh
ythm
rhyt
hmic
pat
tern
Dyn
amic
s:ge
tting
loud
erge
tting
qui
eter
Pitc
h:m
elod
y /
tune
Str
uctu
re:
begi
nnin
g /
mid
dle
/ en
dTe
mpo
:ge
tting
fas
ter
getti
ng s
low
erTe
xtur
e:la
yers
of
soun
dsT
imbr
e:m
etal
sou
nds
skin
ned
soun
dsst
ring
soun
dsw
oode
n so
unds
Oth
er v
ocab
:sy
mbo
l / s
ign
/ si
gnal
moo
d
STA
GE
6
Tim
bre:
blow
npl
ucke
dsh
aken
stru
ckst
rum
med
moo
d an
d ef
fect
Str
uctu
re:
vers
e /
chor
usqu
estio
n /
answ
er(r
epet
ition
/ c
ontr
ast)
Oth
er v
ocab
:so
und
effe
ct
STA
GE
7
Dur
atio
n:gr
oups
of
beat
sP
itch:
step
sle
aps
repe
ats
Tim
bre:
non-
perc
ussi
onin
stru
men
ts (
nam
es)
nam
es o
f cl
assr
oom
in
stru
men
tsTe
xtur
e:ac
com
pani
men
tS
truc
ture
:re
peat
ed p
atte
rn1s
t id
ea /
2nd
idea
(A
B)
1st
idea
/ 2
nd id
ea /
1st
id
ea (
AB
A)
Oth
er v
ocab
:co
mpo
sere
hear
se /
pra
ctis
e /
perf
orm
STA
GE
8
Dur
atio
n:2,
3,
4 m
etre
Pitc
h:m
ajor
, m
inor
and
pent
aton
ic s
cale
sS
truc
ture
:re
peat
ed p
atte
rn (
ostin
ati)
AB
Aor
ver
se-c
horu
s-ve
rse
.......................................................................................................................................................................
33July 2003 Planning music for children with learning difficulties
Cro
ss-r
efer
enci
ng
sp
ecia
l sk
ills
dev
elo
pm
ent
ove
rvie
w a
nd
PL
evel
s
Sta
ge 1
S
kills
dev
elo
pm
ent
ove
rvie
w r
efer
ence
P1
(i)
Chi
ldre
n en
coun
ter
activ
ities
and
exp
erie
nces
. T
hey
may
be
pass
ive
or r
esis
tant
.1a
, 1b
, 1c
, 2a
, 3a
The
y m
ay s
how
sim
ple
refle
x re
spon
se.
1c ii
i, 2a
ii,
3aii,
3a
iiiS
tag
eP
1 (i
i)C
hild
ren
show
em
ergi
ng a
war
enes
s of
act
iviti
es.
1c ii
, 2a
ii,
3a ii
1a..h
ave
perio
ds w
hen
appe
ar a
lert
. .
.1c
i, 1
c ii,
3a
i, 3a
ii,
3a ii
i..g
ive
inte
rmitt
ent
reac
tions
. .
. e
.g.
exci
ted
by r
epea
ted
patte
rn.
1b ii
i, 1c
ii,
1c ii
i, 3a
P2
(i)
Beg
in t
o re
spon
d co
nsis
tent
ly t
o fa
mili
ar p
eopl
e, e
vent
s, o
bjec
ts.
1b ii
, 1c
, 3
a iii
, 3a
iv,
3a v
Rea
ct t
o ne
w a
ctiv
ities
. 1a
, 1b
, 1c
, 2a
, 3a
B
egin
to
show
an
inte
rest
in p
eopl
e, e
vent
s, o
bjec
ts .
. e
.g.
turn
to
soun
d.1a
, 1b
, 2a
, 3a
, 4a
/bA
ccep
t an
d en
gage
in c
o-ac
tive
expl
orat
ion.
1b i,
1b
iii,
1c i,
1c
iii,
2a
P2
(ii)
Beg
in t
o be
pro
activ
e in
the
ir in
tera
ctio
ns.
1a,
1b,
1c,
2aS
tag
eC
omm
unic
ate
cons
iste
nt p
refe
renc
es a
nd a
ffect
ive
resp
onse
.1a
ii,
3a i,
3a
ii, 3
a iv
, 3a
v,
3a v
i, 3a
viii
1bT
hey
(chi
ldre
n) r
ecog
nise
fam
iliar
peo
ple
. .
.e.g
. fa
vour
ite s
ong.
3a ii
i (iv
on
Sta
ge 1
b)T
hey
(chi
ldre
n) p
erfo
rm a
ctio
ns.
1c i,
1c
iii,
3a ii
i (iv
on
Sta
ge 1
b)R
emem
ber
lear
ned
resp
onse
s ov
er s
hort
per
iods
of
time.
3a ii
i, 3a
iv,
3a v
, 3a
vi
The
y (c
hild
ren)
co-
oper
ate
with
sha
red
expl
orat
ion
and
supp
orte
d pa
rtic
ipat
ion.
1a,
1b,
1c,
2a,
4a/b
P3
(i)
Beg
in t
o co
mm
unic
ate
inte
ntio
nally
, se
ek a
ttent
ion
thro
ugh
eye
cont
act
. .
. 1a
ii,
1c,
2a,
3a ii
, 3a
iii,
3a iv
, 3a
v,
3a v
iT
hey
(chi
ldre
n) e
xplo
re m
ater
ials
in in
crea
sing
ly c
ompl
ex w
ays.
1b ii
, 1b
iii,
2a,
4a/b
Obs
erve
res
ults
of
thei
r ac
tions
with
inte
rest
.1a
i, 1
b iii
, 2a
iiT
hey
(chi
ldre
n) r
emem
ber
lear
ned
resp
onse
s fo
r m
ore
exte
nded
per
iods
.1c
iii,
1c iv
, 3a
ii,
3a ii
iS
tag
eP
3 (i
i)M
ay in
itiat
e in
tera
ctio
ns a
nd a
ctiv
ities
.1a
ii,
1c iv
1cR
emem
ber
lear
ned
resp
onse
s ov
er in
crea
sing
per
iods
of
time,
may
ant
icip
ate
know
n ev
ents
.3a
iii,
3a iv
, 3a
vR
espo
nd t
o op
tions
and
cho
ices
with
act
ions
/ g
estu
res.
1b ii
, 1b
iii,
2a ii
Act
ivel
y ex
plor
e ob
ject
s, e
vent
s. .
.
1a,
1b,
2a,
4 a/
bT
hey
(chi
ldre
n) a
pply
pot
entia
l sol
utio
ns t
o pr
oble
ms.
1c ii
, 1
c iii
.......................................................................................................................................................................
34 Planning music for children with learning difficulties July 2003
Sta
ge 2
S
kills
dev
elo
pm
ent
ove
rvie
w r
efer
ence
P4
Use
wor
ds,
sign
s, .
. .
to
com
mun
icat
e fa
mili
ar m
usic
al a
ctiv
ities
.1a
iii,
3a iv
, 3a
v,
3a v
ii, 4
b/c
. .
. lis
ten,
atte
nd .
. .
join
in w
ith f
amili
ar m
usic
al a
ctiv
ity.
1a,
1b ii
i, 1c
, 3a
vA
war
e of
cau
se /
effe
ct,
e.g.
wha
t ha
ppen
s w
hen
inst
rum
ent
is s
hake
n.1b
ii,
2a i,
2a
iiB
egin
to
look
for
noi
sem
aker
out
of
sigh
t.3a
vii,
4b/
cR
epea
t, co
py,
imita
te a
ctio
ns .
. .
1a
i, 1
a iii
, 1b
ii,
1b ii
i, 2a
ii,
3a iv
, 3a
v
P5
Take
par
t in
mus
ical
per
form
ance
s.1a
, 1c
iiP
lay
loud
ly /
qui
etly
/ q
uick
ly /
slo
wly
.1b
ii,
2a,
4a/b
List
en t
o fa
mili
ar in
stru
men
t be
hind
scr
een
. .
. m
atch
sou
nds.
2a ii
, 3a
vii,
4b/
c
Sta
ge 3
P5
Take
par
t in
mus
ical
per
form
ance
s.1a
ii,
1a ii
i, 1b
ii,
1cR
espo
nd t
o si
gns,
e.g
. st
art
/ st
op.
1c,
4b/c
Pic
k ou
t sp
ecifi
c in
stru
men
t (n
ame
reco
gniti
on).
3a ii
iP
lay
loud
ly /
qui
etly
/ q
uick
ly /
slo
wly
.1a
ii,
1b ii
, 1c
, 2a
, 4a
/bP
lay
whe
n pr
ompt
ed b
y cu
e ca
rd.
1b ii
, 1
c, 2
a, 3
a iii
, 3a
viii
List
en t
o an
d im
itate
sou
nds.
1b iv
, 3a
iii,
3a iv
List
en t
o fa
mili
ar in
stru
men
t be
hind
scr
een
. .
. m
atch
sou
nds.
2a ii
, 3a
iii,
4a/b
, 4b
/c
P6
Join
in,
take
tur
ns in
son
gs,
play
inst
rum
ents
with
oth
ers.
1a ii
, 1a
iii,
1b,
1cE
xplo
re r
ange
of
effe
cts
that
can
be
mad
e on
inst
rum
ent
. .
. 2a
Cop
y si
mpl
e rh
ythm
s.1b
ivB
egin
to
cate
goris
e in
stru
men
ts b
y th
e w
ay t
hey
are
play
ed.
4b/c
.......................................................................................................................................................................
35July 2003 Planning music for children with learning difficulties
Sta
ge 4
S
kills
dev
elo
pm
ent
ove
rvie
w r
efer
ence
P6
Res
pond
to
othe
r ch
ildre
n in
mus
ic s
essi
on.
1c i,
1c
ii, 3
a iii
, 3b
i, 3
cJo
in in
, ta
ke t
urns
in s
ongs
, pl
ay in
stru
men
ts w
ith o
ther
s.1a
, 1b
, 1c
ii,
2b,
3a ii
iP
lay,
sin
g an
d m
ove
expr
essi
vely
in r
espo
nse
to m
usic
.1a
ii,
1c,
2b i,
3a
i, 3a
iv,
3b i
Exp
lore
ran
ge o
f ef
fect
s th
at c
an b
e m
ade
on in
stru
men
t .
. .
2a,
3a ii
Cop
y si
mpl
e rh
ythm
s, m
usic
al p
atte
rns.
. .
1b ii
iP
lay
grou
ps o
f so
unds
indi
cate
d by
sim
ple
pict
ure
/ sy
mbo
ls.
. .
2b ii
, 4b
/cB
egin
to
cate
goris
e in
stru
men
ts b
y th
e w
ay t
hey
are
play
ed.
4a/b
, 4b
/c
P7
List
en t
o m
usic
. .
. d
escr
ibe
in s
impl
e te
rms.
3a ii
, 3b
ii,
3cR
espo
nd t
o pr
ompt
s.1c
i, 2
b ii,
4b/
cLi
sten
and
con
trib
ute
to s
ound
sto
ries.
.. in
volv
ed in
sim
ple
impr
ovis
atio
n, a
nd m
ake
choi
ces
abou
t so
unds
, in
stru
men
ts.
1c ii
, 2a
, 2b
iM
ake
sim
ple
com
posi
tions
. .
. 2a
, 2b
i, 2
b ii,
4b/
c
Sta
ge 5
P7
Pla
y fa
ster
, sl
ower
. .
.
1b,
1c i,
1c
ii, 2
a, 2
b, 4
a/b
P8
List
en c
aref
ully
to
mus
ic.
3a,
3bU
nder
stan
d, r
espo
nd t
o w
ords
, sy
mbo
ls,
sign
s .
. .
1c i,
1c
ii, 2
b iii
, 4a
/b/c
Cre
ate
own
sim
ple
com
posi
tions
, ca
refu
lly s
elec
ting
soun
ds.
2a i,
2b,
3a
iiC
reat
e si
mpl
e gr
aphi
c sc
ores
. .
.1c
ii,
2b ii
i, 4b
/cU
se g
row
ing
mus
ical
voc
abul
ary.
3b ii
, 3b
iii,
3cM
ake
and
com
mun
icat
e ch
oice
s.1c
i, 1
c ii,
1c
iii,
2b,
3a
.......................................................................................................................................................................
36 Planning music for children with learning difficulties July 2003
The music unit brainstorm
The music unit brainstorm will ensure that at the earliest stages ofplanning the basic principles of learning are addressed. It is organisedto incorporate the interrelated skills of listening, composing andperforming with a specific musical focus and within a relevant context.
It is designed to be used by all teachers who teach music, inconjunction with the special skills development overview, supported bythe music co-ordinator and / or other music specialists working in theschool.
How to complete the brainstorm:
● The title / context provides the ‘umbrella’ for the unit of work. All ofthe activities will be linked through this context; it may be topicrelated or explicitly musical. A range of contexts and purposes canbe found on page 20.
● The quality musical experience(s) provide the buzz factor of theunit of work. To identify it early in the planning gives the unit of worka clear direction and focuses the learning on fewer activities,resulting in greater quality in the children’s work.
● The objective for the elements should be taken from the specialskills development overview, paragraph 4a/b (listening andunderstanding).
● The objectives for the skills should be taken from the special skillsdevelopment overview paragraphs 1, 2 and 3 (controlling, creating,and responding and reviewing).
● Activities which support the learning objectives should be placed inboxes 1, 2, 3 and 4 on the brainstorm sheet.
● The activities that develop specific musical skills should be noted inbox 1; the activities that enable the children to use the skills theyhave developed should be noted in box 2 (this often includes thequality musical experience).
● Box 3 should include activities that focus on responding, along withspecific musical vocabulary to be developed. Examples of music forlistening which will support the learning objectives and previousexperience that will add to the work within the unit, should beincluded in box 4 (look at the applying understanding section in thespecial skills development overview).
.......................................................................................................................................................................
.......................................................................................................................................................................
37July 2003 Planning music for children with learning difficulties
● Cross-curricular links (including relevant use of ICT) can be madeand planned for at this stage to ensure the cohesion of the subjectsduring the unit of work, helping the children make links within theirschool life.
● Planning in a specific performance opportunity ensures that thechildren have the experience of sharing their work with others aspart of each unit of work. The audience could be another class,invited guests and parents, or other members of staff. Theperformance could take place in an assembly or other event, orwithin the classroom where it could be recorded onto video towatch and evaluate later. Planning for different performingopportunities and experiences throughout the year is an importantconsideration.
A guide sheet follows, but for completed examples at Stages 1, 4 and8, and blank photocopiable proformas, please refer to the appendices.
Music unit brainstormA guide to aid your planning
.......................................................................................................................................................................
38 Planning music for children with learning difficulties July 2003
Title / Context: Could be topic linked / explicitly musical focus Class: Stage:
Quality musical experience(s): The buzz factor of the unit, the activity (-ies) that the children willremember and enjoy, where the unit has been heading towards, could be performing, creating, listening,responding, or a mixture of these
Element(s):One or two elements of focus per half term unit to gain deeper understanding
Skills:Three or four skills per term - ideally either from 1a or from 1bThree or four skills per term - ideally always from 1c Three or four skills per term - ideally either from 2a or 2b Three or four skills per term - ideally always from 3a (or 3b after Stage 3)
1 Controlling sounds through singing and playing - performing skills• All games that help development of skills• Activities that equip children with tools to move on to more independent work• All songs / vocal experiences• Teacher directed activities• Short, snappy, need repetition
2 Creating and developing musical ideas - composing skills• All composing / improvising activities• Children use tools they have developed through games / activities above• Children have greater input and greater independence• Chunkier activities, including quality musical experience, could take time to build up
3 Responding and reviewing - appraising skills• How the children will respond to the music they hear• What the children will do in response to games / sounds / songs / any activity already planned for in
the boxes above Vocabulary / signs / symbols / objects of reference:
• Key words the children will experience (and use at later stages)• Any signs / symbols / objects of reference which are relevant and will enhance the level of
understanding
4 Listening, and applying knowledge and understanding• How does the music link to the element of focus? what will the children get from it?• How can the children use the knowledge / skills they are learning alongside the music?• Are there any previous areas of study that can be revisited / revised?• How can the children show their understanding of key ideas through activities already planned for in
the above boxes?Musical examples:
• One or two musical examples (or extracts) to be used repeatedly throughout the unit
Cross-curricular links, including use of ICT• Linking any other curriculum areas with music to provide continuity in learning• Planning for relevant experiences in other areas of study, including ICT which enhance / revisit /
consolidate musical skills
Performance opportunity: A planned chance for children to share their work with an audience
wording and numberreferences comestraight from thespecial skillsdevelopment overview(SSDO)
.......................................................................................................................................................................
39July 2003 Planning music for children with learning difficulties
The music unit of work
The music unit of work will enable the teacher to develop each unit ofwork from the brainstorm stage into a detailed sequence of activities.Teaching strategies and suggested child groupings can also beconsidered at this point.
These medium term plans could be kept together with the special skillsdevelopment overview to form the school’s music scheme of work.They can be revisited and revised in subsequent years if necessary,e.g. in line with new Individual Education Plan (IEP) targets, while thebasis of the planning remains the same.
Schools are free to adapt this format, or substitute their own mediumterm plans to best suit their needs. In these cases, the music unitbrainstorm can still be used initially to ensure that the basic principlesof planning for music are addressed.
How to complete the unit of work:
● The learning objectives can be taken straight from the music unitbrainstorm, which in turn are taken from the special skillsdevelopment overview.
● The quality musical experience can also be transferred from thebrainstorm planning, as can the performing opportunity and keyvocabulary identified.
● The applying understanding box will act as a reminder of previousmusical experiences which are relevant to the unit, and ways thatthe children will show their understanding. The statement can betaken directly from the brainstorm plan.
● Activities in boxes 1, 2, 3 and 4 of the brainstorm plan should besequenced to indicate clear progression within the unit, workingtowards the quality music experience(s).
● Cross-curricular links and subject-partner activities alreadyidentified in the brainstorm plan should be incorporated into theplan, indicating when and how the links will be made.
● Assessment opportunities should be identified by cross-referencingto the learning objectives.
● Resources should be identified, including all ICT needs, books,instruments, listening materials and any other equipment.
.......................................................................................................................................................................
.......................................................................................................................................................................
40 Planning music for children with learning difficulties July 2003
● Evaluation of learning should be completed as the unit of workprogresses, noting aspects which have been successful / effectiveand areas which need revisiting.
A guide sheet follows, but for completed examples at Stages 1, 4 and8, and blank photocopiable proformas, please refer to the appendices.
.......................................................................................................................................................................
41July 2003 Planning music for children with learning difficulties
Mu
sic
un
it o
f w
ork
Cla
ss:
Sta
ge:
Term
:T
itle
/ C
onte
xt:
Lea
rnin
g o
bje
ctiv
esE
valu
atio
n o
f le
arn
ing
Sp
ecif
ic a
sses
smen
to
pp
ort
un
itie
sA
ctiv
itie
s(in
clud
ing
diffe
rent
iatio
n)
Un
der
stan
din
g e
lem
ent(
s):
(par
agra
phs
4a/b
)■
Dire
ctly
fro
m b
rain
stor
m s
heet
.
Dev
elo
pin
g s
kills
:(p
arag
raph
s 1,
2 a
nd 3
)■
Dire
ctly
fro
m b
rain
stor
m s
heet
.
Qu
alit
y m
usi
cal
exp
erie
nce
(s):
■D
irect
ly f
rom
bra
inst
orm
she
et.
Ap
ply
ing
un
der
stan
din
g:
■O
nly
appl
ies
abov
e P
3, S
tage
1.
■W
ordi
ng c
an b
e ta
ken
dire
ctly
fro
m t
hesp
ecia
l ski
lls d
evel
opm
ent
over
view
.
Vo
cab
ula
ry /
sig
ns
/ sy
mb
ols
:■
Dire
ctly
fro
m b
rain
stor
m s
heet
.
■Le
ave
blan
k fo
rte
ache
r of
the
uni
t to
fill i
n as
wor
kpr
ogre
sses
-ac
tiviti
es w
hich
are
effe
ctiv
e or
nee
dm
ore
wor
k.
■In
form
s fu
ture
plan
ning
.
■U
sefu
l as
an a
id f
orm
onito
ring
the
subj
ect.
■R
efer
bac
k to
lear
ning
obj
ectiv
es-
skill
s an
del
emen
t(s)
foc
us.
■P
lace
num
ber
refe
renc
es a
gain
stsp
ecifi
c ac
tiviti
esas
app
ropr
iate
.
■A
ctiv
ities
tak
en f
rom
bra
inst
orm
she
et a
nd o
rgan
ised
into
logi
cal t
each
ing
orde
r, bu
ildin
g on
pre
viou
s ac
tiviti
es a
ndsh
owin
g cl
ear
prog
ress
ion.
■B
e cl
ear
in w
here
the
wor
k is
lead
ing
and
wha
t th
eex
pect
atio
ns a
re.
■A
llow
fle
xibi
lity
to r
evis
it ac
tiviti
es t
he c
hild
ren
need
mor
e tim
ew
ith.
■G
ive
page
ref
eren
ces
for
activ
ities
tak
en f
rom
boo
ks r
athe
rth
an w
rite
them
out
aga
in,
unle
ss f
urth
er e
xpla
natio
n /
adap
tatio
n is
nee
ded.
Rep
erto
ire
/ re
sou
rces
:■
Eve
ryth
ing
need
ed t
o te
ach
the
unit
- te
ache
r an
d pu
pil
reso
urce
s.
Cro
ss-c
urr
icu
lar
links
an
d a
ctiv
itie
s (i
ncl
ud
ing
IC
T):
■D
irect
ly f
rom
bra
inst
orm
she
et.
■C
ould
be
in lo
gica
l tea
chin
g or
der
as in
mai
n ac
tiviti
es s
ectio
n /
cros
s re
fere
nced
to
activ
ities
in m
ain
activ
ities
sec
tion.
Per
form
ing
op
po
rtu
nit
y■
Wha
t, w
hen
and
who
the
chi
ldre
n w
ill p
erfo
rmto
(he
adte
ache
r, di
nner
ladi
es,
anot
her
clas
s,vi
deo
reco
rder
, in
vite
d au
dien
ce).
.......................................................................................................................................................................
42 Planning music for children with learning difficulties July 2003
The curriculum map
There are numerous opportunities to make cross-curricular linksbetween music and other subjects. These can enhance the children’sunderstanding in music as well as in other subjects and can help themto make links between what goes on during the school day.
The curriculum map encourages appropriate links to be made betweenmusic and other subjects, and is a way of seeing the progression,continuity and balance of the music units of work at a glance.
Where there are noimmediately obviouscross-curricular links,it may be more appropriateto plan for a discretemusical topic, for exampleMusic grows - higherand lower sounds.
How to complete the map:
● The context / purpose of each unit of work should be made explicit(see first page of the special skills development overview or use anappropriate topic link).
● The focus of unit of work, i.e. the musical element of study, forexample, pitch, should be identified on the map. There may be asingle focus, or more than one if it is appropriate within the contextof the work and the children’s previous experiences.
● The controlling, creating, and responding and reviewing skills beingdeveloped through the range of planned activities should also beidentified.
● Cross-curricular links could be added to the map to show howmusic and the other subjects will work alongside each otherthrough the unit of work, if deemed appropriate.
.......................................................................................................................................................................
.......................................................................................................................................................................
43July 2003 Planning music for children with learning difficulties
When to complete the map:
● Some aspects of the music curriculum can be identified in advanceof planning the unit of work, e.g. a clear topic link - Science, soundsaround us.
● The learning objectives must be closely linked to the activitieswithin each unit of work, so these can only be added to the map asthe units are planned during the year.
● It is recommended that the curriculum map is gradually built upduring the year, giving an overview of an evolving music curriculum.
A guide-sheet follows, blank versions of the curriculum map can befound in the appendices.
.......................................................................................................................................................................
44 Planning music for children with learning difficulties July 2003
Mu
sic
curr
icu
lum
map
Su
mm
erS
pri
ng
Au
tum
n
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:J
ust
put
in t
he n
umbe
r re
fere
nces
fro
m th
esp
ecia
l sk
ills
deve
lopm
ent
over
view
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:R
egul
ar p
ract
ise
of o
ngoin
g sk
ills
shou
ld c
onti
nue
alon
gsid
e un
its
of w
ork
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Iden
tifi
ed o
n me
dium
-ter
m pl
anni
ng
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Some
ele
ment
s, e
.g. t
extu
re an
d str
uctu
re c
ould
be
incor
pora
ted c
ontin
uous
ly th
roug
hout
all u
nits
Ski
lls f
ocus
:E
nsur
e a
good
bal
ance
of
skill
s th
roug
hout
the
year
Titl
e /
Con
text
:To
pic
base
d or
exp
licit
ly m
usic
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:C
ould
be
note
d ea
rly
if a
lin
k is
cle
ar,
e.g.
Vic
tori
ans
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Class:Stage:
Su
mm
erS
pri
ng
Au
tum
n
Titl
e /
Con
text
: V
icto
rian
s
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
: A
fric
a
Ele
men
t(s)
foc
us:
Dur
ation
Ski
lls f
ocus
:
Titl
e /
Con
text
: S
peci
al E
vent
(F
erne
ham
Hal
l)
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
: W
ater
Ele
men
t(s)
foc
us:
Pit
ch
Ski
lls f
ocus
:1b
(ii)
1
c
2a(
ii)
3a
(iv)
Titl
e /
Con
text
: C
hris
tmas
Ele
men
t(s)
foc
us:
Dyn
amic
s
Ski
lls f
ocus
:1a
(iii
)
1c
2
a(i)
3
a (i
v)
Class: 4LDStage: 3
.......................................................................................................................................................................
45July 2003 Planning music for children with learning difficulties
Appendices
(Photocopiable resources)
● Blank brainstorm.
● Blank unit of work.
● Blank curriculum map.
● Sound makersCompleted brainstorm and unit of work for Stage 1.
● Musical moods A completed brainstorm and unit of work for Stage 4.
● Sounds and symbolsCompleted brainstorm and unit of work for Stage 8.
● Exemplification of skills outlined in the special skills developmentoverview, specifically those at Stage 1 (P Levels 1 - 3).
.......................................................................................................................................................................
.......................................................................................................................................................................
46 Planning music for children with learning difficulties July 2003
Music unit brainstorm
Title / Context: Class: Stage:
Quality musical experience(s):
Element(s):
Skills:
1 Controlling sounds through singing and playing - performing skills
2 Creating and developing musical ideas - composing skills
3 Responding and reviewing - appraising skills
Vocabulary / signs / symbols / objects of reference:
4 Listening, and applying knowledge and understanding
Musical examples:
Cross-curricular links, including use of ICT
Performance opportunity:
.......................................................................................................................................................................
47July 2003 Planning music for children with learning difficulties
Mu
sic
un
it o
f w
ork
Cla
ss:
Sta
ge:
Term
:T
itle
/ C
onte
xt:
Lea
rnin
g o
bje
ctiv
esE
valu
atio
n o
f le
arn
ing
Sp
ecif
ic a
sses
smen
to
pp
ort
un
itie
sA
ctiv
itie
s(in
clud
ing
diffe
rent
iatio
n)
Un
der
stan
din
g e
lem
ent(
s):
(par
agra
phs
4a/b
)
Dev
elo
pin
g s
kills
:(p
arag
raph
s 1,
2 a
nd 3
)
Qu
alit
y m
usi
cal
exp
erie
nce
(s):
Ap
ply
ing
un
der
stan
din
g:
Vo
cab
ula
ry /
sig
ns
/ sy
mb
ols
:R
eper
toir
e /
reso
urc
es:
Cro
ss-c
urr
icu
lar
links
an
d a
ctiv
itie
s (i
ncl
ud
ing
IC
T):
Per
form
ing
op
po
rtu
nit
y
.......................................................................................................................................................................
48 Planning music for children with learning difficulties July 2003
Mu
sic
curr
icu
lum
map
Su
mm
erS
pri
ng
Au
tum
n
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Class: Stage:
Su
mm
erS
pri
ng
Au
tum
n
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Titl
e /
Con
text
:
Ele
men
t(s)
foc
us:
Ski
lls f
ocus
:
Class: Stage:
.......................................................................................................................................................................
49July 2003 Planning music for children with learning difficulties
Exemplar Planningfor Stages 1b, 4 and 8
.......................................................................................................................................................................
50 Planning music for children with learning difficulties July 2003
Music unit brainstorm
Title / Context: Sound makers Class: Stage: 1b
Quality musical experience(s):• Exploration of sound sources in different environments, tape recorded for repeated experience.• Rippling Rhythms.• Call and response activity.Element(s):Timbre: experience different sound makers and qualities of sound.Skills:1biii Explore a range of sound makers using a variety of pitch and length of note.1ciii Join in with call and response activities using vocal or body sounds and other sound makers.2ai Explore a range of sound sources in different environments, e.g. outside / in the classroom, with
varying degrees of support.3ai Be aware of a variety of sounds and silence in different environments, e.g. the acoustics in the
classroom, sounds which are travelling.
1 Controlling sounds through singing and playing - performing skills• Hello song - Welcome song Bobby Shaftoe, Clap Your Hands• Sound bag - choose sound maker from a bag and play in turn.• Pass instrument around ring - circle game (sing and play).• Call and response using instruments / other sound makers.
2 Creating and developing musical ideas - composing skills• Explore different sound sources / makers in different places.• Go on a sound walk - explore and collect different sounds.• Soundbeam booklet - timbre activity (Bristol Blues).
3 Responding and reviewing - appraising skills• Movement to music with props, e.g. scarves / parachute / large bungee.• Large soft ball, move around circle to music / through soundbeam.• Free movement / expression to music heard.• Resonance board - different types of sound (finger tips / nails / palms or brushes).
Vocabulary / signs / symbols / objects of reference:Descriptive words for sounds, e.g. scratchy, smooth, spiky and ways sounds are made, e.g. shake, tap.
4 Listening, and applying knowledge and understanding• Listen to sounds travelling around different spaces, follow sound source.• Experience words / touch / tactile objects describing different sounds.
Musical examples:Rippling Rhythms - Shep Fields (Listening to Music: Elements 5+)
Cross-curricular links, including use of ICT• Language - experiencing descriptive words.• ICT - using tape recorder to collect sounds, soundbeam, switches.• Movement - to music using props, free expression.
Performance opportunity:• Call and response activity - video and play back for enjoyment / revisit experience.
.......................................................................................................................................................................
51July 2003 Planning music for children with learning difficulties
Mu
sic
un
it o
f w
ork
Cla
ss:
Sta
ge:
1b (
P2)
Term
:T
itle
/ C
onte
xt:
Sou
nd m
aker
s
Lea
rnin
g o
bje
ctiv
esE
valu
atio
n o
fle
arn
ing
Sp
ecif
ic a
sses
smen
to
pp
ort
un
itie
sA
ctiv
itie
s(in
clud
ing
diffe
rent
iatio
n)
Un
der
stan
din
g e
lem
ent(
s):
(par
agra
phs
4a/b
)T
imb
re:
expe
rienc
e di
ffere
nt s
ound
mak
ers
and
qual
ities
of
soun
d.D
evel
op
ing
ski
lls:
(par
agra
phs
1, 2
and
3)
1biii
Exp
lore
a r
ange
of
soun
d m
aker
sus
ing
a va
riety
of
pitc
h an
d le
ngth
of n
ote.
1ciii
Join
in w
ith c
all a
nd r
espo
nse
activ
ities
usi
ng v
ocal
or
body
soun
ds a
nd o
ther
sou
nd m
aker
s.2a
iE
xplo
re a
ran
ge o
f so
und
sour
ces
in d
iffer
ent
envi
ronm
ents
, e.
g.ou
tsid
e /
in t
he c
lass
room
, w
ithva
ryin
g de
gree
s of
sup
port
.3a
iB
e aw
are
of a
var
iety
of
soun
dsan
d si
lenc
e in
diff
eren
ten
viro
nmen
ts,
e.g.
the
aco
ustic
s in
the
clas
sroo
m,
soun
ds w
hich
are
trav
ellin
g.
Qu
alit
y m
usi
cal
exp
erie
nce
(s):
■E
xplo
ratio
n of
sou
nd s
ourc
es in
diffe
rent
env
ironm
ents
, ta
pe r
ecor
ded
for
repe
ated
exp
erie
nce.
■R
ippl
ing
Rhy
thm
s.■
Cal
l and
res
pons
e ac
tivity
.
Ap
ply
ing
un
der
stan
din
g:
■Li
sten
to
and
follo
w s
ound
sou
rce
trav
ellin
g ar
ound
diff
eren
t sp
aces
;ex
perie
nce
wor
ds /
tou
ch d
escr
ibin
gdi
ffere
nt s
ound
s.
1biii
3ai
2ai
1biii
1ciii
■H
ello
- W
elco
me
song
(B
oby
Sha
ftoe,
Cla
p Y
our
Han
ds),
sin
g to
eac
h pe
rson
intu
rn e
ach
sess
ion,
use
per
sona
l sou
nd a
nd /
or
touc
h if
appr
opria
te w
hile
sin
ging
.■
Sou
nd b
ag -
for
m a
circ
le a
nd in
tur
n ch
oose
a s
ound
mak
er f
rom
a b
ag.
Mak
e a
soun
d w
ith it
. R
etur
n so
und
mak
er b
efor
e m
ovin
g on
to
next
per
son.
Tal
k ab
out
soun
ds,
rein
forc
e w
ith t
ouch
if a
ppro
pria
te,
e.g.
hai
rbru
sh /
com
b on
ski
nal
ongs
ide
scra
tchy
sou
nd a
nd v
isua
l cue
s, e
.g.
Mak
aton
or
othe
r fla
shca
rds.
■M
ovin
g so
unds
- le
ader
pla
ys a
sou
nd w
hile
mov
ing
arou
nd t
he r
oom
- b
ehin
d /
infr
ont
/ ab
ove,
nea
r /
far
from
list
ener
s. V
ary
soun
ds,
e.g.
fas
t /
slow
, lo
ud /
qui
et,
high
/ lo
w.
■E
xplo
re d
iffer
ent
soun
d so
urce
s /
mak
ers
- ra
diat
ors,
bin
s, w
heel
chai
r sp
okes
, in
diffe
rent
roo
ms
/ ar
eas
of s
choo
l env
ironm
ent.
Talk
abo
ut s
ound
s, g
ive
tact
ilein
put
alon
gsid
e so
und
if ap
prop
riate
, us
e vi
sual
cue
s to
rei
nfor
ce id
eas.
■R
eson
ance
boa
rd -
exp
lore
diff
eren
t ty
pes
of s
ound
s, e
.g.
finge
r tip
s /
nails
/pa
lms
/ kn
uckl
es o
r pa
intb
rush
/ t
ooth
brus
h.■
Sou
nd w
alk
- ex
plor
e an
d co
llect
diff
eren
t so
unds
fro
m a
roun
d sc
hool
usi
ng t
ape
reco
rder
; ta
lk a
bout
sou
nds,
pla
y ba
ck a
nd li
sten
, re
visi
t so
unds
of
inte
rest
.■
Sou
ndbe
am -
Bris
tol B
lues
: tim
bre
activ
ity in
HM
S S
ound
beam
book
, ex
plor
ing
soun
ds in
a b
and,
usi
ng b
alls
or
othe
r fo
rms
of m
ovem
ent
to e
xplo
re d
iffer
ent
soun
ds o
n be
am /
sw
itche
s.■
Pas
s in
stru
men
t ar
ound
rin
g -
circ
le g
ame,
sin
g so
ng a
ltoge
ther
and
whe
n so
ngen
ds c
hild
with
inst
rum
ent
play
s it.
Try
with
aco
ustic
sou
nd m
aker
s /
soun
dbea
m /
switc
hes
/ cl
assr
oom
inst
rum
ents
.■
Cal
l and
res
pons
e ac
tivity
usi
ng in
stru
men
ts /
oth
er s
ound
mak
ers
- m
odel
led,
one-
on-o
ne a
nd a
s a
grou
p.L
iste
nin
g -
eac
h s
essi
on
■R
ippl
ing
Rhy
thm
s (L
iste
ning
to
Mus
ic:
Ele
men
ts 5
+)
- lis
ten
and
talk
abo
ut t
hem
usic
/ s
ound
s he
ard,
tra
ce s
hape
of
long
vio
lin s
lide,
jigg
le t
o bu
bble
s (a
nd b
low
som
e!),
jum
ping
pia
no n
otes
, m
ove
to m
usic
- f
ree
expr
essi
on /
usi
ng p
rops
(sca
rves
/ b
unge
e),
use
tact
ile p
rops
(ta
ppin
g pe
bble
s /
scra
ping
cor
ruga
ted
card
).R
eper
toir
e /
reso
urc
es:
■B
obby
Sha
ftoe,
Cla
p Y
our
Han
ds(A
& C
Bla
ck),
HM
S S
ound
beam
book
, C
D -
Rip
plin
g R
hyth
ms
- S
hep
Fie
lds
(Lis
teni
ng t
o M
usic
: E
lem
ents
5+
- A
& C
Bla
ck),
varie
ty o
f so
und
mak
ers
/ sw
itche
s /
clas
sroo
m in
stru
men
ts,
soun
dbea
m.
Cro
ss-c
urr
icu
lar
links
an
d a
ctiv
itie
s (i
ncl
ud
ing
IC
T):
■La
ngua
ge -
exp
erie
ncin
g de
scrip
tive
wor
ds;
ICT
- us
ing
tape
rec
orde
r to
col
lect
sou
nds,
sou
ndbe
am,
switc
hes;
mov
emen
t -
to m
usic
usi
ng p
rops
, fr
ee e
xpre
ssio
n.
Per
form
ing
op
po
rtu
nit
y■
Cal
l and
res
pons
e ac
tivity
- v
ideo
and
play
bac
k fo
r en
joym
ent
/ re
visi
tex
perie
nce.
Vo
cab
ula
ry /
sig
ns
/ sy
mb
ols
:■
Des
crip
tive
wor
ds f
or s
ound
s, e
.g.
scra
tchy
, sm
ooth
, sp
iky
and
way
s so
unds
are
mad
e, e
.g.
shak
e, t
ap.
.......................................................................................................................................................................
52 Planning music for children with learning difficulties July 2003
Games and songs for sound makers, Stage 1b
Sound bag
● Prepare a bag / box with sound makers to pass around the circle.● Initially, explore only one type of sound at a time, e.g. only shaking
sounds.● In turn, around the circle, select a sound maker and use it to make
a sound.● Talk about the types of sounds made.● As children gain more experience, mix two types of sound in the
bag, e.g. shakers and tappers.
● After playing sound bag, you could listen to music with the specificsound in it, for example:
tapping sounds Clog dance, Ferdinand Herold(Sounds Topical CD 2, Oxford University Press)
shaking sounds Troika - Lt. Kije, Prokofiev(Fanfare 2 CD, Tim Cain, Cambridge University Press)
scraping sounds Introduction of Baby Elephant Walk, Henry Mancini (Fanfare 1 CD, Tim Cain, Cambridge University Press)
● Respond to music through freeexpression / using props,e.g. scarves / large bungee /parachute / large soft ballas appropriate.
Some ideas for sound bag contents:
shakers tappers scrapersshaky egg drum guiromaraca woodblock scrapersmarties in tube pringle tube with lid on corrugated cardlentils in container spoons sandpaperkeys small box combjingle stick claves cabassa
These are not exhaustive lists, just a starting point.
.......................................................................................................................................................................
53July 2003 Planning music for children with learning difficulties
Moving sounds
● Travelling sounds in different spaces can give a new perspective tosounds.
● Try using: a gongfinger cymbalsa druma whirly tubea rainmakeran ocean drum an alarm clockkeyshandbells
And anything else you can find!
● Play it and move around the space playing it.● Do the children follow the sound source (eyes / head movement)?● Do they react to any of the sounds in particular?● Is their reaction in the hall different to that in the bathroom, for
example?● Would it be appropriate to move the children around a sound
source, e.g. a CD / other sound makers?
Pass the instrument
● Choose an instrument / sound maker to pass around the circle.● Sing together (to the tune of Yellow Submarine chorus).
I* can play a sound today,A sound today, a sound today,I* can play a sound today,Listen while I* play, listen while I* play.
*substitute ‘I’ for child’s name if you prefer.
● Each person in the circle should have an opportunity to explore andplay the instrument.
● Sing the song in between each person’s turn.
● Talk about the sounds made.● Make gestures / hand actions to show kind of sound.● Look at visual cues which could represent the sounds.
tap shake scrape
.......................................................................................................................................................................
54 Planning music for children with learning difficulties July 2003
● Explore only one instrument at a time.● Experiment with different instruments / sound makers / switches /
soundbeam.
Call and response
● Model call / response with other adults
Call (leader) Response (using sound maker)tap* a sound tap taptap a sound tap taptap a sound with me shtap taptap taptap a sound with me tap tap tap tap . . . . .
Respond to stop sign.
*Change instruction to shake / scrape / make as appropriate.
● Try it one to one with adult / child.● Try all children on mass!● Use different sound makers as in Pass the instrument above.
.......................................................................................................................................................................
55July 2003 Planning music for children with learning difficulties
Music unit brainstorm
Title / Context: Musical moods Class: Stage: 4
Quality musical experience(s):• Creating and playing own and others’ sound patterns.• Bjork - listening and responding to changes in mood / dynamic in music.• Make a face songElement(s):Dynamics: recognise and respond to loud / quiet / silence.Structure: experience and begin to understand pattern. Skills:1bi Begin to control playing techniques on an increased variety of percussion instruments and switches.1cii Work alongside other children in groups, taking turns.2bii Compose simple patterns by ordering symbol / picture cue cards or tactile scores.3bi Respond to changes in mood and character within pieces of music through dance / movement.
1 Controlling sounds through singing and playing - performing skills• Hello song, Make a Face song (Game Songs with Prof Dogg’s Troupe). • Clap Your Hands and Wiggle Your Fingers (Bobby Shaftoe Clap Your Hands). • Mahachagogo (Songbirds: Me).• Extraordinary tambourine, Sleeping tambourine (with other instruments also).• Sound bag - dynamics.• Give me a sound.• Play patterns of sound - follow flashcards / puppets.
2 Creating and developing musical ideas - composing skills• Choosing sounds which represent different feelings, explore different instruments / switches and
adding to Make a Face song.• Organising sounds into simple patterns (using flashcards / other objects of reference).
3 Responding and reviewing - appraising skills• Movement to music, make faces / gestures, PECs, join in with “sh” in music, talk.• Clap your hands, wiggle your fingers - physical response.• Creating sounds in response to flashcards and talk about sounds.
Vocabulary / signs / symbols / objects of reference:loud quiet silence pattern Makaton symbols for happy / sad / angry / calm / frightened
4 Listening, and applying knowledge and understanding• Recognise / react to / anticipate change in music.• Representing emotions through different sounds, e.g. sad - quiet, happy - loud.
Musical examples:Bjork - Post: It’s Oh So Quiet
Cross-curricular links, including use of ICT• Movement - slow, calm movements to quiet sections contrast with lively movement in louder sections of
music.• PSHE - emotions, turn taking.• ICT - use of switches to create sound patterns.• Numeracy - patterning.
Performance opportunity:Own patterns to class / LSA.
.......................................................................................................................................................................
56 Planning music for children with learning difficulties July 2003
Mu
sic
un
it o
f w
ork
Cla
ss:
Sta
ge:
4 (P
6/7)
Term
:T
itle
/ C
onte
xt:
Mus
ical
moo
ds
Lea
rnin
g o
bje
ctiv
esE
valu
atio
n o
fle
arn
ing
Sp
ecif
ic a
sses
smen
to
pp
ort
un
itie
sA
ctiv
itie
s(in
clud
ing
diffe
rent
iatio
n)
Un
der
stan
din
g e
lem
ent(
s):
(par
agra
phs
4a/b
)D
ynam
ics:
reco
gnis
e an
d re
spon
d to
loud
/ q
uiet
/ s
ilenc
e.
Str
uct
ure
:ex
perie
nce
and
begi
n to
unde
rsta
nd p
atte
rn.
Dev
elo
pin
g s
kills
:(p
arag
raph
s 1,
2 a
nd 3
)1b
iB
egin
to
cont
rol p
layi
ngte
chni
ques
on
an in
crea
sed
varie
ty o
f pe
rcus
sion
inst
rum
ents
and
switc
hes.
1cii
Wor
k al
ongs
ide
othe
r ch
ildre
n in
grou
ps,
taki
ng t
urns
.2b
iiC
ompo
se s
impl
e pa
ttern
s by
orde
ring
sym
bol /
pic
ture
cue
card
s or
tac
tile
scor
es.
3bi
Res
pond
to
chan
ges
in m
ood
and
char
acte
r w
ithin
pie
ces
of m
usic
thro
ugh
danc
e /
mov
emen
t.
Qu
alit
y m
usi
cal
exp
erie
nce
(s):
■C
reat
ing
and
play
ing
own
and
othe
rs’
soun
d pa
ttern
s.■
Bjo
rk -
list
enin
g an
d re
spon
ding
to
chan
ges
in m
ood
/ dy
nam
ic in
mus
ic.
■M
ake
a F
ace
song
.
Ap
ply
ing
un
der
stan
din
g:
■R
ecog
nise
tha
t m
usic
al e
lem
ents
can
be c
hang
ed a
nd u
sed
for
diffe
rent
purp
oses
.
1bi
1cii
1bi
1cii
2bii
3bi
■H
ello
son
g -
ever
y se
ssio
n to
sta
rt o
ff m
usic
tim
e.■
Mak
e a
Fac
e(G
ame
Son
gs w
ith P
rof
Dog
g’s
Trou
pe n
o.8)
-
lear
n to
geth
eran
d si
ng,
add
soun
ds a
fter
each
cho
rus
to r
epre
sent
moo
d us
ing
inst
rum
ent
/di
ffere
nt s
witc
hes,
tap
e re
cord
and
list
en.
■C
lap
You
r H
ands
and
Wig
gle
You
r F
inge
rs(B
obby
Sha
ftoe,
Cla
p Y
our
Han
dsno
. 29
) -
lear
n so
ng t
oget
her,
talk
abo
ut p
atte
rn o
f ac
tions
- s
ound
/ s
ilenc
e, t
ryso
ng ju
st d
oing
act
ions
, tr
y pu
tting
in in
stru
men
t so
und
/ si
lenc
e, e
.g.
tap
your
drum
, an
d ke
ep it
sile
nt .
. .
■
Mah
acha
gogo
(Son
gbird
s: M
eno
. 23
) -
expl
ore
diffe
rent
moo
ds u
sing
cha
nt /
voca
l sou
nds,
try
add
ing
inst
rum
enta
l sou
nds
/ sw
itche
s to
rep
rese
nt m
oods
,e.
g. h
appy
- b
right
, liv
ely
soun
d, s
ad -
qui
et,
slow
sou
nd,
etc.
■S
ound
bag
- e
xplo
re o
ther
typ
es o
f so
und
mak
ers
in a
‘fee
ly’b
ag,
e.g.
lent
ils in
cart
on,
woo
den
spoo
ns,
keys
, et
c. (
have
one
sile
nt o
bjec
t al
so,
e.g.
ted
dy).
■E
xtra
ordi
nary
/ s
leep
ing
tam
bour
ine
- ex
plor
ing
diffe
rent
sou
nds
on o
nein
stru
men
t ta
king
tur
ns a
roun
d ci
rcle
/ k
eepi
ng in
stru
men
t as
qui
et a
s po
ssib
le.
■G
ive
me
a so
und
- sh
ow f
lash
card
, ch
ildre
n re
spon
d th
roug
h in
stru
men
tal /
voca
l sou
nds,
let
child
ren
choo
se f
lash
card
s to
sho
w f
or o
ther
s to
res
pond
.■
Pla
y pa
ttern
s of
sou
nd -
fol
low
hap
py /
sad
fla
shca
rds
usin
g ap
prop
riate
inst
rum
enta
l / s
witc
h so
unds
to
repr
esen
t em
otio
n /
moo
d, t
ry u
sing
pup
pets
inst
ead
of f
lash
card
s.■
Mak
e up
ow
n pa
ttern
s us
ing
flash
card
s /
othe
r ob
ject
s of
ref
eren
ce t
o pl
ay.
■P
erfo
rm in
cla
ss t
o /
with
oth
er c
hild
ren.
Lis
ten
ing
-
each
ses
sio
n■
It’s
Oh
So
Qui
et-
liste
n to
cha
nges
, ta
lk a
bout
mus
ic,
mak
e fa
ces
/ ge
stur
es,
indi
cate
moo
d of
mus
ic t
hrou
gh a
ppro
pria
te P
EC
s, (
e.g.
Mak
aton
fla
shca
rds)
join
in w
ith “
sh”
in m
usic
, re
spon
d th
roug
h m
ovem
ent
to m
usic
, re
cogn
ise
/re
act
to /
ant
icip
ate
chan
ge in
mus
ic -
moo
d an
d dy
nam
ic e
spec
ially
.
Rep
erto
ire
/ re
sou
rces
:■
Hel
lo s
ong,
Bob
by S
hafto
e, C
lap
You
r H
ands
(A&
C B
lack
), S
ongb
irds:
Me
(A&
C B
lack
),
Gam
e S
ongs
with
Pro
f. D
ogg’
s Tr
oupe
(A&
C B
lack
), e
mot
ion
flash
card
s, c
lass
room
inst
rum
ents
, B
jork
- P
ost:
It’s
Oh
So
Qui
et
Cro
ss-c
urr
icu
lar
links
an
d a
ctiv
itie
s (i
ncl
ud
ing
IC
T):
■M
ovem
ent
- sl
ow,
calm
mov
emen
ts t
o qu
iet
sect
ions
con
tras
t w
ith li
vely
mov
emen
t in
loud
er s
ectio
ns o
f m
usic
; P
SH
E -
em
otio
ns,
turn
tak
ing;
IC
T-
use
of s
witc
hes
to c
reat
eso
und
patte
rns
(als
o se
e H
MS
Sou
ndbe
ambo
okle
t);
num
erac
y -
patte
rnin
g.
Per
form
ing
op
po
rtu
nit
y■
Sin
g so
ng o
nto
tape
and
use
as
liste
ning
reso
urce
.■
Ow
n so
und
patte
rns
to /
with
cla
ss/L
SA
Vo
cab
ula
ry /
sig
ns
/ sy
mb
ols
:■
Fla
shca
rds
- lo
ud /
qui
et /
sile
nce;
hap
py /
sad
/ a
ngry
/ c
alm
.
.......................................................................................................................................................................
57July 2003 Planning music for children with learning difficulties
Games and songs for musical moods, Stage 4
Hello song
● Sing (to tune of London’s Burning), leader sings - class echoes
Hello Hello
How are you? How are you?
I am happy*! I am happy!
Thank you! Thank you!
*change emotion as you like
● Try singing fast / slow, loud / quiet reflecting emotion.● Add a vocal / instrumental / switch sound after each verse if
appropriate.
Sound bag
● Prepare a bag with a variety of sound makers (everyday objects /instruments).
● Pass the bag around the circle (you could do it while you sing, usethe end of song as an indicator that someone can look inside).
● Child selects an object from the bag and makes a sound.● Talk about kind of sound made.● Try and include a silent object.● Change the sound makers to add variety each time you play.
Extraordinary tambourine
● Pass a tambourine around the circle.● In turn, each child makes a sound with the tambourine.● Try and find different ways of creating sounds.● Try with a different instrument.● Try giving children an emotion to play, e.g. sad - slow, quiet.
.......................................................................................................................................................................
58 Planning music for children with learning difficulties July 2003
Sleeping tambourine
● Pass a tambourine around the circle, each child plays it loudly andpasses it on (gets rid of loudness, but be careful not to damageinstruments!)
● Pass it again, this time the tambourine is asleep so it must bepassed as quietly as possible.
● If the tambourine wakes up, put it back to sleep gently andcontinue.
● Try passing other instruments / objects with the same idea.
Give me a sound
● Have a small selection of instruments / sound makers / switches inthe centre of the circle.
● Listen to sounds of each and talk about them.● Show a picture / flashcard / other object of reference (also act out /
facial gesture) indicating happy / sad / angry / calm / frightened.● Invite child to choose a sound maker and make a sound
representing that emotion.● Other children listening respond by making facial gesture / using
symbols.● Invite child to select an emotion for others to create sounds for.● Try making one sound after another, e.g. happy then sad.
Patterns of sound
● Using picture cues / flashcards, make a pattern, e.g. sad / happy /sad / happy.
● Lay it out for all to see.● Invite different children to play patterns.● Can the listening children tell where the sounds change?
● Try it with two children, one only plays happy sounds, the otheronly plays sad sounds (hold up flashcards so that children knowwhen to play).
● Try it with groups of children, each group only playing one of thesounds.
● Using the same cards, change the patterns around and play again.
● Invite a child to rearrange the cards.
.......................................................................................................................................................................
59July 2003 Planning music for children with learning difficulties
Music unit brainstorm
Title / Context: Sounds and symbols Class: Stage: 8
Quality musical experience(s):• Hello song.• Christmas stockings composition, using different timbre and dynamics.Element(s):Timbre: distinguish between different ways of playing percussion instruments.Dynamics: understand and identify getting louder / quieter.Skills:1bi Demonstrate increased accuracy and control of technique on a wider range of untuned percussion
instruments.1cii Rehearse and perform as a class.2bi Structure sounds in an order appropriate to a specific purpose in response to given starting points.3bi Respond to music through a variety of art forms including dance, movement and artwork, showing
greater expression.
1 Controlling sounds through singing and playing - performing skills• Hello song.• Boom Chicka Boom.• Echo clapping (use different body sounds).• Pass the beater.• Air music.• Learn chants for bonfire night and Christmas stocking music.
2 Creating and developing musical ideas - composing skills• Bonfire night - sound effects.• Christmas stocking music (with chant).
3 Responding and reviewing - appraising skills• Respond to symbols through creating sounds.• Recognise music getting louder / quieter - conduct / tap / talk about / tell story of music.• Air music - using hand actions to represent sounds.
Vocabulary / signs / symbols / objects of reference:Louder / quieter descriptive words for sounds symbols representing sounds
4 Listening, and applying knowledge and understanding• Symbols quiz - which sound is being played? • Developing own symbols for Christmas stocking music to use as score for performance.
Musical examples:As the Wagon Passes - Elgar.
Cross-curricular links, including use of ICT• Dance - to music, link to Christmas theme.• Art - exploring different shapes / lines.• Literacy - descriptive words, word play - rhyming in chants.• ICT - use of tape recorder to record music performed, listen back.
Performance opportunity:End of term assembly - introduce with Hello song, perform Christmas stocking music.
.......................................................................................................................................................................
60 Planning music for children with learning difficulties July 2003
Mu
sic
un
it o
f w
ork
Cla
ss:
Sta
ge:
8 (L
2)Te
rm:
Aut
umn
T
itle
/ C
onte
xt:
Sou
nds
and
sym
bols
Lea
rnin
g o
bje
ctiv
esE
valu
atio
n o
fle
arn
ing
Sp
ecif
ic a
sses
smen
to
pp
ort
un
itie
sA
ctiv
itie
s(in
clud
ing
diffe
rent
iatio
n)
Un
der
stan
din
g e
lem
ent(
s):
(par
agra
phs
4a/b
)T
imb
re:
dist
ingu
ish
betw
een
diffe
rent
way
s of
play
ing
perc
ussi
on in
stru
men
ts.
Dyn
amic
s:un
ders
tand
and
iden
tify
getti
nglo
uder
/ q
uiet
er.
Dev
elo
pin
g s
kills
:(p
arag
raph
s 1,
2 a
nd 3
)1b
iD
emon
stra
te in
crea
sed
accu
racy
and
cont
rol o
f te
chni
que
on a
wid
er r
ange
of
untu
ned
perc
ussi
on in
stru
men
ts.
1cii
Reh
ears
e an
d pe
rfor
m a
s a
clas
s.2b
iS
truc
ture
sou
nds
in a
n or
der
appr
opria
teto
a s
peci
fic p
urpo
se in
res
pons
e to
give
n st
artin
g po
ints
.3b
iR
espo
nd t
o m
usic
thr
ough
a v
arie
ty o
far
t fo
rms
incl
udin
g da
nce,
mov
emen
tan
d ar
twor
k, s
how
ing
grea
ter
expr
essi
on.
Qu
alit
y m
usi
cal
exp
erie
nce
(s):
■H
ello
song
.■
Cla
ss c
ompo
sitio
n -
Chr
istm
as s
tock
ings
usin
g di
ffere
nt t
ypes
of
soun
ds a
nddy
nam
ics.
Ap
ply
ing
un
der
stan
din
g:
■U
se a
nd e
xplo
re a
var
iety
of
sign
s or
sym
bols
link
ed t
o un
ders
tand
ing
of t
imbr
eto
com
mun
icat
e ow
n m
usic
al id
eas.
1bi
2bi
1cii
3bi
■H
ello
song
- g
et lo
uder
/ q
uiet
er f
or e
ach
vers
e.
■E
cho
clap
ping
- li
sten
ing
skill
s, e
xplo
re d
iffer
ent
body
sou
nds.
■B
oom
Chi
cka
Boo
m-
expl
ore
diffe
rent
voc
al t
imbr
es a
nd d
ynam
ics.
■P
ass
the
beat
er -
pla
y di
ffere
nt t
ypes
/ d
ynam
ics
of s
ound
, re
spon
d to
tim
bre
flash
card
, ex
perim
ent
with
diff
eren
t w
ays
of p
layi
ng t
he s
ame
inst
rum
ent.
■A
ir m
usic
- e
xplo
re v
ocal
sou
nds
by f
ollo
win
g di
ffere
nt h
and
actio
ns,
mat
chdr
awn
sym
bols
to
hand
act
ions
, ex
plor
e in
stru
men
tal s
ound
s fo
r sa
me
sym
bols
.■
Bon
fire
nigh
t-
lear
n ch
ant
and
add
soun
d ef
fect
s (v
ocal
/ in
stru
men
tal),
thi
nkab
out
way
s of
rec
ordi
ng s
ound
s th
roug
h sy
mbo
ls,
e.g.
■Q
uiz
- ch
ildre
n ch
oose
a s
ymbo
l to
play
usi
ng a
n un
tune
d in
stru
men
t, ot
hers
liste
n an
d gu
ess
whi
ch s
ymbo
l it
is (
coul
d be
link
ed w
ith P
ass
the
beat
er).
■C
hris
tmas
sto
ckin
g m
usic
- le
arn
chan
t to
geth
er,
thin
k ab
out
wha
t m
ight
be
insi
de a
sto
ckin
g, e
xplo
re s
ound
s fo
r ea
ch t
oy in
the
sto
ckin
g, r
epea
t ch
ant
betw
een
each
new
sou
nd.
Thi
nk a
bout
use
of
dyna
mic
s -
if so
unds
are
adde
d on
top
of
each
oth
er,
dyna
mic
will
incr
ease
.■
Pra
ctis
e as
cla
ss,
tape
rec
ord
and
liste
n be
fore
fin
al p
erfo
rman
ce.
■P
erfo
rm in
sch
ool a
ssem
bly.
Lis
ten
ing
-
each
ses
sio
n■
As
the
Wag
on P
asse
s-
liste
n fo
r m
usic
get
ting
loud
er /
qui
eter
, ta
lk a
bout
stor
y of
the
mus
ic,
cond
uct
the
mus
ic u
sing
big
ger
actio
ns a
s it
gets
loud
er,
tap
stea
dy b
eat
getti
ng lo
uder
/ q
uiet
er w
ith t
he m
usic
, da
nce
inte
rpre
tatio
n.
Rep
erto
ire
/ re
sou
rces
:■
Hel
loso
ng,
Bon
fire
nigh
tch
ant,
Sto
ckin
gch
ant,
timbr
e fla
shca
rds,
cla
ssro
omin
stru
men
ts,
As
the
Wag
on P
asse
s-
Elg
ar,
(Fan
fare
1C
D -
Cam
brid
geU
nive
rsity
Pre
ss).
Cro
ss-c
urr
icu
lar
links
an
d a
ctiv
itie
s (i
ncl
ud
ing
IC
T):
■D
ance
- t
o m
usic
, po
ssib
ly li
nk t
o C
hris
tmas
the
me
- el
ves
fillin
g st
ocki
ngs.
Art
- e
xplo
ring
diffe
rent
sha
pes
/ lin
es.
Lite
racy
- d
escr
iptiv
e w
ords
, w
ord
play
- r
hym
ing
in c
hant
s.
Per
form
ing
op
po
rtu
nit
y■
Hel
loso
ng t
o st
art
off
asse
mbl
y,te
ach
rest
of
scho
ol.
■C
ompo
sitio
n in
ass
embl
y.
Vo
cab
ula
ry /
sig
ns
/ sy
mb
ols
:■
Loud
er /
qui
eter
; de
scrip
tive
wor
ds f
or w
ays
of p
layi
ng,
e.g.
sha
ky.
.......................................................................................................................................................................
61July 2003 Planning music for children with learning difficulties
Games and songs for sounds and symbols, Stage 8
Hello song
● Sing together: We all sing hel-lo at * * schoolG C C C E E F F G
We all sing hel-lo at * * schoolG C C C E E F F G
We all sing hel-lo at * * schoolG C C C E E F F G
At * * school we’re real-ly coolG G G G G G E C
chanted: second verse same as the first,but a little bit louder / quieter and a little bit worse(* * insert own school name)
● Repeat verse, each time a little louder / quieter.● Add steady beat to accompany song.
Echo clapping
● Teacher / leader claps simple pattern.● All echo straight back.● Try using different body percussion sounds, e.g. clap-tap-tap-
stamp.
.......................................................................................................................................................................
62 Planning music for children with learning difficulties July 2003
Boom Chicka Boom
● Teacher / leader starts off chant, all echo each line as closely aspossible.
Say boom-chicka-boom echoSay boom-chicka-boom echoSay boom-chicka-rocka-chicka-rocka-chicka-boom echoAh-ha echoOh yeah echoSay it again echoOnly louder echo
● Repeat and change the instruction each time.● Experiment with different vocal sounds, e.g. like a mouse /
squeaky.
Pass the beater
● Chant / sing together (to the tune of London Bridge).
Pass the beater round and round,Round and round, round and round,Pass the beater round and round,Round until it stops.
● When all are confident with the chant / song, repeat it whilstpassing a beater.
● When the chant / song ends, the child with the beater is invited intothe centre of circle and plays sound according to instruction, e.g.shaky sound / sound which gets louder / scrapping sound whichgets quieter.
● Try responding to flashcards, for example:
.......................................................................................................................................................................
63July 2003 Planning music for children with learning difficulties
Bonfire night chant
● Learn a short chant and perform together:
Bonfire night, bonfire night,What do we hear on bonfire night?
● Add sound effects of different things heard, for example:crackling firerocketsCatherine wheelssparklers
● Repeat the chant and add a different sound effect after eachrepeat.
Christmas stocking chant
● Learn chant together:
Christmas stocking, very exciting.Christmas stocking, very inviting.Christmas stocking, Santa’s kind,Look inside, see what you find!
● Add sounds which represent different toys / gifts found inside aChristmas stocking.
● Experiment with different dynamics for sounds.● Try using more than one sound at a time.● Try splitting the chant between two groups, but come together for
the last line.● Repeat the chant as many times as needed to structure music.
.......................................................................................................................................................................
64 Planning music for children with learning difficulties July 2003
Exemplification of skills
Stages 1a, 1b and 1c (P Levels 1 - 3)
The following pages contain a variety of musical activities to supportthe learning objectives and expectations of achievement at P Levels 1- 3. Each statement, taken from the special skills developmentoverview, is supported by a range of musical ideas and starting points.However, some of the statements are self-explanatory or are so open-ended that they are not supported by examples, i.e.:
Stage 1b 3a experience new, unfamiliar music, sounds and songs.
The ideas are not exhaustive but rather are meant to be a jumping offpoint for teachers to use, adapt and develop their own ideas from. Theactivities and suggestions build on each other, therefore in somesections they refer back to a previous stage.
The exemplification covers P Levels 1 - 3, since from P Level 4onwards the expectations for musical achievement are more explicitand can be supported more easily by existing materials.
.......................................................................................................................................................................
.......................................................................................................................................................................
65July 2003 Planning music for children with learning difficulties
Stage 1a - P Level 1
1a Experience a range of vocal sounds using a variety of pitch andlength of note
● Pre-verbal rhymes using sounds, e.g. The witch says ha, ha, haThe ghost says oooooooThe cat says miaowWe all say boo!
● Facial expressions linked with sounds.
● Teletubbies language eh-oh, noo noo, la la, etc.● Tweenies.● Own experimentation with sound (could also be echoed back /
echoed and extended).● Hear others talking / chanting / singing, exposure to different
voices.● Using puppets with different voices.
● Repetitive stories with sound effects, e.g. Bear Hunt (MichaelRosen, Walker Books), Peace at Last (Jill Murphy, Macmillan).
● Poetry with repeated sounds or opportunities for sound effects.● Drama games.
● Old Macdonald (e - i - e - i - o).● Nursery rhymes.● Simple songs.● Cumulative songs.● Joining chants with repeating vowel sounds / parts, e.g. Banana
Splits in Banana Splits (Ana Sanderson, A & C Black).
● Songs with backing singers, e.g. Motown.● Scat singing (jazz singers using nonsense words, e.g. ooo-ah,
shooby do).● Songs / chants in different languages, e.g. Beat That CD (Bobbie
Stormont).● Play opera - over dramatise singing gestures and sounds.
● Allow children to feel different voice vibrations - touching differentspeakers’ / singers’ throats / necks as well as their own.
.......................................................................................................................................................................
66 Planning music for children with learning difficulties July 2003
Stage 1a - P Level 1
1b Experience / tolerate body sounds
● Resonance board - experience hand tapping, rubbing, etc.● Massage exploring different sounds - stroking arms, tapping legs.● TacPac programme - sensory relaxation to music (ref. Bobbie
Stormont - Beat That).● Sherborne Movement - developing body awareness.● Someone else tapping / stroking head (or other body parts) in time
/ response to music.● Explore through modelling, e.g. hand-over-hand.● See / hear / experience others clapping, tapping their own knees.● Body sounds as actions to song.
1b Experience and tolerate struck and shaken instruments
● Listen to ocean drum held over head.● Resonance board work.● Experience claves / drums / maracas (and other classroom
instruments which are tapped / shaken).● Experience shaky eggs - holding, moving around inside a bowl or
octochime.● Experience other sound makers, e.g. pasta on string, pasta in pots.● Attach something that rattles to lycra, move the lycra and the object
makes a sound.
.......................................................................................................................................................................
67July 2003 Planning music for children with learning difficulties
Stage 1a - P Level 1
1b Experience a range of sound makers using a variety of pitch andlength of note
● Hand bells, glockenspiels, xylophone, single chimebars includingbass chimebars (touch these to feel the vibrations - feet andhands).
● Soundbeam work.● Different length pipes (boomwhackers, whirly tubes).● Water in bottles to strike / blow.● Tap / shake everyday objects, e.g. keys, cutlery, trays.
● Live instruments and visiting musicians.● Bournemouth Symphony Orchestra workshops.● Special events.
1c Experience group musical activity
● Use lycra strip / bungee to link whole group - respond to musicthrough movement, e.g. swaying, bouncing material.
● Parachute work.● Ball rolling along with music / through soundbeam.● Circle time songs.● Chants and rhymes.● Make sounds at same time as others.
1c Tolerate others in the group
● Use lycra / bungee / strips of material instead of holding hands.● Move the material in time / feel with music.● Parachute games using songs.● Greeting songs welcoming each child in turn.● Roll a ball along with song / through soundbeam to another person.● Respond to the gathering drum.● Make one sound or many in a group.● Resonance board work.
.......................................................................................................................................................................
68 Planning music for children with learning difficulties July 2003
Stage 1a - P Level 1
1c Experience call and response activities using vocal or bodysounds and other sound makers
● Echo / copy sounds heard, e.g. aaahh, oh!● Tommy Thumb type games, e.g. Tommy thumb, Tommy thumb
Where are you?Here I am, here I am,How do you do?
● Short rhymes / songs to known tunes, e.g. Bobby Shaftoe, ClapYour Hands (Sue Nicholls, A & C Black).
● Name songs, e.g. Beat That CD.● Respond to name through sound, e.g. registration time.
● Tap table / stamp feet in response to learned phrase, e.g. in BearHunt.
● Use verbal / sound / picture cues as trigger to making response.
.......................................................................................................................................................................
69July 2003 Planning music for children with learning difficulties
Stage 1a - P Level 1
2a Encounter and experience sound sources in differentenvironments
● Tapping radiators around the school.● Shaking keys.● Tapping / scraping tree bark.● Explore vocal sounds in different rooms, e.g. hoot in hall, bathroom.● Scrape the carpet.● Explore different papers - cellophane, brown paper, foil, corrugated
card.● Go for a sound walk.● Beads on the spokes of wheelchairs, listen to sound when moving /
still.● Listen to different shoes on hall floor, e.g high heels, wellies,
trainers, tap shoes, etc.● Explore sounds outside, e.g. shout, roar, whisper, use sound
makers.● Pre-recorded sound effects.● Own sounds recorded and revisited in different locations in /
outside school.
2a Explore single sounds / notes
● Woodblock, claves, other wooden sound makers.● Finger cymbals, cowbell, gong, other metal sound makers.● Drums or other skinned instruments.● Doorbells / buzzers.● Switches with single sounds (on press and on release).● Hand bells.● Using bass chimebars, feel vibration in hands / feet.
● Using touch to associatedifferent sounds, e.g.scraping sound – toucharm with hairbrush,finger cymbals – touchwith something cold.
● Exploring vocal sounds,e.g. sigh, high note / lownote - hear it echoedback, for high note puthand on head to feelvibration, lower notesvibrate in throat / chest.
.......................................................................................................................................................................
70 Planning music for children with learning difficulties July 2003
Stage 1a - P Level 1
3a Experience a variety of sounds in different environments
● See examples in 2a.● A gong is played and moved around the room, try in different sized
rooms, e.g. hall / classroom / toilet.● Moving in and out of a soundbeam in different spaces.● Hear sounds / music in a dark environment.● Listen to music / sounds in different positions, e.g. sitting, lying,
standing.● Sounds outside, e.g. wind-chimes moving in breeze (wooden,
metal, shell, ceramic).● Experience music / music making in places outside school, e.g.
theatre, church, outside.● Canned music in shops, cafes.
3a Sometimes show an awareness of sound or music
● Raise head on hearing sound.● Smile at sounds / music liked.● Move to some music / songs.● Still when hearing some music.● React to sounds played at different positions around, e.g. above
head, to left / right of head, near knees.
3a Experience a variety of music
● See special skills development overview - contexts and purposesfor music (p20).
● Music with strong beat for stimulation.● Ambient music for relaxation.● Music using change / contrast within it.● Music from the charts (links school and home life).● Music with single instrument playing, e.g. solo clarinet, solo guitar.● Music played by ensembles, including bands and orchestras, e.g.
jazz band, string quartet.● Solo and choral vocal music.● Accompanied and unaccompanied vocal music.● Junk band music, e.g. Stomp (video / live).
.......................................................................................................................................................................
71July 2003 Planning music for children with learning difficulties
Stage 1a - P Level 1
3a Encounter a range of action, counting, name and other simplesongs
● Action songsOkki-Tokki-Ungaby Beatrice Harrop, Linda Friend and David Gadsbypublished by A & C BlackISBN: 0-7136-4078-2 (book only) ISBN: 0-7136-4081-2 (double cassette pack)
Game Songs with Prof Dogg’s Troupeby Harriet Powellpublished by A & C BlackISBN: 0-7136-2306-3 (book and CD)
● Mathematics linked songs (including counting songs)Tom Thumb’s Musical Mathsby Helen MacGregorpublished by A & C Black ISBN: 0-7136-4971-2
Count Me Inpublished by A & C Black ISBN: 0-7136-2622-4
● Language linked songsBingo Lingoby Helen MacGregorpublished by A & C Black ISBN: 0-7136-5075-3
● Simple / silly songsSonsense Nongsby Michael Rosenpublished by A & C BlackISBN 0-7136-5935-1 (book and CD)
● Nursery rhymesSing Hey Diddle Diddleby Beatrice Harroppublished by A & C BlackISBN: 0-7136-5934-3
.......................................................................................................................................................................
72 Planning music for children with learning difficulties July 2003
Stage 1a - P Level 1
● Vocal skills and musical conceptsSinging Sherlockby Val Whitlock and Shirley Courtpublished by Boosey & HawkesISMN: M-060-11371-0 (book 1)ISMN: M-060-11372-7 (book 2)
● Singing gamesSinging Games and Rhymes for Early Yearspublished by the National Youth Choir of ScotlandISBN: 0-9538261-0-4
All Join Inby Adam Ockelfordpublished by RNIBISBN: 1-85878-081-0
● Songs of different genresGospel songsby Ken Burton www.kenburton.com
3a Encounter words which describe sounds
● Hear words to describe sounds and illustrate sound through use ofvoice, e.g. shaky - use a wobbly voice, quiet - use a whisper, etc.
● Use touch to illustrate meaning of words, e.g. smooth - stroke arm.● Use movement to illustrate meaning of words, e.g. blow into bottle
of water; wobbly sound, wobble in seat (child or user of the word,or both!)
.......................................................................................................................................................................
73July 2003 Planning music for children with learning difficulties
Stage 1a - P Level 1
3a Encounter music from different times, places and cultures
● See special skills development overview - contexts and purposesfor music (p20).
● Visiting musicians from local community.● Visiting musicians from Hampshire Music Service or other music
organisations, e.g. Bournemouth Symphony Orchestra.● Topic based projects, e.g. Tudors, St Lucia.● Recorded music from different cultures, e.g. Rough Guide series -
www.worldmusic.net ● Music for different celebrations, e.g. Hannukah, Diwali, Christmas.
3a Experience music linked to other activities
● Use music (including songs) to welcome and greet children arrivingat school.
● Use music to signal an event, e.g. tidy up song.● Use music / sound to signal a room / place, e.g. windchimes signify
going outside.● Use music to signal a subject area, e.g. Pink Panther theme tune
means it’s PE time.● Share class music or individual personal choice during circle time.● Assembly time.● Music used in therapy sessions, e.g. hydrotherapy.● Multi-sensory room - use variety of music, music with contrast and
change within it.● Physiotherapy - use familiar and comforting music to make
experience less painful, or to encourage / stimulate movement.
3a Encounter new, unfamiliar music, sounds and songs
● As inspired . . . from different books / CDs / other resources asappropriate!
● Live and recorded sounds / music.
.......................................................................................................................................................................
74 Planning music for children with learning difficulties July 2003
Stage 1b - P Level 2
1a Explore a range of vocal sounds using a variety of pitch andlength
● See Stage 1a.
1a Begin to initiate favourite / familiar songs or activities throughPECS / actions
● Use actions from song to request singing a particular song.● Use makaton symbols / other PECS to request song / piece of
music.● Use object of reference as a request, e.g. collect CD, photograph,
etc.● Use gesture, e.g. pointing, eye pointing.● Use sound to request song / other music.
1b Explore body sounds
● Use songs about parts of the body, explore sounds if appropriate,e.g. clapping hands, stamping feet.
● Use body sounds to accompany other songs, e.g. tapping for abouncy song, stroking for a lullaby.
● Use body sounds as sound effects to stories / poems / chants.● Explore different mouth sounds, e.g. raspberry, popping, humming.● Stamp on different surfaces, e.g. carpet, tiles, wood.● Explore bare feet / shoes on / socks on sounds.● Explore sounds on face, e.g. tap cheeks while opening / closing
mouth.● Explore qualities of sound, e.g. nails on nails, skin on palms,
rubbing hair.● Drum fingers on different parts of body, e.g. head, chest, knees,
legs.● Explore qualities of sound, e.g. ways of making sounds - tapping,
rubbing.
.......................................................................................................................................................................
75July 2003 Planning music for children with learning difficulties
Stage 1b - P Level 2
1b Begin to use struck and shaken instruments
● What can you do with it? Explore ways of playing instruments.● Circle games using different instruments, e.g. I can play a sound
(page 51 Sound makers).● Extraordinary tambourine (page 55 Musical moods) explore
different sounds, use different instruments, e.g. cymbal and beater /drum / bells.
● Sound effects - adding different sounds to accompany stories /poems, e.g. The Magic Paintbrush (Cynthia Rider, Oxford LiteracyWeb) or topic based poetry, e.g. Autumn poems with shakingleaves, etc.
● Songs and games involving instrument exploration, e.g. BobbyShaftoe, Clap Your Hands (see earlier reference), Michael Finnigin,Tap Your Chinigin (Sue Nicholls, A & C Black).
1b Explore a range of sound makers using a variety of pitch andlength of note
● See Stage 1a.
1c Sporadically join in with group musical activity e.g. throughsmiling, making a sound
● See Stage 1a.● Join in with some words / sounds in familiar songs.● Tap body / tray along with shared music / singing.● Show signs of being involved in activity, e.g. smile, eye pointing.
.......................................................................................................................................................................
76 Planning music for children with learning difficulties July 2003
Stage 1b - P Level 2
1c Begin to show an awareness of others in the groups, e.g. throughmusical cue, gesture, touch, symbol
● See Stage 1a.● Touch person sitting next door during welcome / Hello song.● Pass instrument to next person in circle.● Offer symbol / flashcard to another person in group.● Indicate someone else’s turn by passing on instrument.● Show response to another person’s sound / voice.
1c Join in with call and response activities using vocal or bodysounds and other sound makers
● See Stage 1a.● Join with echo songs / chants.● Use own musical object of
reference, (e.g. specific sound/ instrument) in response toname / familiar call.
● Add body sounds in responseto action song, e.g. Call: “Ifyou’re happy and you knowit”. . . Response: “clap yourhands!”
2a Explore a range of sound sources in different environments withvarying degrees of support
● Roll a closed tube with lentils in it across the hall floor, listen assound gets quieter.
● Blow up a balloon and let it go in different sized environments.● Try playing radiators with different beaters.● Throw different sized stones into a pool of water, listen to different
splash sounds.● Listen to own voice outside / in hall / changing room / sensory room
/ toilet.● Explore sounds of different doors / table tops / chairs and other
school furniture.● Shake a box of cornflakes, then shake them into a bowl.● Listen to CD of rock-band then experience rock music live, e.g.
special event.● Experience sounds and music in larger buildings, e.g. local church,
theatre.● Experience sounds and music outside.● Sing / listen to music on minibus outings.● Experiment with jewellery, e.g. bangles on the arm / on a string or
bangles of different materials.
.......................................................................................................................................................................
77July 2003 Planning music for children with learning difficulties
Stage 1b - P Level 2
2a Explore more extended musical sounds
● A succession of rising vocal sounds.● Blow bubbles into a glass of water.● Use a kazoo.● Hum.
● Sequences of sounds on ICT computer programme, e.g. ComposeWorld.
● Soundbeam work.● Use sound switches with sounds on press and release.● Electronic keyboard - explore pre-recorded sounds, pre-set rhythms
and styles.
● Use full range of xylophone / glockenspiel, sliding up / down noteswith beater.
● Use a range of percussion instruments - explore longer, moresustained sounds.
● Explore other instruments, e.g. guitar, repeated strumming of openstrings.
3a Be aware of a variety of sounds and silence in differentenvironments
● See Stage 1a.● Acoustics in different rooms / places in the school (inside and
outside).● Moving sound, e.g. play a gong and move around the room to
change the direction of the sound source.● Moving sound / silence, e.g. moving in / out of a soundbeam.● Encourage mobile children to move towards the sound source / find
the beam, move wheelchair users in / out or towards sound.● Use live and recorded sounds in different environments, e.g.
listening to CD in hall and listening to live musicians in hall.
3a Begin to respond to music
● Still to listen to music.● Move along with music, e.g. jiggle to bouncy music, sway to calmer
music, wave arms to fast music.● Look or turn towards music source.● Cover ears on hearing music (not all responses need to be
positive).● Smile / show enjoyment on hearing music.
.......................................................................................................................................................................
78 Planning music for children with learning difficulties July 2003
Stage 1b - P Level 2
3a Begin to distinguish music from other sounds
3a Become familiar with a range of action, counting, name and othersimple songs of song / music
● See songbooks listed in Stage 1a. The children may begin toinitiate the singing of these songs.
● Smile on first note.● Begin to perform known actions.● Rock / move / gesture in response to opening of song.● Join in with parts of song.
3a Begin to anticipate specific features in familiar music
● Sit up / raise head in anticipation of a loud sound in the music.● Clap / wave hands / smile in response to anticipated sound in
music.● Move then change movement in response to change in music.● Follow shape of the music, e.g. trace a rising slide on the violin.
.......................................................................................................................................................................
79July 2003 Planning music for children with learning difficulties
Stage 1b - P Level 2
3a Begin to respond in different ways to different types and moodsof music
● Becoming excited during fast music.● Keeping still when listening to calming music.● Smiling at familiar / personal music, e.g. name song, Happy
birthday to you.● Use props to respond to music in a way which shows mood, e.g.
scarves, parachute, bungee, ribbons, streamers, etc.● Free expression through dance / movement.● Physical ideas linked to different music, for example:
Let’s Go Zudie-Oby Helen MacGregor and Bobbie Gargrave published by A & C Black
3a Experience words which describe sounds
● See Stage 1a.
3a Encounter music from different times, places and cultures
● See Stage 1a.
3a Experience music linked to other activities
● See Stage 1a.
3a Experience new, unfamiliar music, sounds and songs
.......................................................................................................................................................................
80 Planning music for children with learning difficulties July 2003
Stage 1c - P Level 3
1a Explore and imitate a range of vocal sounds with varying pitch,length and dynamic (volume) of note.
● See Stage 1a and 1b.● Air music use hand actions to initiate sound e.g. ● Air music (move hand slowly in air to show shape)
● Air music Use pictorial cues to initiate vocal sound.
● Echoing own / others’ vocal sounds.● Adding vocal sound effects to poetry, stories, etc.● Use a kazoo / tissue paper.● Use voices to indicate characters, e.g. Three Billy Goats Gruff.● Explore vocalising using a microphone - feel voice vibrations
through speakers.● Explore vocal sounds while wearing headphones to block out
peripheral noises and sounds.● Have a karaoke session.
1a Initiate favourite songs through action or other cues
● See Stage 1a and 1b.● Also vocalise request, e.g. use key word, hum opening of song.● Fetch prop indicating song.● Request song through symbol / flashcard / other PECs.
1b Explore body sounds
● See Stage 1a and 1b.
.......................................................................................................................................................................
81July 2003 Planning music for children with learning difficulties
Stage 1c - P Level 3
1b Begin to use struck and shaken instruments with greatereffectiveness
● See Stage 1a and 1b.● Sleeping tambourine (p56 Musical moods).● Bubbles - blow some bubbles and follow them until they pop.
Choose an instrument to play (shaky egg / cymbal) the length thebubble lasts or only play when the bubble pops. (Try using vocal /body sounds also).
● Follow start / stop signals when playing, e.g. red / green circles orpuppet.
● Experiment with quiet sounds on instruments (greater controlneeded).
● Explore trickier instruments, e.g. shaking a tambourine, tappingclaves.
● Play in response to movement, stop when mover stills.
1b Explore and imitate a range of sounds with varying pitch, lengthand dynamic of note
● See Stages 1a and1b.● Can you make my sound? All chant question, leader makes a
sound and all echo that sound. Different people could be the leadereach time.
● Switches - activating them for longer / shorter time, differentsounds.
● Soundbeam on setting which explores different pitches, e.g. MajorArpeggio, New York Blues, Glastonbury Bells, Dorians, etc.
● Long / short sounds in response to symbols / puppets / handsignals / movement, echoing back an idea or own exploration, e.g.puppet appears / disappears, make a sound as long as the puppetis visible.
● Explore how many ways there are to play instrument, use a widerange of sound makers.
● Also explore high / low and loud / quiet sounds as above.
.......................................................................................................................................................................
82 Planning music for children with learning difficulties July 2003
Stage 1c - P Level 3
1c Join in group musical activity and begin to respond to simpleinstructions
● Use puppets to indicate start / stop or loud / quiet (open / closemouth).
● Traffic lights - green for start, red for stop.● Use 3D objects to start and stop sounds - show / hide behind back.● Simon says - only react if specific sound is given also, e.g. shaky
sound.● Doorbells - two hoops; one indicates, e.g. loud, the other quiet,
jump in and out of different hoops and children respond accordinglyby making body / instrumental sound or using other sound makers.
● Starting and stopping - musical bumps / musical statues.
1c Begin to show an awareness of others in the group
● Continue to build on Stage 1b.● Begin to make eye contact during circle games, e.g. when passing
an instrument.● Vocalisation directed towards others in the group.● Respond to other people’s giggling.● Hearing others thanked for their contribution and responding.
1c Join with call and response activities with greater regularity
● Continue to build on Stage 1b.
.......................................................................................................................................................................
83July 2003 Planning music for children with learning difficulties
Stage 1c - P Level 3
1c Initiate familiar activities through actions or other cues
● Continue to build on Stage 1b.
2a Join in with exploration of sound sources in differentenvironments.
● See Stage 1b.
2a React to sounds made by themselves and explore them throughrepetition.
● Tap on a tray, e.g. drumming fingers, using spoon, knocking.● Vocal sounds, e.g. long slide downwards, repeat sounds and enjoy,
begin to explore differences in sound, e.g. hold last note on forlonger.
● Use different shoes on floor surfaces, and choosing to repeat shoesounds they enjoy.
● Clap hands / stamping / humming.● Repeat mouth sounds, e.g. popping, etc.● Play classroom instruments and repeat the sound they have made,
e.g. shake a jingle stick and repeat the sound again and again.● Explore sounds on a xylophone, e.g. sliding up / down or playing
each note separately.● Use a switch to add sound effects to story, continue pressing switch
to repeat sound.● When repeating sounds, explore them differently, e.g. playing
increasingly fast, quietly, getting louder, slowly.
3a Respond to a variety of sounds in different environments
● See Stage 1a and 1b.
.......................................................................................................................................................................
84 Planning music for children with learning difficulties July 2003
Stage 1c - P Level 3
3a To be aware of and respond more consistently to music
● Continue to build on Stage 1b.● Use gestures to respond to music.● Use learned response, e.g. start to march / use marching actions
when hearing marching music, sway on hearing gospel songs.
3a Become familiar with a range of action, counting, name andsimple songs and other music
● See Stage 1a and 1b.● Listen and respond to recorded TV theme tunes, e.g. smiling /
showing recognition.● Use mobile phone tones.● Listen and respond to advert jingles, combine with visual image as
appropriate, e.g. try looking at visual image with and without sound.● Music from the charts / current hits and bands.
3a Recognise and anticipate specific features in familiar music andreact consistently to them
● See Stage 1b.
3a React to contrasts and moods in different types of music,showing preference in a shorter time cue
● See Stage 1b.
.......................................................................................................................................................................
85July 2003 Planning music for children with learning difficulties
star star starrock-et
Stage 1c - P Level 3
3a Experience and react to words which describe sounds
● See Stage 1a.● Show reaction to different words and ideas, e.g. smile, move away
from.
3a Encounter music from different times, places and cultures
● Continue to build on Stage 1a and Stage 1b.
3a Experience music linked with other activities
● See Stage 1a and 1b.● See Music when? (section 2 of this booklet.)● PE - roll the ball in time to music.● Art - use paint in response to music.● Use play-dough in response to music or different sounds heard,
e.g. making a deep indent in response to loud sounds.● Use different qualities of fabric, e.g. hessian, felt, velvet to link with
different qualities of sound / music.● Patterning - sounds linked with particular colour / object / switch, for
example:
red yellow green red yellow greenclap clap
● Patterning - using word rhythms and syllables, for example:
3a Experience new, unfamiliar music, sounds and songs to stimulatecuriosity
.......................................................................................................................................................................
86 Planning music for children with learning difficulties July 2003
Bibliography
DfEE and QCA (1999) The National Curriculum for England Music, Key Stages 1 - 3London, DfEE and QCA
Equals (1999) Schemes of Work - Creative DevelopmentMLDNorth Shields, Equals
Equals (1999) Schemes of Work - Creative DevelopmentSLDNorth Shields, Equals
Hampshire Music Service Primary Music Manager’s Handbook(June 2001) Hampshire County Council
QCA (March 2001) Planning, teaching and assessing thecurriculum for pupils with learningdifficulties - General GuidelinesGreat Britain, DfEE
QCA (March 2001) Planning, teaching and assessing thecurriculum for pupils with learningdifficulties - Music Great Britain, DfEE
Silberg, Jackie(1998) The ‘I can’t sing’ bookDunstable, Brilliant Publications
Swanwick, Keith (1988) Music, Mind and EducationLondon, Routledge
.......................................................................................................................................................................
.......................................................................................................................................................................
87July 2003 Planning music for children with learning difficulties
Resources
National Curriculum 2000jointly published by QCA and DfES
Bingo Lingoby Helen MacGregor, Kaye Umanskypublished by A & C BlackISBN: 0-7136-5075-3
Tom Thumb’s Musical Mathsby Helen MacGregorpublished by A & C BlackISBN: 0-7136-4971-2
Bobby Shaftoe, Clap Your Handsby Sue Nichollspublished by A & C BlackISBN: 0-7136-3556-8
Michael Finnigin Tap Your Chiniginby Sue Nicholls published by A & C BlackISBN: 0-7136-4716-7
Magic Paintbrushby Cynthia Riderpublished by Oxford Literacy WebISBN: 0-1991-5638-7
All Join Inby Adam Ockelfordpublished by RNIBISBN: 1-85878-081-0
Gospel Songsby Ken Burtonwww.kenburton.com
Let’s Go Zudie-Oby Helen MacGregor and Bobbie Gargravepublished by A & C BlackISBN: 0-7136-5489-9
SoundbeamCompiled and devised by Jane Brace, et alpublished by Hampshire County Council (Hampshire Music Service)ISBN: 1-85975-667-0
.......................................................................................................................................................................
.......................................................................................................................................................................
88 Planning music for children with learning difficulties July 2003
Listening to Music: Elements Age 5+by Helen MacGregorpublished by A & C BlackISBN: 0-7136-4173-8
Sounds Topicalby Ian Holdstockpublished by Oxford University PressISBN: 0-1932-1354-0
Game Songs with Prof Dogg’s Troupeby Harriet Powellpublished by A & C BlackISBN: 0-7136-6207-7
Songbirds: Me by Ana Sandersonpublished by A & C BlackISBN: 0-7136-4532-6
We’re Going on a Bear Huntby Michael Rosenpublished by Walker BooksISBN: 0-7445-8190-7
Peace at Lastby Jill Murphypublished by MacmillanISBN: 0-3336-3198-6
Beat That Bobbie Stormont and Hilary Wainercontact: as above, Rose Cottage, Pound Lane, Stanton St John, Oxon,OX33 1HF
Banana Splitsby Ana Sandersonpublished by A & C BlackISBN: 0-7136-4196-7
.......................................................................................................................................................................
89July 2003 Planning music for children with learning difficulties
CDs
Fanfare 1for As the Wagon Passes (Edward Elgar)and for introduction of Baby Elephant Walk (Henry Mancini)by Tim Cainpublished by Cambridge Primary Music (Cambridge University Press)ISBN: 0-5214-5860-9
Fanfare 2for Troika Kije (Sergei Prokofiev)by Tim Cainpublished by Cambridge Primary Music (Cambridge University Press)ISBN: 0-5214-5861-7
Postfor It’s Oh So Quietby Bjork label – Elektra EntertainmentUPC: 075596174022 • 075596174046
Software
Compose Worldcontact: ESP, 21 Beech Lane, West Hallam, Ilkeston,Derbyshire, DE7 6GPTel: 0115 944 4140
.......................................................................................................................................................................
90 Planning music for children with learning difficulties July 2003
Acknowledgements
Many thanks are due to:
Rebecca Lewis Shepherd’s Down SchoolTony Gazzard Shepherd’s Down School
Karen Morrison Hampshire Music ServicePrimary Curriculum Team Hampshire Music Service
Chris Lloyd General Inspector for Special Needs, HIAS
Sally Anne Zimmermann RNIB
and the Special Schools Working Party:
Jane Brace Hampshire Music ServiceSiobhan Chalcroft Salterns SchoolBrenda De Souza Hampshire Music ServiceLee Hodgkinson Riverside SchoolSandra Howlett Hampshire Music Service
.......................................................................................................................................................................