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Investigating: exploring sound
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• Explore and experiment with
a wide variety of sound sources;
• Explore electronic and acoustic effects and
simple harmony with a view to combining these with melody
or rhythm inventions;
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Pupils should develop their awareness, through
experimenting and listening, of the timbral and textural
possibilities of their ‘best’ instrumental or
vocal skill.
Pupils should explore compositional techniques with a view
to using a variety of tools and devices in their own inventions.
Practical approaches should always be used. Activities may
be organised on a class, group or individual basis, depending
on the nature of the particular task.
Where possible pupils should acquire a confidence and facility
in the use of midi-sequencers and multi-track recording
studios.
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• investigate in depth the expressive potential
of one or two instruments or voice, where ‘best’
performing skills have been developed;
• investigate the creative potential of a range
of compositional techniques.
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Using instruments (including the voice)
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• Sing a wide repertoire of
songs representing a variety of styles in which the language
is comprehensible and appealing to the age group;
• individually and in groups, play a range of
pitched and non-pitched instruments, applying a variety
of appropriate techniques;
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At this stage pupils should have been given
experience of a range of instruments and voice. They should
be able to express preferences for specific instruments.
These skills will then be developed in depth through regular
use in group music-making.
A wide variety and range of styles will be sung or played
in unison and harmony. Simple exercises may be used to encourage
good breath control, develop tone and improve intonation.
All pupils should contribute appropriately to the classroom
ensemble by playing appropriately arranged parts, well-matched
to their individual performing skills.
Part singing should be encouraged with confident pupils
helping to lead each part and assist during rehearsals.
Pupils should have opportunities to perform from a range
of parts written in staff notation, including some which
provide an appropriate challenge to the more experienced
performer.
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• sing in unison and in harmony
with an appropriate vocal techniques and a sense of interpretation,
sustaining enjoyment of singing during the transitionary
period when the voice changes;
• demonstrate increased musicianship and technical
abilities whilst playing a widening range of instruments,
such as recorder, keyboard, xylophone, guitar, etc.
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• sing with increased sensitivity
and confidence;
• develop repertoire for solo singing and for
singing in small or larger groups;
• play with increased sensitivity and confidence
whilst acquiring and developing skills on one or two instruments
which have been selected for study, in depth, by the pupil.
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