| OUTCOMES
|
STRANDS
|
LEVEL A
|
LEVEL B
|
LEVEL C
|
LEVEL D
|
LEVEL E
|
|
USING MATERIALS, TECHNIQUES, SKILLS AND MEDIA
|
Investigat-
ing:
exploring sound
|
For all levels A - E: explore and experiment with
a wide variety of sound sources.
|
|
• Investigate sounds using voices, instruments and everyday
objects, recognising differences and contrasts between musical
sounds and noise.
|
• Explore sound quality and become familiar with the ways
in which sounds are made and produced.
|
• Experiment with different combinations and qualities of
sound to represent contrasting moods and effects.
|
• Experiment and explore melodic, harmonic and rhythmic patterns
and contrasts with a view to using combinations of sound in inventions.
|
• Explore electronic and acoustic effects and simple harmony
with a view to combining these with melody or rhythm in inventions.
|
|
Using the
voice
|
For all levels A – E: sing a repertoire of
songs representing a variety of styles in which the language is
comprehensible and appealing to the age group.
|
|
• Demon
strate some control in pitch and rhythm;
• show ability to memorise simple songs containing repetitive
melodic and rhythmic patterns.
|
• Show a greater ability to sing in tune with others;
• fit words to the melody where this is obvious;
• control rhythm, speed and leaps in melody.
|
• Sing together confidently in unison, with some awareness
of dynamics, phrasing and expression;
• sustain a simple harmonic part.
|
• Sing together confidently, in unison and straightforward
harmony, producing good vocal tone and clear pronunciation, and
demonstrating awareness of dynamics, phrasing and expression.
|
• Sing in unison and in harmony with an appropriate vocal
technique and a sense of interpretation, sustaining enjoyment
of singing during the transitionary period when the voice changes.
|
|
Using instruments
|
For all levels A – E: individually and in groups,
play a range of pitched and non-pitched instruments, applying
a variety of appropriate techniques.
|
|
• Demon-
strate abilities in such basic playing techniques as shaking and
tapping, keeping the beat while music is played and repeating
simple rhythm patterns.
|
• Play simple melodic and rhythm parts, showing some control
over speed and volume, and respond to simple signals of direction
in performance.
|
• Display two-handed co-ordination in playing straightforward
melodies and rhythms, sometimes using a form of written notation,
paying attention to expression and contrasts in the music.
|
• Play confidently and expressively, sustaining more challenging
melodies and rhythms on a range of instruments, sometimes using
a form of written notation.
|
• Demon-
strate increased musicianship and technical abilities whilst playing
an widening range of instruments, such as recorder, keyboard,
xylophone, guitar, etc.
|
|
EXPRESSING FEELINGS, IDEAS, THOUGHT AND SOLUTIONS
|
Creating
and
designing
|
For all levels A – E: invent music individually
and in groups, displaying imagination and initiative and using
knowledge of sound and structures gained through investigations
and explorations.
|
|
• Select appropriate sound sources and combine and link sounds
to convey effect in a short invention.
|
• Create simple sound pictures, conveying an imaginative
response to a stimulus and demonstrating an awareness of contrasts
in music;
• devise graphic symbols to represent the music.
|
• Create sound pictures which convey mood and atmosphere,
displaying imagination and some awareness of structure;
• devise a simplified form of notation to represent inventions
visually.
|
• Invent music which incorporates simple melodic, harmonic
and rhythmic features and shows imagination, some awareness of
structures and contrasts and the ability to select appropriate
sound sources;
• represent inventions visually in a simplified form of notation.
|
• Invent music which uses more complex musical devices and
stimuli, shows imagination, some awareness of structure, and incorporates
instruments which the pupil is learning to play;
- Lead others in playing inventions.
|
|
Communicat
- ing
and
present
- ing
|
For all levels A – E: work co-operatively in
a group while music-making or inventing, showing a respect for
the opinions of others. When and where appropriate, present and
perform arrangements, songs, improvisations, sound pictures, inventions
to the teacher, another group, the rest of the class, or a wider
audience.
|
|
EVALUAT
-ING
AND APPRECIAT
-ING
|
Observing, listening, reflecting, describing
and
responding
|
For all levels A – E: demonstrate awareness
of sound and responsiveness to music in a variety of styles produced
by self and others.
|
|
• Identify obvious sounds of the environment and classroom
instruments;
• respond to music with a clearly identifiable mood or character,
sensing pulse and speed;
• recognise the melodies of songs already learned.
|
• Describe the quality of environmental sounds in terms of
source, volume, distance and location;
• discuss the characteristics of music with a clearly identifiable
mood in terms of speed or volume;
• recognise the sounds of instruments which have a distinctive
quality, eg. bagpipe, trumpet, flute, piano or guitar.
|
• Recognise the sounds of such obvious groupings as pipe
band, orchestra, rock group, choir;
• demon-
strate aural retention through playing phrases from familiar tunes
by ear;
• give opinions of own music-making and that of others and
accept and offer suggestions for improvement.
|
• Identify music in a variety of idioms, eg. Scottish
traditional, folk and jazz; distinguish the sound qualities
of woodwind, brass, percussion and string sections;
• discuss the effect of the use of particular instruments
on the mood and character of music;
• demon-
strate aural perception by working out familiar tunes by ear;
• give/accept constructive criticisms of performing and inventing.
|
• Recognise simple concepts such as repetition, sequence
and pattern learned through exploring and inventing music;
- distinguish between acoustically and electronically produced
sound;
• identify and discuss the features and characteristics of
various musical styles, eg. folk, classical, pop and jazz;
• suggest and justify effective combinations of instruments;
• give/accept constructive and informed criticisms of performing
and inventing.
|