Year 3 Unit 1 Learning Booklet for music
Transcript of Year 3 Unit 1 Learning Booklet for music
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1
RYDAL PENRHOS PREPARATORY SCHOOL
LEARNING BOOKLET MUSIC DEPARTMENT
YEAR 3
UNIT 1
WATER MUSIC
Name: ______________________________________________
form: ___________
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These are some of the types of notesthat you will use throughout your studies
in music. Each note has a value. The value
is the number of beats it is worth. When
you play music, you learn to hear and feelthe beats; they are sometimes called the
pulse or the counts.
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3This term, we are looking at descriptive music, that
is music that describes
something. In this case, the music that we are going
to listen to, play and compose will be describing wa-
ter.Below are some pictures with water in them. Can
you write some words to describe what you can see?
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4Lets listen to some music!!
Here are two pieces of music, both have some-
thing to do with water.
Have a listen to each one. Think and then turn to
a partner and share what you have heard. Write
down your thoughts on the next page. There are
some musical words below to help you to use
musical language when you discuss what you hear.
Tempo -Is the music fast, slow or somewhere between?
Pitch -Are you hearing high or low sounds or both?
Timbre -This is a French word. It is about sound quality.
What sounds are you hearing?
Texture -Are you hearing lots of sounds together ( a thick
texture) or not many sounds together ( a thin texture)
Dynamics -Time for some Italian words!! Is the music
loud = forte, soft = piano, medium loud = mezzo forte, me-dium soft = mezzo piano or a mixture of these.
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5LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
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7LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
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8LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
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9LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
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10LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
-
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11LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
-
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12LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
-
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14LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
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15LISTENING PAGE!!
Write your thoughts below
The name of the pieceis ....................................................
The composer
is .................................................................
TempoIs the
music
ast,
low orome-
where
e-ween?
itch
Areou
earing
igh orow
ounds
r
oth?
TimbreThis is
rench
word. It
s about
ound
uality.What
ounds
re you
earing?
Texture
-Are
you
hearing
lots ofsounds
together
( a thick
texture)
or notmany
sounds
together
( a thin
texture)
Dynamics-Time for
some Ital-
ian words!!
Is the mu-
sic loud =
forte, soft =piano, me-dium loud
= mezzo
forte, medi-
um soft =
mezzo pi-
ano or a
mixture of
these.
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16
You are going to learn to play a piece of
music called A Rainy Day. The piece de-
scribes water in different ways. You the
learning experiences you have this term
you will have some choices over some of
the learning directions.
Firstly, you can choose which instrument
you would like to play the accompaniment
with. The accompaniment is the sound or
sounds that is played along with the main
tune or melody. There are lots of
instruments to choose from in theaccompaniment parts of this piece. They
are written on the next few pages. Each
page also has information about the notes
and the instrument that you are playing!There are also some challenges!
As you choose your accompaniment part,
try to imagine how that part is describing
something to do with water!
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This recorder part uses four notes. G,A,B
and C. The pictures below show you how to
play some recorder notes. The arrows
above tell you about the types of notes you
are playing and what their value is, remem-
ber, that means how many beats you count
when you play the note!
Minim count 2beats
Semibreve count 4 beats
Which of these recorder notes do you need to learn to play? What do the dots mean?
This part represents
.
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18You will see a lot of these.
They are called bar lines. They group thenotes in the music to make it easier to count
and see where you are playing!
Each bar has a maximum number of
beats before it is full. In this piece,
each bar has room for four beats! The
numbers written above the notes show
you where the beats in the bar are.
is is
led atted min-
It is
rth 3
ats.hen you
y this,unt three!
These two notes joined together are called quavers. They are worth
half a beat each. How do you count half a beat? By calling it and.
You teacher will show you!
This part represents ..
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The arrow points to one of the notes on the glockenspiel. See if you
can figure out the pitch direction of the other notes.
This is one of three glockenspiel parts. Maybe join up with two other
glockenspiel players and learn to play the part exactly the same time!
Crotchets = 1 beat.
Count 1
This part represents .
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Crotchets = 1 beat.
Count 1
This part represents ...
The arrow points to one of the notes on the glockenspiel.
See if you can figure out the pitch direction of the other
notes.
This is one of three glockenspiel parts. Maybe join up with
two other glockenspiel players and learn to play the partexactly the same time!
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Crotchets = 1 beat.
Count 1
This is a trebleclef. You willee a lot of
hese. When
his changes,
he notes on
he five lines
change as well!
This part represents ...
The arrow points to one of the notes on the glockenspiel. See if you
can figure out the pitch direction of the other notes.
This is one of three glockenspiel parts. Maybe join up with two oth-
er glockenspiel players and learn to play the part exactly the sametime!
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The xylophone is a bit like a glockenspiel only the notes on a xylophone
are made of wood. The notes on a glockenspiel are made from another
material. What do you think it is?
One arrow points to one note. Can you figure out where the others are
played?
This is called a crotchet rest.
When you see this you rest for 1 beat.
This is called a minim rest.When you see this, you restfor 2 beats
This
meansthat you
rest for a
full bar.
If theresa number
writtenabove it
then you
rest for
that many
bars. In
this case,8 bars.
This part represents ..
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23This part uses three open guitar strings. E, B and G. What are Open strings? What
do the arrows in the picture mean?
Open G
Open B
Open E
This part represents
.
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A FRET
This part represents .
Mmm...What do the num-
bers and arrows mean?
See if you can figure it out?
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Hi hat
Ride cymbal
This part represents .
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Snare
drum
Tom tom
This part represents .
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This part uses open notes A D and G. The notes are also
semibreves. When you play one of these, remember to count 4
beats before playing the next semibreve.
This part represents ..
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This part uses open notes D,G and C. The notes are also
semibreves. Notice the Alto clef. Compare this music with the
violin music. That uses a treble clef. What difference do the clefs
make?
lto Clef
This part represents .
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This part uses open notes D
G and C. The notes are also
semibreves. Mmm...now we
have another clef, the bassclef. How does that make
things different?
Bass
clef
This part represents ...
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Now that youve learned to play an accompaniment part, ask your teacher
for a recording device to record your performance. Listen to it, maybe
with a partner if you like. Then decide which level you have achieved
with this task. Put a tick in the box next to the level you feel you haveachieved. Assess your performance
Level 2I can play bits of the piece whilst keeping to a steady pulse.
Level 3I can play most of the piece whilst keeping to a steady pulse.
Level 4I can play my piece by ear and from notation with others, whilst
keeping to a steady pulse and showing an awareness of other
players.
Level 5I can play my piece by ear and from notation with others from
memory whilst keeping to a steady pulse. I can lead my ensemble
And even take a solo part.
Level 6I can play my piece by ear and from notation with others from
memory whilst keeping to a steady pulse. I can lead my ensembleAnd even take a solo part. I can also add my own dynamics, tem-
po changes and timbre changes to my performance.
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Now that youve learnt to play an
accompaniment part, we are going to learn
to play the main melody. This is going to be
play on the keyboard, right hand only. Ifyou are able to do this fairly easily, why not
try to play the piano part; this uses the right
and left hands!
LEFT HAND AREA RIGHT HAND AREA
PIANO KEYBOARD
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The arrows show you the pitch area for
the piece. See if you can work out thepitch direction by using the notation
and the original recording for reference.
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Now that youve learned to play the keyboard part, ask your teacher for a
recording device to record your performance. Listen to it, maybe with a
partner if you like. Then decide which level you have achieved with this
task. Put a tick in the box next to the level you feel you have achieved.Assess your performance
Level 2I can play bits of the piece whilst keeping to a steady pulse.
Level 3I can play most of the piece whilst keeping to a steady pulse.
Level 4I can play my piece by ear and from notation with others, whilst
keeping to a steady pulse and showing an awareness of other
players.
Level 5I can play my piece by ear and from notation with others from
memory whilst keeping to a steady pulse. I can lead my ensemble
And even take a solo part.
Level 6I can play my piece by ear and from notation with others from
memory whilst keeping to a steady pulse. I can lead my ensembleAnd even take a solo part. I can also add my own dynamics, tem-
po changes and timbre changes to my performance.
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This part adds some left hand notes to the right hand. Why not give it a try? The arrow shows you the note area.
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Now that youve learned to play the piano part, ask your teacher for a re-
cording device to record your performance. Listen to it, maybe with a
partner if you like. Then decide which level you have achieved with this
task. Put a tick in the box next to the level you feel you have achieved.Assess your performance
Level 2I can play bits of the piece whilst keeping to a steady pulse.
Level 3I can play most of the piece whilst keeping to a steady pulse.
Level 4I can play my piece by ear and from notation with others, whilst
keeping to a steady pulse and showing an awareness of other
players.
Level 5I can play my piece by ear and from notation with others from
memory whilst keeping to a steady pulse. I can lead my ensemble
And even take a solo part.
Level 6I can play my piece by ear and from notation with others from
memory whilst keeping to a steady pulse. I can lead my ensembleAnd even take a solo part. I can also add my own dynamics, tem-
po changes and timbre changes to my performance.
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Now its time to compose. On the next page you will see
three staves. Each staves consists of five lines. Youve seen
them a lot whilst youve been learning to play your accom-paniment and keyboard parts.The Composer line is designed for you to write your notes
on.
The Rhythm helper line gives you a rhythm pattern to addyour notes to.
The Notemap line gives you the choice of notes to use ineach bar.
Your teacher will demonstrate how this works.
Your piece will be written in two sections. The tune of
your first section should be different to the second section.
We call two section pieces of music Binary Formpieces.This will be your first binary form piece!
Once you have finished writing your piece, learn to play it,
then record and assess it. You can assess it using a
listening page.
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Composer line
Rhythm helper
otemap line
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Weve come to the end of your first topic.
On the next page there are music levels.In each level box there are statements. If
you think that a statement applies to you
then mark it with a felt tip or highlighter
pen.
There is also a page about key skills.
Highlight which of these skills you think
you have used and developed during your
music study this term
Finally there is a page about the topic it-
self. This is designed for you to fill in and
write your views about the topic and your
learning through it.
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Level 1 I know about and can explore sounds.
I use my voice in different ways such as speaking, singing and chanting.
I think about others when performing.
I repeat short rhythmic and melodic patterns.
I can create and choose sounds.
I respond to different moods in music and recognise changes in sounds.
I can identify simple repeated patterns and follow musical instructions.
Level 2 I can recognise and explore how sounds can be organised.
I sing with a sense of the shape of the melody,
I can perform simple patterns and accompaniments keeping to a steadypulse.
I can choose carefully and order sounds within simple structures such as
beginning, middle, end, and in response to given starting points. I can represent sounds with symbols
I can understand how the musical elements can be used to create differ-ent moods and effects.
I can improve my own work.
Level 3 I can recognise and explore the ways sounds can be combined andused expressively.
I can sing in tune with expression
I can perform rhythmically simple parts that use a small range of notes.
I can improvise repeated patterns.
I can join several layers of sound and understand the effect.
I understand how different musical elements are combined and used ex-pressively.
I can make improvements to my own work, and comment on the effect.
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Level 4I can identify and explore the relationship between sounds and how music reflects dif-
ferent meanings.
I can maintain my own part and be aware of how the different parts fit together toachieve an overall effect in performances.
I can improvise melodic and rhythmic phrases as part of a group performance andcompose by developing ideas within musical structures.
I can describe, compare and evaluate different kinds of music using musical words.I can suggest improvements to my own and others' work and comment on how it has
been achieved.
Level 5I can identify and explore musical devices.I know how music reflects time and place.I can perform important parts from memory and from notations and am aware of my
own contribution such as leading others, taking a solo part and/or providing rhythmic sup-port.
I can improvise melodic and rhythmic material within given structures.
I can use a variety of notations.I can compose music for different occasions using musical devices such as melody,
rhythms, chords and structures.I can analyse and compare musical features.I can evaluate how place, occasion and purpose affects the way music is created, per-
formed and heard.
Level 6I can identify and explore the different processes and contexts of some musical genres
and styles.I can select and make expressive use of tempo, dynamics, phrasing and timbre.I can make adjustments to fit my own part within a group performance.I can improvise and compose in different genres and styles, using harmonic and non-
harmonic devices, sustaining and developing musical ideas and achieving different intend-ed effects.
I can use relevant notations to create material.
I can analyse, compare and evaluate how music reflects the contexts in which it is cre-ated, performed and heard.I can make improvements to my own and others' work in relation to the style.
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Developing thinkingIn music,
I can plan, develop and think about what Ive done (reect) both over me and
during live music-making.
I can choose suitable resources for performing and composing.
I can create musical ideas,
I can develop musical ideas.
I can decide how eecve musical ideas are
Developing communicaon I can communicate through performing
I can communicate through composing
I connue to develop my speaking skills when Im listening and appraising my
music and other peoples music
Developing ICT I have developed and used (applied) my ICT skills by using a form of
music
technology to explore, create, develop and realise musical ideas.
Developing number I used some of my number skills during this topic including counng,
esmang and measuring.
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Water MusicUnit 1 Creating Water Music
My Water Music learningName -__________________________________________________________Form_____________
Think carefully about your learning during your work of Water Music and answer the questions below.
My favourite part of the unit was
________________________________________________________________________________
This was because
The part that I found difficult was
-
The part I didnt enjoy very much was
Overall I think I deserve a level ________ because -____________________________________________-
-
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Im learning to sing
It is a song in a .. style.
It is is sung in unison/harmony.
Singing checklist
I am standing/sitting correctly.
I am working to be able to sing; ( Highlight what you are working to
achieve)
1. With clear diction2. With dynamic variety
3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing
6. Maintaining a part as a group member in simple part or harmony
singing7. Demonstrating fluency in singing a broad repertoire
8. Demonstrating attention to detail and responsiveness to others
where appropriate
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Im learning to sing
It is a song in a .. style.
It is is sung in unison/harmony.
Singing checklist
I am standing/sitting correctly.
I am working to be able to sing; ( Highlight what you are working to
achieve)
1. With clear diction2. With dynamic variety
3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing
6. Maintaining a part as a group member in simple part or harmony
singing7. Demonstrating fluency in singing a broad repertoire
8. Demonstrating attention to detail and responsiveness to others
where appropriate
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Im learning to sing
It is a song in a .. style.
It is is sung in unison/harmony.
Singing checklist
I am standing/sitting correctly.
I am working to be able to sing; ( Highlight what you are working to
achieve)
1. With clear diction2. With dynamic variety
3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing
6. Maintaining a part as a group member in simple part or harmony
singing7. Demonstrating fluency in singing a broad repertoire
8. Demonstrating attention to detail and responsiveness to others
where appropriate
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46
Im learning to sing
It is a song in a .. style.
It is is sung in unison/harmony.
Singing checklist
I am standing/sitting correctly.
I am working to be able to sing; ( Highlight what you are working to
achieve)
1. With clear diction2. With dynamic variety
3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing
6. Maintaining a part as a group member in simple part or harmony
singing7. Demonstrating fluency in singing a broad repertoire
8. Demonstrating attention to detail and responsiveness to others
where appropriate
-
7/27/2019 Year 3 Unit 1 Learning Booklet for music
47/50
47
Im learning to sing
It is a song in a .. style.
It is is sung in unison/harmony.
Singing checklist
I am standing/sitting correctly.
I am working to be able to sing; ( Highlight what you are working to
achieve)
1. With clear diction2. With dynamic variety
3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing
6. Maintaining a part as a group member in simple part or harmony
singing7. Demonstrating fluency in singing a broad repertoire
8. Demonstrating attention to detail and responsiveness to others
where appropriate
-
7/27/2019 Year 3 Unit 1 Learning Booklet for music
48/50
48
Im learning to sing
It is a song in a .. style.
It is is sung in unison/harmony.
Singing checklist
I am standing/sitting correctly.
I am working to be able to sing; ( Highlight what you are working to
achieve)
1. With clear diction2. With dynamic variety
3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing
6. Maintaining a part as a group member in simple part or harmony
singing7. Demonstrating fluency in singing a broad repertoire
8. Demonstrating attention to detail and responsiveness to others
where appropriate
-
7/27/2019 Year 3 Unit 1 Learning Booklet for music
49/50
49
Im learning to sing
It is a song in a .. style.
It is is sung in unison/harmony.
Singing checklist
I am standing/sitting correctly.
I am working to be able to sing; ( Highlight what you are working to
achieve)
1. With clear diction2. With dynamic variety
3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing
6. Maintaining a part as a group member in simple part or harmony
singing7. Demonstrating fluency in singing a broad repertoire
8. Demonstrating attention to detail and responsiveness to others
where appropriate
-
7/27/2019 Year 3 Unit 1 Learning Booklet for music
50/50
50
Im learning to sing
It is a song in a .. style.
It is is sung in unison/harmony.
Singing checklist
I am standing/sitting correctly.
I am working to be able to sing; ( Highlight what you are working to
achieve)
1. With clear diction2. With dynamic variety
3. In tune using a wider range of notes4. Controlling breathing5. Showing control of tone and phrasing
6. Maintaining a part as a group member in simple part or harmony
singing7. Demonstrating fluency in singing a broad repertoire
8. Demonstrating attention to detail and responsiveness to others
where appropriate