Category: EXA 1-19a

Music – First Level: Composing with Body Percussion (Sequence of 3 Lessons)

Learners will watch and listen to recorded body percussion performances before composing their own pieces.

Learners will have opportunities to:

  • engage with a stimulus and share their ideas
  • think about the elements that make music
  • participate in an improvisation activity to explore sound using body percussion
  • explore how the body can be used to make sounds and music
  • work collaboratively with others to combine a series of body percussion actions to create a sixteen beat pattern on a composition grid
  • perform their compositions both unaccompanied and as an accompaniment to a recorded piece of music
  • develop and extend their compositions, whilst also learning about musical form
  • orchestrate their body percussion pieces, using percussion instruments.

First Level: Composing with Body Percussion
(PDF Download)

Experiences and Outcomes:

  • I can sing and play music from other styles and cultures, showing growing confidence and skill, while learning about musical notation and performance direction. EXA 1-16a
  • I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a
  • Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 1-18a
  • I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-19a

Resources

  • Device for playing music and speaker
  • Interactive whiteboard
  • Whiteboard and pen
  • iPad (for recording purposes)
  • A selection of four different types of untuned percussion instruments, enough for everyone in the class to have one each (e.g. claves, egg shakers, bells, boomwhackers)

Useful Links

If you search for ‘body percussion composition grids’ on Google images, you will find examples of body percussion compositions.

Music – First Level: Listening Lesson (Carnival of the Animals)

Learners will be supported to identify musical concepts (e.g. fast/slow, loud/quiet), using Italian terms, where appropriate (e.g. loud is ‘forte’).
Learners will develop their knowledge of instruments of the orchestra and the ‘families’ these instruments belong to.
Learners will be encouraged to link musical concepts and instrumentation with imagery of different animals (e.g. a low pitched instrument playing loudly might represent a large, heavy animal)

First Level Listening Lesson (Carnival of the Animals)

(PDF Download)

Experiences and Outcomes:

I can respond to music by describing my thoughts and feelings about my own and others’ work EXA 1-19a

Learning Intentions

  • We are learning to recognise instruments.
  • We are learning to recognise fast/slow, loud/quiet, staccato/legato sounds.
  • We are learning to recognise how composers use music to create images/set scenes.

Success Criteria

  • I am able to name and describe some instruments that I hear.
  • I am able to talk about whether the music is fast/slow, loud/quiet, staccato/legato.
  • I am able to explain why the music that I hear makes me think of a particular image.

Resources

Useful Links

Websites for introducing orchestral instruments:

Music – First Level: Primary 4 – Music of Scotland

Experiences and Outcomes:

I can sing and play music from other styles and cultures, showing growing confidence and skill, while learning about musical notation and performance direction. EXA 1-16a

I can use my voice, musicall instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 1-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-19a

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 1-01a

 Skills:                                                                                                  

  • Keep a steady beat with movement and body percussion
  • Respond to a leader/conductor by following performance directions to start/stop or to sing/play louder or quieter, faster or slower
  • Internalise the words of song/rhyme
  • Perform sounds to go with songs, pictures, stories, poems and videos using an increasing range of body percussion, vocal effects, instruments and objects.
  • Use a form of music notation to write down compositions for performance, e.g. pictures, graphic score, stick notation
  • Listen to a range of live and/or recorded music and respond by expressing personal views, e.g., reasons for likes and dislikes: ‘I liked it because…’, ‘It made me think of…’​

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

Music – First Level: Primary 3 – Music of Scotland

Experiences and Outcomes:

I can sing and play music from other styles and cultures, showing growing confidence and skill, while learning about musical notation and performance direction. EXA 1-16a

I can use my voice, musicall instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 1-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-19a

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 1-01a

 Skills:                                                                                                  

  • Keep a steady beat with movement and body percussion
  • Respond to a leader/conductor by following performance directions to start/stop or to sing/play louder or quieter, faster or slower
  • Internalise the words of song/rhyme
  • Perform sounds to go with songs, pictures, stories, poems and videos using an increasing range of body percussion, vocal effects, instruments and objects.
  • Use a form of music notation to write down compositions for performance, e.g. pictures, graphic score, stick notation
  • Listen to a range of live and/or recorded music and respond by expressing personal views, e.g., reasons for likes and dislikes: ‘I liked it because…’, ‘It made me think of…’​

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

Music – First Level: Primary 2 – Music of Scotland

Experiences and Outcomes:
I can sing and play music from other styles and cultures, showing growing confidence and skill, while learning about musical notation and performance direction. EXA 1-16a

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 1-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-19a

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 1-01a

 Skills:                                                                                                  

  • Chant a variety of songs from Scotland and other cultures individually and as part of a group.
  • Keep a steady beat with movement and body percussion.
  • Clap and play simple rhythms using rhythm names.
  • Use percussion instruments to accompany songs or enhance a piece of music with increasing control of tempo and dynamics.
  • Use digital technology to record sounds.
  • Explore sounds made by a range of tuned and untuned percussion instruments as well as everyday objects.
  • Work individually or with a group to create soundscapes, sound effects and sound tracks in response to a variety of stimuli eg sounds, pictures, stories, videos or poems.
  • Perform sounds to go with songs, pictures, stories, poems and videos using an increasing range of body percussion, vocal effects, instruments and objects.
  • Listen to different styles of music from Scotland and other cultures and comment on musical concepts such as instruments, voices, tempo, dynamics.
  • Participate in a musical performance (solo or group) to the class, parents or in the community.

DOWNLOAD LESSON PLAN