/ Music Framework / First Level / First Level Tracker
Sing a variety of songs from Scotland and other cultures individually and as part of a group.
Sing songs in 2 simple parts e.g. in a round.
Sing with good diction and expression.
Sing at pitch with increasing accuracy.
Recognise and follow handsigns from the pentatonic scale (do, re, mi, so, la).
Sing/chant with increasing control of tempo and dynamics.
Internalise the words of a song/rhyme.
Demonstrate an awareness of song structure (verse, chorus).
Experience simple time signatures (4/4, 3/4 and 2/4).
Keep a steady beat with movement and body percussion.
Use percussion instruments to play the beat along to songs/music, responding to faster or slower tempo.
Clap and play simple rhythms using rhythm names (ta, te te, ta rest, ta-a, ta-a rest, ta-a-a-a, ta-a-a-a rest).
Follow pictorial and stick notation to clap and play simple rhythms.
Internalise a simple rhythm.
Respond to a leader/conductor by following performance directions to start/stop or to sing/play louder or quieter, faster or slower.
Follow written dynamic markings to sing/play louder/quieter (forte, piano, crescendo, diminuendo).
Use instruments such as recorder, tin whistle or tuned percussion to play a simple melody in time.
Use a variety of musical styles to experiment with different vocal sounds e.g. beat box, rap, opera, musical theatre, choral, pop, jazz, folk, country, Scottish traditional.
Sing songs of different styles from memory with increasing control of pitch, rhythm, tempo and dynamics.
Show respect for classroom instruments and develop the correct techniques for playing them.
Identify and recognise the timbre of an increasing range of tuned and untuned percussion instruments.
Use tuned percussion to experiment with higher/lower pitches.
Experiment with playing techniques to produce different effects e.g. glissando.
Keep a steady beat using percussion instruments with independence.
Use percussion instruments to accompany songs or enhance a piece of music with increasing control of tempo and dynamics.
Use percussion instruments to copy short rhythm patterns and create their own.
Play a repeated rhythm pattern alongside one or more contrasting rhythms.
Use digital technology to
record sounds (video and/or sound).
Listen back to recordings of their own/others’ work and respond by sharing thoughts and feelings.
Use music technology to create simple compositions experimenting with contrasts in pitch, rhythm, dynamics and tempo.
Explore sounds made by a range of tuned and untuned percussion instruments and everyday objects.
Independently identify timbre (sound) of different percussion instruments.
Use voice, body, instruments and everyday objects to produce contrasting sounds e.g. loud/quiet, fast/slow, smooth/short & detached
high/low, sound/silence.
Participate in improvised group music-making e.g. perform in and listen to an Improvisation Circle
Work individually and/or with a group to create soundscapes, sound effects and sound tracks in response to a variety of stimuli e.g. sounds, pictures, stories, videos, poems.
Experiment with musical elements to reflect the mood of a stimulus and explain choice of
instruments/voices, dynamics, tempo, structure,
texture.
Perform sounds to go with songs, pictures, stories, poems and videos using an increasing range of body percussion, vocal effects, instruments and objects.
Follow performance directions of a leader to perform a planned or improvised soundscape / sound picture / sound story, individually or with others.
Explore rhythm by copying and creating patterns of sounds using voice, body or instruments.
Use stick notation to create and write down simple rhythm sequences.
Use a form of music notation to write down compositions for performance e.g. pictures, graphic score, stick notation.
Use digital technology to
record compositions (video and/or sound).
Listen to recordings of own/others’ work and suggest what works well or could be improved, referring to some musical elements.
Understand the importance of being a good listener and listen appropriately to the views of others.
Comment on own and others’ work, celebrating success and suggesting what could be improved.
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…’
Relate music to emotions: ‘It made me feel…happy/sad/scared/excited etc. because…’
Listen to and watch musicians perform to become familiar with the timbre of different instruments.
Identify families of instruments and describe how they are played e.g. families of the orchestra (strings, woodwind, brass, percussion).
Listen to a range of musical genres and recognise some different ensembles e.g. orchestra, pop band, Scottish pipe band, choir, world music.
Listen to different styles of music from Scotland and other cultures and comment on musical concepts such as instruments, voices, tempo, dynamics, pitch, structure (verse, chorus) and texture (solo, group).
Express a response to music through other areas of Expressive Arts by creating simple pieces of art, drama or dance.
Participate in a musical performance (solo or group) to the class, parents or in the community
Develop performance techniques, for example: confidence, concentration, follow a group leader/conductor
Experience live performance as an audience member at, for example, other class performances, local secondary school concerts, visiting musician/theatre group performances and visits to theatres/concert halls
Develop ability to listen and concentrate on a performance
Celebrate the achievement of others at a performance appropriately
