/ Music Framework / Second Level / Second Level Tracker
Sing a variety of songs from Scotland and other cultures individually or as part of a group.
Sing in unison and in harmony (in a round or in two parts), with and/or without accompaniment.
Perform with clear diction and expression appropriate to the genre.
Sing accurately at pitch.
Sing pitches using correct handsigns for the pentatonic scale (do, re, mi, so, la)
Recognise and sing pitches of the pentatonic scale on a stave.
Understand and convey the mood/character of the song with increasing depth e.g. using body language, facial expression
Perform songs with control of tempo, dynamics, musical phrasing and breathing.
Demonstrate an awareness of song structure (introduction, verse, chorus).
Internalise the words of a song/rhyme.
Demonstrate a secure sense of pulse and rhythm when singing or playing percussion instruments.
Perform songs with different time signatures (4/4, 3/4, 2/4 and 6/8).
Clap and play rhythms using Kodály rhythm names (ta, ta rest, ta-a, ta-a rest, ta-a-a, ta-a-a rest, ta-a-a-a, ta-a-a-a rest, te te, ti ri ti ri) and follow the associated stick notation.
Internalise increasingly complex rhythms.
Play tuned and untuned percussion instruments with control of tempo and dynamics.
Use instruments such as recorder, tin whistle or tuned percussion (e.g. xylophone, glockenspiel) to play a simple melody in time.
Understand and follow the dynamic markings of forte, mezzo-forte, piano, crescendo, diminuendo.
Respond to a leader/conductor by following performance directions to change tempo or dynamics.
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 good control of pitch, rhythm, tempo and dynamics.
Continue to show respect for classroom instruments.
Identify a wide variety of classroom instruments and demonstrate correct techniques for playing them with independence.
Experiment with playing techniques to produce an increasing variety of sounds on different instruments (e.g. glissando, staccato, legato).
Recognise the timbre of different instruments by how they are played e.g. shaken struck, blown strummed.
Use instruments to accompany songs/enhance music of different styles.
Use instruments to lead others in keeping the pulse.
Use instruments to produce higher/lower pitches and control changes in tempo and dynamics with increased accuracy.
Explore rhythm by copying, creating and layering patterns of sound.
Use instruments to play contrasting rhythm patterns as part of an ensemble with 3 or more parts.
Use stick notation to create and write down longer or more complex rhythm sequences.
Explore different sounds made by a wide range of instruments as well as everyday objects
Recognise the timbre of a range of different instruments by how they are played e.g. shaken, struck, blown, strummed.
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 which incorporate an increased range of musical elements to reflect the mood/atmosphere of a given stimulus.
When creating music, explain choice of instruments/voices, sound/silence, dynamics (forte, mezzo-forte, forte, crescendo, diminuendo), tempo (fast, slow, gradually getting faster/slower), pitch (high/low, moving by step or leap), legato/staccato, structure (beginning, middle, end) and texture (how many instruments/voices)
Take on different roles (conductor, player/singer), using verbal and non-verbal techniques to communicate performance directions e.g. eye contact, body language
Perform compositions using a range of body percussion, vocal effects, instruments and objects, following performance directions.
Use a form of music notation to write down compositions, including appropriate performance directions e.g. graphic score, stick notation, stave notation.
Use digital technology to record performances (video and/or sound).
Listen to recordings of own/others’ work and suggest what works well and what could be improved, referring to a range of musical elements.
Use music technology to create simple compositions experimenting with contrasts in pitch, rhythm, dynamics, tempo and timbre.
Listen and respond to musical pieces of increasing length and listen appropriately to the views of others.
Listen to a range of live and/or recorded music and respond by expressing personal views e.g. justify preferences and make comparisons to prior experiences using relevant music concepts.
Listen to a range of live and/or recorded music and give constructive criticism about what works well and what could be improved using appropriate music vocabulary.
Listen to and watch musicians perform a range of musical genres e.g. Classical, Musical Theatre, Pop/rock, Jazz, Scottish, World music.
Recognise different ensembles and name the instruments within them e.g. Orchestra,Jazz band, Choir (male, female, adult, child voices), Pop/rock band, Scottish (folk group, pipe band).
Listen to and identify the different sections of the orchestra (strings, woodwind, brass, percussion) and gain a deeper understanding of how the timbre of different instruments can convey different moods/atmospheres.
Listen to different styles of music from Scotland and other cultures and comment on musical concept including instruments, voices, tempo, dynamics, pitch, structure (intro, verse, chorus, outro, repetition) and texture (unison, harmony, solo, ensemble, with/without accompaniment).
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.
Listen to and concentrate on performances of increasing length.
Celebrate the achievement of others at a performance appropriately.
