Wild Resources - Teaching Resources

Music

Music Knowledge Organiser Year 1 Composing

$2.04

(0)

Suitable for KS1. 2 formats included to enable you to edit the document. This resource is created to meet the requirements of the Model Music Curriculum Key Stages 1 and 2. 6 Week planning document available to complement this document - https://www.tes.com/teaching-resource/resource-12632035 Please email wildresourcesTES@outlook.com, if you have any questions.

Bundle

Wildresources

KS1 Music BUNDLE

$12.95Save 29%

3 Resources

This download will provide you with: A KS1 music planning unit - composition A composing knowledge organiser A music progression of skills tracker The unit begins on developing children’s body percussion knowledge and then progresses into children composing 2 or 3 note melodies. The children will be challenged to begin to make connections between notations and musical sounds. This is a lesson resources I have used within KS1 in England. It can be easily adapted to EYFS. Skills met: YEAR ONE: • Improvise simple vocal chants, using question and answer phrases. • Create musical sound effects and short sequences in response to stimuli. • Understand the difference between creating a rhythm pattern and a pitch pattern. • Invent, retain and recall rhythm and pitch patterns and perform these for others. • Recognise how graphic notation can represent created sound. • Explore and invent own symbols • Listen to sounds in the local school environment, comparing high and low sounds. • Sing familiar songs in both low and high voices and talk about the difference in sound. • Explore percussion sounds to enhance storytelling. • Follow pictures and symbols to guide singing and playing. YEAR TWO: • Create music in response to a non-musical stimulus (e.g., a storm, a car race, or a rocket launch). • Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion, creating a musical conversation. • Use graphic symbols, dot notation and stick notation, as appropriate, to keep a record of composed pieces. • Use music technology, if available, to capture, change and combine sounds. Please see my further Music resources to complement this unit. Please email wildresourcesTES@outlook.com, if you have any questions.

Wildresources

Music Progression Map

$6.10

(0)

10 page document Clear progression This resource is created to meet the requirements of the Model Music Curriculum Key Stages 1 and 2. Please see my other music resources to complement this assessment document. Please email wildresourcesTES@outlook.com, if you have any questions.

KS1 Music Body Percussion Melodies Composition (6 lessons)

Wildresources

KS1 Music Body Percussion Melodies Composition (6 lessons)

$10.18

(0)

Suitable for KS1. This download will provide you with: -6 planned lessons - planning aimed at non musical experts (2,700+ words) -31 slide detailed powerpoint to follow planning -key words Recommended documents to purchase -Progression of skills document - LO and SC show clear progression for assessment. -Composing knowledge organiser is recommended for this resource: Bundle available: https://www.tes.com/teaching-resource/resource-12690795 The unit begins on developing childrens body percussion knowledge and then progresses into children composing 2 or 3 note melodies. The children will be challenged to begin to make connections between notations and musical sounds. Skills met: YEAR ONE: • Improvise simple vocal chants, using question and answer phrases. • Create musical sound effects and short sequences in response to stimuli. • Understand the difference between creating a rhythm pattern and a pitch pattern. • Invent, retain and recall rhythm and pitch patterns and perform these for others. • Recognise how graphic notation can represent created sound. • Explore and invent own symbols • Listen to sounds in the local school environment, comparing high and low sounds. • Sing familiar songs in both low and high voices and talk about the difference in sound. • Explore percussion sounds to enhance storytelling. • Follow pictures and symbols to guide singing and playing. YEAR TWO: • Create music in response to a non-musical stimulus (e.g., a storm, a car race, or a rocket launch). • Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion, creating a musical conversation. • Use graphic symbols, dot notation and stick notation, as appropriate, to keep a record of composed pieces. • Use music technology, if available, to capture, change and combine sounds. If you have any questions please email wildresourcesTES@outlook.com.