This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - texture. The resource explains that texture is built up in layers. A variety of audio examples are provided to illustrate differences in texture. Pupils are given the opportunity to arrange a piece, selecting and deselecting layers to alter the texture and see how the piece builds. Pupils are also given the opportunity to compose their own piece using layers to build texture.

This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - pitch. Through careful and focussed listening they will identify differences in pitch. Visual illustrations are used to show different pitch patterns. The aim is to enable pupils to begin recognising subtle changes in pitch in order for them to appraise pieces of music more accurately.

This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - pace. The resource introduces the terms pace and tempo for describing the speed of music. Pupils are asked to listen carefully to musical extracts and identify differences in pace and how it affects the music. Pupils are encouraged to write a desciption of the pace within a piece of music using key terms. The aim is to enable pupils to begin recognising changes in pace and how it alters the mood of a piece, in order for them to appraise pieces of music more accurately.

This is a series of forty eight interactive appraising activities available for use in Key Stage 2. The activities have been divided into six separate sections, each one containing eight activities. •Vocal combination •Texture •Pace •Dynamics •Naming the instruments •Instrumental combination This resource has been designed primarily to encourage discussion / group work. However, extension tasks can be undertaken so that pupils can record their answers.

Here are 4 Classroom Ensembles to be used during Year 7 and are original compositions by Jenny Rimmer. Each ensemble contains a variety of differentiated parts for tuned & untuned percussion instruments, Keyboard and orchestral instruments. Instrumental resources in each school vary and the teacher is given complete freedom to modify which instrument plays the various parts. Pupils, most certainly, should be encouraged to bring in orchestral instruments to the lessons and a number of the ensembles include parts for instruments in B and E flat.

This resource introduces the polyrhythmic style of Latin American Samba and identifies its roots in African and Spanish/Portuguese music. Through performing Samba pupils will learn the sounds and understand the roles of each instrument used in Samba and experience the exhilaration and physical impact of percussion ensemble music. This unit is based on 6 hour long sessions, but this can be altered to suit the teaching requirements. The sequence of learning activities have been written only as a guideline.

Here are 4 Classroom Ensembles to be used during Year 9 and are original compositions by Jenny Rimmer. Each ensemble contains a variety of differentiated parts for tuned & untuned percussion instruments, Keyboard and orchestral instruments. Instrumental resources in each school vary and the teacher is given complete freedom to modify which instrument plays the various parts. Pupils, most certainly, should be encouraged to bring in orchestral instruments to the lessons and a number of the ensembles include parts for instruments in B and E flat.

This resource is aimed at Year 7 students. It includes a detailed lesson plan and accompanying music files. Students will begin to produce an instrumental backing track to accompany a group rap piece by: Identifying key features in a backing track Learning how to input a basic drum pattern on Cubase Learning how to input a basic bass riff on Cubase Copying, pasting and looping motifs Altering the tempo as necessary

By the end of this lesson students should be able to: Compose a piece of programme music based on a Welsh folk story Use a storyboard, thinking about timings, to create their composition and show their musical ideas through the use of graphic scores Evaluate and refine their work Give recordings and performances

Looking at melody and its relationship to accompaniment and bassline.

This is a series of forty interactive appraising activities available for use in Key Stage 3. The activities have been divided into five separate sections, each one containing eight activities: Similarities and differences Compare two Choose two True or false Fill the gaps This resource has been designed primarily to encourage discussion / group work. However, extension tasks can be undertaken so that pupils can record their answers. Blank work sheets have been prepared and are included for this purpose.

This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - texture. The resource explains that texture is built up in layers. A variety of audio examples are provided to illustrate differences in texture. Pupils are given the opportunity to arrange a piece, selecting and deselecting layers to alter the texture and see how the piece builds. Pupils are also given the opportunity to compose their own piece using layers to build texture.

This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - pitch. Through careful and focussed listening they will identify differences in pitch. Visual illustrations are used to show different pitch patterns. The aim is to enable pupils to begin recognising subtle changes in pitch in order for them to appraise pieces of music more accurately.

This interactive resource supports the teaching of appraising by concentrating on one of the 8 elements of music - pace. The resource introduces the terms pace and tempo for describing the speed of music. Pupils are asked to listen carefully to musical extracts and identify differences in pace and how it affects the music. Pupils are encouraged to write a desciption of the pace within a piece of music using key terms. The aim is to enable pupils to begin recognising changes in pace and how it alters the mood of a piece, in order for them to appraise pieces of music more accurately.

This is a series of forty interactive appraising activities available for use in Key Stage 3. The activities have been divided into five separate sections, each one containing eight activities. Compare three Compare two True or false Elements 1 2 3 Your guess All of the activities are based on the models outlined in the new Welsh Assembly Document ‘Developing Thinking’ with lots of opportunity for group work and fit with the new skills framework.

The following are a series of Ensembles, mainly to be used in Key Stage 4 / GCSE. They all connect with the areas of study in the GCSE specification. The instrumentation is very flexible in most of the ensembles, and you can adapt for your own purpose by changing the instrumental combination. Even in vocal parts 'Guantanamera', the parts can be changed / adapted to instruments.

This is a series of interactive appraising activities available to use with Area of Study 1; Music for Wales (WJEC) or general appraising. The activities have been divided into two sections with eight activities in both. * Style and tonality * Group, Voice and instrument This resource has been designed primarily to encourage discussion / group work.

This is a series of interactive appraising activities available to use with Area of Study 2; Music Structure (WJEC) or general appraising. The activities have been divided into eight activities. This resource has been designed primarily to encourage discussion / group work. However, extension tasks can be undertaken so that pupils can record their answers. Blank work sheets have been prepared and are included for this purpose. They are available in WORD format so that teachers can adapt the work sheets as required.

A resource that teaches beat and rhythm.

Here we have 4 Class Ensembles based on simple African cyclical patterns using call and response, improvised tunes and ostinato using the pentatonic scale of G (G A B D E). They are all available in Scorch, PDF and Power Point format to perform, there is a detailed document with a step by step guide explaining how to teach the ensembles and also a Power Point presentation with a series of warm up games with sound files. We’ve based the series on rhythms linked to fun words relating to Africa. They progress in difficulty – the easiest ensemble being number 1.