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My singing voice

Singing echo songs

Singing call and response songs

Call and response singing games

Singing and identifying echo and call and response

Feeling the pulse and playing the beat

This unit helps pupils to discover the difference between their speaking, or chanting, and singing voice. Through a diverse range of echo and call and response songs pupils will begin to pitch match songs that use an age appropriate small range of notes.

Start with singing: finding my singing voice

Strong and soft singing

How singing softly makes me feel

Singing stronger and feeling energised

Controlling dynamic changes within a song

Following a leader to change dynamics

Changing dynamics to perform with feeling

This unit demonstrates how singing quietly and loudly can change the feel of the song. Pupils listen to music with changing dynamics and think about how it makes them feel. Lullabies and upbeat songs are sung in contrast to each other to identify when calmer or livelier singing is most effective.

Singing together: how singing makes me feel

Singing, moving and playing to a steady pulse

Identifying the timbre of classroom percussion

Echoing simple rhythm patterns

Reading rhythms from pictures

Composing a rhythm sequence using pictures

Playing rhythm patterns to a steady pulse

In this unit, pupils use minibeast names to rehearse and compose simple four beat rhythms by clapping, chanting and performing on untuned percussion. They use minibeast images to order and repeat these rhythms. Backing tracks are used to aid rehearsal and performance of their rhythmic compositions.

Compose and Create: exploring and performing rhythm patterns

Feeling the pulse in songs and chants

Keeping a steady beat as we move, sing and play

Feeling the pulse in music with a fast or slow tempo

Choosing a fast or slow tempo for songs, chants and games

Responding to tempo changes within a song or piece of music

Using tempo to tell a musical story

This unit develops pupil's sense of pulse across a range of different tempi. Pupils internalise phrasing through music and movement games and understand when it is their turn to sing, move or play. They are challenged to notice and respond appropriately to tempo changes.

Music and movement: feeling the pulse and changing the tempo

Chants and songs with a call and response structure

Reading simple rhythms

Identifying high and low notes

Composing a four beat rhythm

Composing a simple high and low melody

Performing a simple melody as part of a call and response song

This unit uses a simple call and response song and a theming around fruit to inspire short compositions. Pupils learn two rhythms (Ta and Ta-di) and two notes (so and mi) and combine these to create fruit-inspired compositions which they perform as part of the call and response song.

Compose and create: high and low melodic responses

Responding to different musical moods

Singing with character and feeling

Changing dynamics to change the mood

Changing the tempo to build excitement

Following a conductor to create a musical mood

Creating a convincing singing performance

This unit teaches performance skills as well as how to change the tempo and dynamics of our singing to reflect different moods. Pupils will learn to warm up their voices, sing songs with different feelings and moods, and prepare and deliver effective vocal performances.

Singing for performance: Changing tempo and dynamics in our songs

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Music

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