Music and movement: using symbols to represent pitch
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Why this why now
This unit progresses pupils' understanding from pitch as ‘high and low’ (so and mi) to include ‘higher’ (la) and ‘lower’ (do). The singing games sit comfortably in the pupils' range, and after singing many songs using this toneset, they are ready to explore visualising the shaping of these songs. By exploring the notation of the toneset do, mi, so, la, the children are being prepared for improvising, composing and performing on tuned percussion in the following 'Compose and Create' unit.
Prior knowledge requirements
- Classroom routines are established for singing games. For example, sitting in a circle, passing in time to the beat and singing tunefully as they play.
- Pupils have had plenty of opportunities to feel the pulse through clapping, marching or using other movements in time to the beat.
- Pupils understand that music can be ‘notated’ and have previously used manipulatives, flashcards, images, graphic scores and/or stick notation to compose.
- Pupils understand pitch as how high or low the sound is.
- Pupils have explored representing a high/low pitch with a high/low action or placing a manipulative up high/low on paper or the interactive white board.
Threads
Why this why now
This unit progresses pupils' understanding from pitch as ‘high and low’ (so and mi) to include ‘higher’ (la) and ‘lower’ (do). The singing games sit comfortably in the pupils' range, and after singing many songs using this toneset, they are ready to explore visualising the shaping of these songs. By exploring the notation of the toneset do, mi, so, la, the children are being prepared for improvising, composing and performing on tuned percussion in the following 'Compose and Create' unit.
Prior knowledge requirements
- Classroom routines are established for singing games. For example, sitting in a circle, passing in time to the beat and singing tunefully as they play.
- Pupils have had plenty of opportunities to feel the pulse through clapping, marching or using other movements in time to the beat.
- Pupils understand that music can be ‘notated’ and have previously used manipulatives, flashcards, images, graphic scores and/or stick notation to compose.
- Pupils understand pitch as how high or low the sound is.
- Pupils have explored representing a high/low pitch with a high/low action or placing a manipulative up high/low on paper or the interactive white board.
Music and movement: using symbols to represent pitch
This unit uses singing games to introduce pupils to pitch on a three-line simplified stave. Pupils identify the shape of the melodies and, through guided instruction, take dictation of these on the simplified stave, focusing on pitch and syllables but not rhythm.
6 lessons in unit
slide decks, worksheet PDFs, quizzes and lesson overviews. You can select individual lessons from the Music and movement: using symbols to represent pitch unit and download the resources you need, or download the entire unit now. See every unit listed in our primary music curriculum and discover more of our teaching resources for primary music programmes.