Compose and Create: composing a minor melody on a stave
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Threads
Why this why now
Prior knowledge requirements
- Classroom routines are established for using instruments.
- Pupils have had plenty of opportunities to develop their sense of pulse.
- Pupils know that pitch is how high or low the note sounds.
- Pupils have sung songs and heard music using both major and minor tonalities. They have compared and described the differences between these.
- Pupils know that the major pentachord uses the toneset do, re, mi, fa, so, and that a pentachord is a five consecutive note scale.
- Pupils know that pente is Greek meaning five.
- Pupils have used a simplified stave to notate their compositions, using both noteheads to represent pitch and stems to represent rhythm.
- Pupils know that rhythm is the pattern of sounds and silences.
Threads
Why this why now
Prior knowledge requirements
- Classroom routines are established for using instruments.
- Pupils have had plenty of opportunities to develop their sense of pulse.
- Pupils know that pitch is how high or low the note sounds.
- Pupils have sung songs and heard music using both major and minor tonalities. They have compared and described the differences between these.
- Pupils know that the major pentachord uses the toneset do, re, mi, fa, so, and that a pentachord is a five consecutive note scale.
- Pupils know that pente is Greek meaning five.
- Pupils have used a simplified stave to notate their compositions, using both noteheads to represent pitch and stems to represent rhythm.
- Pupils know that rhythm is the pattern of sounds and silences.
Compose and Create: composing a minor melody on a stave
In this unit, pupils learn songs and listen to music that has a minor tonality. Pupils learn the toneset for the minor pentachord (la, ti, do, re, mi) and use this to compose a minor melody. An analysis of Benjamin Britten’s Old Abram Brown inspires the shaping of the pupils' compositions.
6 lessons in unit
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