Playing together: effective rehearsing as part of an ensemble
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Threads
Practising and preparing for a performance
Notating and sharing music
Performing as an ensemble
Why this why now
By this unit, pupils can perform successfully as a group, adding layers to an ensemble piece. They have explored how varying dynamics or tempo can enhance a performance and can read simple notation. In this unit, the focus is on how successful rehearsing can improve performance. By focusing on this, pupils can begin to identify what aspects of their performance they can improve, such as correcting rhythm, accuracy of intonation or maintaining a steady pulse as a part of an ensemble. This deepened study of rehearsal techniques will guide the pupils' practice in later units.
Prior knowledge requirements
- Pupils have performed together as part of a class ensemble, both singing ensembles and instrumental ensembles.
- Pupils can maintain a rhythmic accompaniment as part of an ensemble.
- Pupils can perform a second vocal line as part of an ensemble, for example, singing in a round, singing a partner song or singing a melodic ostinato.
- Pupils understand ways to thicken a texture in an ensemble piece.
- Pupils can read simple rhythmic notation that includes crotchets (Ta), quavers (Ta-di-) and semiquavers (Takadimi).
- Pupils can echo short given rhythms by clapping, chanting or playing on a percussion instrument.
- Pupils have built successful routines for using tuned and untuned percussion instruments within a class lesson.
- Pupils can name and play a range of tuned and untuned instruments.
Threads
Practising and preparing for a performance
Notating and sharing music
Performing as an ensemble
Why this why now
By this unit, pupils can perform successfully as a group, adding layers to an ensemble piece. They have explored how varying dynamics or tempo can enhance a performance and can read simple notation. In this unit, the focus is on how successful rehearsing can improve performance. By focusing on this, pupils can begin to identify what aspects of their performance they can improve, such as correcting rhythm, accuracy of intonation or maintaining a steady pulse as a part of an ensemble. This deepened study of rehearsal techniques will guide the pupils' practice in later units.
Prior knowledge requirements
- Pupils have performed together as part of a class ensemble, both singing ensembles and instrumental ensembles.
- Pupils can maintain a rhythmic accompaniment as part of an ensemble.
- Pupils can perform a second vocal line as part of an ensemble, for example, singing in a round, singing a partner song or singing a melodic ostinato.
- Pupils understand ways to thicken a texture in an ensemble piece.
- Pupils can read simple rhythmic notation that includes crotchets (Ta), quavers (Ta-di-) and semiquavers (Takadimi).
- Pupils can echo short given rhythms by clapping, chanting or playing on a percussion instrument.
- Pupils have built successful routines for using tuned and untuned percussion instruments within a class lesson.
- Pupils can name and play a range of tuned and untuned instruments.
Playing together: effective rehearsing as part of an ensemble
In this unit, we explore effective ensemble rehearsal. Professional ensembles share their secrets for success when practising alone, in small groups and as a wider ensemble. Effective rehearsal strategies are then explicitly taught to the pupils and developed in our ensemble piece.
6 lessons in unit
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