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Harmonic progressions and bass lines

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Threads

Why this why now

Pupils extend their keyboard skills, focussing on developing the left hand and left hand accompaniment patterns. They learn how to identify notes in the bass clef through performance. They further develop their understanding of harmony, including learning about triadic harmony, how to build melodies and musical ideas with chordal harmony as a starting point, passing notes and the impact of the tonic and dominant notes of the scale. They continue to learn about how they can develop their musical ideas.

Prior knowledge requirements

  • Pupils know how to find notes on the treble clef and play them on the keyboard
  • Pupils can play a melody on the keyboard and move out of position
  • Pupils can play the triads C, F, G and Am and understand how to find a triad
  • Pupils know the rhythmic values minims, crotchets and quavers
  • Pupils have performed chords and musical lines in the left hand
  • Pupils understand that bass lines in the first instance work around the root of the chord
  • Pupils have composed a chord sequence progression with bass line

Threads

Why this why now

Pupils extend their keyboard skills, focussing on developing the left hand and left hand accompaniment patterns. They learn how to identify notes in the bass clef through performance. They further develop their understanding of harmony, including learning about triadic harmony, how to build melodies and musical ideas with chordal harmony as a starting point, passing notes and the impact of the tonic and dominant notes of the scale. They continue to learn about how they can develop their musical ideas.

Prior knowledge requirements

  • Pupils know how to find notes on the treble clef and play them on the keyboard
  • Pupils can play a melody on the keyboard and move out of position
  • Pupils can play the triads C, F, G and Am and understand how to find a triad
  • Pupils know the rhythmic values minims, crotchets and quavers
  • Pupils have performed chords and musical lines in the left hand
  • Pupils understand that bass lines in the first instance work around the root of the chord
  • Pupils have composed a chord sequence progression with bass line