Orchestral melodies
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Why this why now
Pupils continue to develop their performance and rehearsal skills and continue to develop keyboard fluency, learning to play out of position and across the whole C scale. They consolodate their skills of performing with both hands with a rhythmically simple left hand part and of using notation (crotchets, minims, semibreves and dotted rhythms) in performance. They extend their understanding of expressive elements, including how they can use emphasis, dynamics and tempo. They develop their listening skills, learning how the main orchestral instruments work, their main roles and their timbre.
Prior knowledge requirements
- Pupils can play a melody on the keyboard in the C position
- Pupils know that practising something slowly to develop fluency is a good approach to learning a piece of music.
- Pupils know the meaning of the following elements: tempo, pitch and dynamics
- Pupils know the terms melody and phrase
- Pupils know how timbre affects the sound of music
- Pupils may have been introduced to the notation C to G and crotchets, minims and semibreves
- Pupils may have experience of putting a melody and accompaniment together in pairs or with two hands
Threads
Why this why now
Pupils continue to develop their performance and rehearsal skills and continue to develop keyboard fluency, learning to play out of position and across the whole C scale. They consolodate their skills of performing with both hands with a rhythmically simple left hand part and of using notation (crotchets, minims, semibreves and dotted rhythms) in performance. They extend their understanding of expressive elements, including how they can use emphasis, dynamics and tempo. They develop their listening skills, learning how the main orchestral instruments work, their main roles and their timbre.
Prior knowledge requirements
- Pupils can play a melody on the keyboard in the C position
- Pupils know that practising something slowly to develop fluency is a good approach to learning a piece of music.
- Pupils know the meaning of the following elements: tempo, pitch and dynamics
- Pupils know the terms melody and phrase
- Pupils know how timbre affects the sound of music
- Pupils may have been introduced to the notation C to G and crotchets, minims and semibreves
- Pupils may have experience of putting a melody and accompaniment together in pairs or with two hands
Orchestral melodies
This unit develops knowledge and understanding of the instruments of the orchestra. Pupils also learn to play a famous orchestral melody on the keyboard, learning to play and move out of position and they learn to identify from C to octave C on the stave through performance.
6 lessons in unit
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