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Music

At Dinnington we believe in encouraging our children to be creative and expressive!

 

 

Our children have lots of opportunities to share their musical talents with the rest of our team through weekly singing assemblies, choir practice, our annual Dinnington's Got Talent show and hands on sessions with musical instruments.  

 

 

Check out our Y6 African drumming workshop day!

We use Chris Quigley Essentials for our music skills.

Take a look below!

Key Stage 1 Key Stage 2

• Use their voices expressively by singing songs and speaking chants and rhymes.

• Play tuned and untuned instruments musically.

• Listen with concentration and understanding to a range of high-quality live and recorded music.

• Make and combine sounds using the inter-related dimensions of music.

• Play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and expression.

• Improvise and compose music using the inter-related dimensions of music separately and in combination.

• Listen with attention to detail and recall sounds with increasing aural memory. 

• Use and understand the basics of the stave and other musical notations.

• Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians and composers.

• Develop an understanding of the history of music.


 

Milestone 1

Milestone 2

Milestone 3

To perform

• Take part in singing, accurately following the melody.

• Follow instructions on how and when to sing or play an instrument.

• Make and control long and short sounds, using voice and instruments.

• Imitate changes in pitch.

• Sing from memory with accurate pitch.

• Sing in tune.

• Maintain a simple part within a group.

• Pronounce words within a song clearly.

• Show control of voice.

• Play notes on an instrument with care so that they are clear.

• Perform with control and awareness of others.

• Sing or play from memory with confidence.

• Perform solos or as part of an ensemble.

• Sing or play expressively and in tune.

• Hold a part within a round.

• Sing a harmony part confidently and accurately.

• Sustain a drone or a melodic ostinato to accompany singing.

• Perform with controlled breathing (voice) and skillful playing (instrument).

To compose

• Create a sequence of long and short sounds.

• Clap rhythms.

• Create a mixture of different sounds (long and short, loud and quiet, high and low).

• Choose sounds to create an effect.

• Sequence sounds to create an overall effect.

• Create short, musical patterns.

• Create short, rhythmic phrases.

• Compose and perform melodic songs.

• Use sound to create abstract effects.

• Create repeated patterns with a range of instruments.

• Create accompaniments for tunes.

• Use drones as accompaniments.

• Choose, order, combine and control sounds to create an effect.

• Use digital technologies to compose pieces of music.

• Create songs with verses and a chorus.

• Create rhythmic patterns with an awareness of timbre and duration.

• Combine a variety of musical devices, including melody, rhythm and chords.

• Thoughtfully select elements for a piece in order to gain a defined effect.

• Use drones and melodic ostinati (based on the pentatonic scale).

• Convey the relationship between the lyrics and the melody.

• Use digital technologies to compose, edit and refine pieces of music.

To transcribe

• Use symbols to represent a composition and use them to help with a performance.

• Devise non-standard symbols to indicate when to play and rest.

• Recognise the notes EGBDF and FACE on the musical stave.

• Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.

• Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play.

• Read and create notes on the musical stave.

• Understand the purpose of the treble and bass clefs and use them in transcribing compositions.

• Understand and use the # (sharp) and ♭ (flat) symbols.

• Use and understand simple time signatures.

To describe music

• Identify the beat of a tune.

• Recognise changes in timbre, dynamics and pitch.

• Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.

• Evaluate music using musical vocabulary to identify areas of likes and dislikes.

• Understand layers of sounds and discuss their effect on mood and feelings.

• Choose from a wide range of musical vocabulary to accurately describe and appraise music including: 

    • pitch 

    • dynamics 

    • tempo 

    • timbre 

    • texture 

    • lyrics and melody 

    • sense of occasion 

    • expressive 

    • solo

    • rounds

    • harmonies

    • accompaniments

    • drones

    • cyclic patterns

    • combination of musical elements

    • cultural context.

• Describe how lyrics often reflect the cultural context of music and have social meaning.


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