Music Year 2
Autumn
Peter and the Wolf
The children learnt all about how the music tells the story and that music can change to represent different characters and how by changing the way they played an instrument it could represent a different character. The Children revisited their prior learning around syllabic patterns and identified the number of syllables in words. They used simple notations to represent syllables in words and then arranged these notes in 4 beat bars to create their own rhythm patterns. Finally, the children used their knowledge in this unit to compose their own musical story before they performed their compositions.
Superheroes
In this unit the children learnt a simple song about what superpowers they would choose if they could have one. As a class, they created extra verses and used body percussion and vocal sounds to represent these superpowers. The children then learnt a simple rap and used their sounds to enhance it. After improvising a ‘soundtrack’ to go with a short, animated film clip about a superhero, they then worked in small groups to compose their own music to tell their superhero story.
Spring
Great Fire of London
Children learnt to sing three songs about the Great Fire of London produced by the BBC. They also learnt to sing the traditional song ‘London’s Burning’ as a round and with an ostinato. Children then used ‘Kodaly’ words to read traditional notation of crotchets, quavers and one beat rests and used this knowledge to layer different rhythms together. Finally, the children used every-day objects and percussion instruments to create their own fire music compositions and recorded these using graphic scores.
Summer
Pirates
Throughout this unit the children learnt a variety of pirate-themed songs; ‘What Shall We Do With The Grumpy Pirate’ and ‘Yo Ho Ho Me Mates’ and the chorus of ‘The Wellerman Song’. They learnt about pitch and melodic pattern in tunes, understanding what these terms meant and how to identify them in music. They looked at the ‘structure’ in music and created their own music which will then fit in to a VERSE/CHORUS/VERSE/CHORUS structure. They looked at simple graphic notation, following more than one line of music at the same time and understood how to represent contrasts in duration and dynamics. Finally, they put all their new knowledge together to work in groups and created a composition which was part of a whole class musical story about a treasure island visited by pirates
Plants and Growth - Coming Soon