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Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 4
Autumn 1 – Strictly music
Focus – tempo, rhythm
Composition Brief Use the instruments to make music for a dance that changes speed - pick how you want the music to make you feel, and then evaluate its success
Key Vocabulary
fast, (getting) faster
slow, (getting) slower
pulse
different speeds
steady pulse, beat
start, stop
long, longer, sustained
short, shorter, staccato
rhythm, rhythmic patterns
word rhythm, syllables
rhythmic ostinato
striking, hitting, shaking
plucking, strumming
Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 4
Autumn 2 – Sing Christmas songs Focus – melody, dynamics, structure
Performance Brief Sing songs – to include at least one round – for Key Stage Nativity with good sense of tuning and expression
Key Vocabulary
melody, tune
melodic phrase/pattern
high, (getting) higher, going up
low, (getting) lower, going down
steps – jumps – slides
staying the same,
melodic ostinato drone
pentatonic scale
Note names A, B, C, etc.
loud – forte
getting louder – crescendo
quiet – piano
getting quieter – diminuendo
breathing
posture
singing, whispering, talking, humming
rehearsing
performing
Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 4
Spring 1 – Can You Play?
Focus – timbre, melody, simple notation
Composition Brief Make your own tune and accompaniment using melody instruments (e.g. Xylophones) Note Repetitive practice should be emphasised rather than trying to cover lots of material
Key Vocabulary
melody, tune
melodic phrase/pattern
high, (getting) higher, going up
low, (getting) lower, going down
steps – jumps – slides
staying the same,
melodic ostinato drone
pentatonic scale
Note names A, B, C, etc.
composing
arranging
rehearsing
performing
descriptive words such as: light, heavy, bright, hollow, dull, cold, warm, smooth, scratchy,
chiming, clicking;
words describing the qualities of sounds, such as: rattling, smooth, tinkling;
words relating to sound production, such as: hitting, shaking, scraping
Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 4
Spring 2 – It's a rap
Focus – rhythm, texture, structure
Composition Brief Write a short rhythmic verse, and add an accompaniment using tuned instruments (untuned instruments can be used as well)
Key Vocabulary
steady pulse, beat
start, stop
long, longer, sustained
short, shorter, staccato
rhythm, rhythmic patterns
word rhythm, syllables
rhythmic ostinato
solo – duet – ensemble
few – many
combined
composing
arranging
beginning – middle – end
phrase
verse – chorus
round
repetition
introduction
interlude,
ostinato bass
drone
melodic ostinato
rehearsing
performing
Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 4
Summer 1 – Song writing
Focus – melody, harmony, rhythm
Composition Brief Add a tune (sung and played on a melody instrument) and accompaniment into the performance of the rap practised at the end of the previous topic (or to a fresh verse given the same treatment)
Key Vocabulary
melody, tune
melodic phrase/pattern
high, (getting) higher, going up
low, (getting) lower, going down
steps – jumps – slides
staying the same,
melodic ostinato drone
pentatonic scale
Note names A, B, C, etc. steady pulse, beat
start, stop
long, longer, sustained
short, shorter, staccato
rhythm, rhythmic patterns
word rhythm, syllables
rhythmic ostinato
composing
arranging
rehearsing
performing
Sacred Heart RC Primary School, Westhoughton Music Scheme Knowledge Organiser Year 4
Summer 2 – Stretch yourself Focus – structure
Composition Brief Make extended piece of music based on a round For example, learn the song composed in Summer 1 as a round
Key Vocabulary
beginning – middle – end
phrase
verse – chorus
round
repetition
introduction
interlude,
ostinato bass
drone
melodic ostinato
breathing
posture
singing, whispering, talking, humming
blowing
striking, hitting
shaking
plucking, strumming
composing
arranging
rehearsing
performing
Music Scheme Activities – Music Vocabulary
Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy
Lower Key Stage 2 Music Vocabulary
Pitch melody, tune
melodic phrase/pattern
high, (getting) higher, going up
low, (getting) lower, going down
steps – jumps – slides
staying the same,
melodic ostinato drone
pentatonic scale
Note names A, B, C, etc.
Tempo fast, (getting) faster
slow, (getting) slower
pulse
different speeds
Duration steady pulse, beat
start, stop
long, longer, sustained
short, shorter, staccato
rhythm, rhythmic patterns
word rhythm, syllables
rhythmic ostinato
Dynamics loud – forte
getting louder – crescendo
quiet – piano
getting quieter - diminuendo
Timbre descriptive words such as: light,
heavy, bright, hollow, dull, cold,
warm, smooth, scratchy, chiming,
clicking;
words describing the qualities of
sounds, such as:
rattling, smooth, tinkling;
words relating to sound production,
such as:
hitting, shaking, scraping
Texture
solo
duet
ensemble
few – many
combined
Structure beginning – middle – end
phrase
verse – chorus
round
repetition
introduction
interlude,
ostinato bass
drone
melodic ostinato
Techniques breathing
posture
singing, whispering, talking,
humming
blowing
striking, hitting
shaking
plucking, strumming
Processes
composing
arranging
rehearsing
performing
Music Scheme Activities – Music Vocabulary
Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy
Glossary – Lower Key Stage 2
Beat: As for pulse. The words pulse and beat are generally used in the same way. However,
beat tends to be used to describe the way pulse is grouped in music - some beats are stronger
than others. The pattern of stronger and weaker beats is what makes a waltz (with three
beats - strong, weak, weak) sound different to a march (with two beats - strong, weak, or four
beats - strong, weak, medium, weak).
Chant: Words spoken to a steady beat. Cuckoo notes: Two notes three semitones apart, eg G to E, F to D.
Dynamics: The loudness of the sounds, which generally changes, sometimes dramatically,
throughout most pieces of music.
Metre: The grouping of beats into stronger and weaker beats.
Moving by step: Melodies that move up or down using adjacent notes, eg the first three notes
of Three blind mice.
Moving by leap: Melodies that use bigger distances between notes, eg the first few notes
of London's burning. Note: Most melodies use both step and leap. Ostinato: A repeated pattern that can be melodic and/or rhythmic.
Pentatonic scale: A series of five notes often made by using all the black notes of a keyboard, although it can
sometimes be made using white notes, eg C D E G A. A pentatonic scale can centre around the cuckoo notes
(minor third), eg C D E G A, and can be learned by extending the range from the minor third E G and adding
A, then D, then C.
Phrase: A group of sounds that make musical sense.
Pulse: A constant regular beat that can be felt throughout much music – like a heartbeat that
brings the music to life. The speed of the beat is related to the tempo of the music.
Rhythm: A sequence of shorter and longer sounds that can fit to a steady beat. Semitone: The smallest step between two notes on a keyboard using black and white notes. (Note that there
are points where the smallest step is from white to white, eg E to F, B to C.)
Structure: The way sounds are organised within a composition, eg sounds could be organised
with a beginning, middle and end.
Tempo: The speed of the music, which can either be the same throughout the music or
change, eg getting faster/slower.
Timbre: Different types of sound, eg different voice sounds, sounds made by different
instruments, sounds made using different kinds of beater.
Music Scheme Activities – Music Vocabulary
Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy
Classroom Instruments Untuned Percussion
Shaking instruments
Maracas
Castanets: finger
handled
jingle sticks
tambourine
jingle bells
rain stick
Tapping instruments
wood block: single
two tone
wooden agogo: single
double
tulip block
wooden octachime
triangle
finger cymbals
Music Scheme Activities – Music Vocabulary
Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy
Scraping instruments
guiro
Washboard (& thimbles)
wooden agogo
Cabasa
Striking instruments
Tambour (different sizes)
tambourine
bongos
samba drums (different sizes)
hand cymbals
Agogo bell
Cow bell
Music Scheme Activities – Music Vocabulary
Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy
Beaters Wooden
Hard Rubber
Felt
Metal
Music Scheme Activities – Music Vocabulary
Please use the following when talking about music with the children – it will help increase their level of musical, and general, articulacy
Tuned Percussion Striking instruments
Chime bars (At least the notes C, D, E, G, A)
With ladder
Xylophone
Soprano – alto – bass
Glockenspiel
Metallophone Alto – bass
Handbells
Other Instruments Blowing instruments
(wash in hot soapy water before use to ensure hygiene)
Swanee whistle
Kazoo
Duck call
Cuckoo call
Ocarina
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