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Music / Year 5 and 6 / Exploring and responding
Curriculum content descriptions
explore ways that the elements of music are combined in music across cultures, times, places and/or other contexts (AC9AMU6E01)
Elaborations
- listening to music that uses a range of instrumentation or forms (song forms, theme and variations, binary) and describing how the elements of music are used or combined; for example, identifying which instruments are playing the melody and which are playing accompanying parts, or exploring the effect of changing instruments by comparing original versions with arrangements/covers/reimagined versions
- evaluating and discussing (using their own words and learnt music terminology) personal preferences for music from a range of contexts and cultures, such as music they listen to for leisure/pleasure, music they play in an ensemble, music that is important to their family or community, music they listen to for inspiration for their own compositions or performances, or music in specific genres such as music for screen-based contexts such as games or videos
- identifying and describing features of music that create effects, such as ways in which elements of music are manipulated (using rhythm, melody, articulation, dynamics or instrumentation) or use of compositional devices/structural features such as riffs or use of specific instrumental techniques; for example, strumming patterns
- listening to (and/or performing) and responding to music from a variety of contexts and cultures, such as Asian cultures; for example, discussing what they like about the music and why they think the composer/performer chose to write/perform the music, using their own words and learnt music terminology, and giving reasons for their opinions
- considering ways in which music is used in celebrations, ceremonies or rituals; for example, at their school or in their local community, and exploring ways the music is used to give structure to the occasion or to communicate themes such as identity or belonging
- demonstrating understanding of the form and structure of popular songs; for example, using parody to demonstrate the different structures used within popular song, discussing different processes for writing lyrics that tell a story, collaboratively generating ideas to create new lyrics to known music, rehearsing the re-imagined song (using aural, technical and expressive skills) and performing their song parody to their peers
General capabilities
ScOT terms
Ear training, Culture, Music, Cultural contexts, Musical elements, Rhythm (Music), Dynamics (Music), Pitch (Music), Aural skills