Characteristics of a Musician
We believe that children who excel in Music have these essential characteristics:
• A rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
• A musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of
• Very good awareness and appreciation of different musical traditions and genres.
• An excellent understanding of how musical provenance – the historical, social and cultural origins of music – contributes to the diversity of musical styles.
• The ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
• A passion for and commitment to a diverse range of musical activities.
In order to excel in Music, we believe that children throughout our school must achieve the following learning objectives:
• To perform
• To compose
• To transcribe
• To describe music
Specifically, the children should master the skills below:
Key Stage 1
Lower Key Stage 2
Upper Key Stage 2
|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:
• lyrics and melody
• sense of occasion
• cyclic patterns
• combination of musical elements
• cultural context.
• Describe how lyrics often reflect the cultural context of music and have social meaning