Play a variety of short, easy pieces from notation/ symbols
Building on the musical skills, knowledge and understanding acquired in Programme of Study 1, extend the range of pieces to be taught, ensuring that the chosen repertoire relates to the full range of learning objectives.
Many genres of music are traditionally learnt exclusively by ear. Where it would support learning, you may wish to create notation systems that are appropriate to your teaching context, e.g. word rhythms, symbols, numbers, or vocal sounds. However, this may not be necessary or desirable for all musics. Music passed on orally/aurally naturally evolves as it spreads and being fixed in notation can hinder this.
Using rhythm flashcards with pulse backing tracks, ask learners to copy rhythms using words such as ‘tea’ and ‘coffee’. Learners should gradually become more reliant on flashcards rather than the spoken word.
Ask learners to keep the pulse with body percussion while other students perform the flashcard rhythm on their instruments.
Encourage learners to apply their own creative ideas, e.g. using ideas in the piece to generate their own improvisations or compositions.
Show learners how to practise their pieces and make improvements, e.g. linking from rhythm/groove bar to fill bar and on to the next rhythm/groove bar.
Continue to use the holistic approach to teaching and learning. Choose a wide range of repertoire that:
- consolidates and extends technical skills and knowledge
- uses simple key signatures
- possibly includes compound time
- includes a larger variety of rhythmic groupings
- includes a more extended pitch range
Explore the progression of this Learning Objective
Continue exploring the current Programme of Study
