Year 5 Performing Arts Learning Challenges

Y5 The Language of Music Music Through The Ages This learning challenges investigates history and development of musical genres. Children evaluate and appraise different periods of music using appropriate musical terminology. They begin to pick out key instruments and features of a range of music . In groups, they improvise melodic and rhythmic phrases by copying musical structures of a particular genre.

Opening Investigate and graph favourite musical genres today. Are there different types of classical music or is it all the same?!

Investigations 1. What type of music would have greeted Henry VIII on arrival at Hampton Court Palace?

2. What is baroque music, and how does it compare to Tudor music?

3. Who was Amadeus Mozart and why is he so famous?

4. How do composers tell a story through ballet music?

English Throughout the learning challenge, children will be introduced to subject specific terminology and they are expected to use it accurately.

Mathematics Opening activity  Children to produce a bar chart showing the favourite musical genre of their peers.

LC2  Musical maths by looking at repeated patterns of rhythms in baroque music.

Art LC4  Study paintings of favourite music from classical ballets. Can children draw their own pictures to accompany a piece of ballet music, or design a costume for a character?

5. Why did the Victorians love to waltz?

6. All that jazz…

Reflection Produce an information poster about one genre of music, or, for HA children, a comparison poster looking at a variety of genres and how they area different musically.

Digital Literacy Reflection task  Children could make use of Prezi, PowerPoint, e-books etc. to create their information poster or book about a particular genre of music through the ages.

Y5 Making and Enjoying Music At The Movies!

A opportunity to appreciate and understand a wide range of music and to compose for a range of purposes . The children will be encouraged to listen carefully to music, and learn to express opinions and pick out instruments and features. They will enjoy the opportunity to play and perform in solo and ensemble contexts, using their voices and paying simple musical instruments with increasing accuracy, fluency and expression.

Opening The Spielberg connection: what makes film music so special?

Investigations 1. How do composers use instruments, textures and layers to create an atmosphere?

2. How can we use ICT to capture and change sounds to add another texture to music?

3. Can you work in a group to compose a short film score for a movie about pace.

4. Can you find a standard way of recording your piece so another person can enjoy it!

5. Talking to the audience, how can we improve our soundtrack?

6. Recording the soundtrack. Children use digital equipment to record the film score they have written.

Reflection Hold a ‘premiere’ of soundtracks. Children to sit ‘cinema style’ and watch the chosen clip whilst groups play their soundtracks digitally.

Children are to evaluate the scores and suggest improvements.

English LC1  Using words to paint a picture. Describing an atmosphere – how can we translate these spoken words into music?

Mathematics LC3  Looking closely at timings of moments in the video clip to coincide with specific sounds or layers in their soundtrack.

Digital Literacy LC2 and LC6  Children to explore how ICT can be used to manipulate or combine sounds in ways which would otherwise be impossible.

Reflection task  Use digital equipment to record and play soundtracks (Audacity?)