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Music – Year 3

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Download our Year 3 Music curriculum here.

Listening and understanding

Elements of music

Textiles

Pitch: distinguish between steps, leaps and repeats in melodies; major and pentatonic scales

Duration: consolidate understanding of how rhythmic patterns fit to the steady beat; begin to understand 2, 3 and 4 metre

Dynamics: understand and identify getting louder and quieter

Tempo: understand and identify getting faster and slower

Texture: recognise the density of different textures

Timbre: identify a range of non percussion instruments by name; distinguish between different ways of playing percussion instruments

Structure: develop understanding of a range of repetition and contrast structures, including use of ostinati

Applying understanding

  • Identify how combinations of elements are used in a variety of musical styles, and to communicate musical effects
  • Identify different families of instruments and their qualities
  • Use and explore notations which are linked to understanding of elements to communicate own musical ideas, including relative pitch
  • Identify composers’ intent in music heard and performed
  • Identify how music is produced in different ways including the use of ICT

Normanby University

Grade 1

  • Note values of semibreve, minim, crotchet, quaver and semiquaver, and their equivalent rests. Tied notes. Single dotted notes and rests.
  • Time signatures of 2/4 3/4 4/4.
  • Composition of a two-bar rhythms.
  • The stave. Treble (G) and bass (F) clefs.
  • Names of notes on the stave, including middle C in both clefs. Sharp, flat and natural signs and their cancellation.

Contexts or Purposes

  • Examples in addition to KS1

     

    Styles eg:
    Samba

     

    Purposes eg:
    fanfare
    ballad
    celebration

     

    Non-musical stimuli eg:

    images
    localities
    Brazil
    Romans
    French

Controlling

  • Extend accuracy of vocal range (use low A-C’ as a guide)
  • Continue to develop expressive effect and quality of sound when singing through increased control of diction, dynamics and tempi
  • Sing rounds and partner songs, maintaining accuracy of pitch.
  • Demonstrate accuracy and control of technique on full range of unturned percussion and begin to use recorders and own instruments
  • Practice use of two beaters on tuned percussion
  • Maintain steady beat, and copy and  match rhythm patterns in 2, 3 and 4 metre
  • Use and follow hand and eye signals to direct and lead
  • Improve their own work
  • Rehearse and perform individually, in pairs, groups and as a class with increasing awareness of balance

Creating

Use acoustic sounds and ICT to…

  • Explore the way sounds can be combined and used expressively
  • Improvise short repeated rhythmic patterns, building a repertoire of patterns and sequences
  • Begin to combine layers of sounds with awareness of the combined effect
  • Experiment with capturing, repeating and re-ordering sound patterns and sections of music

Responding and reviewing

  • Compare and contrast music heard and performed with an awareness of the music’s context and purpose
  • Use a variety of art forms to respond to character, mood and other elements of music
  • Build an appropriate musical vocabulary and use when talking about music and developing the ability to express an aesthetic response See vocabulary list in the appendices
  • Improve their own work and others’ work with an awareness of the music’s context and purpose.

Reviewed by S. Trenholm, S. Gills & R. Lawler Summer Term 2012

February 2014 reviewed SH, AD, GC, CA

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