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Music – Tracking Progress

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Level/Stage Expectations

3

  • Recognise and explore the way sounds can be combined and used expressively.
  • Sing in tune with expression and perform rhythmically simple parts that use a limited range of notes.
  • Improvise repeated patterns and combine several layers of sound with awareness of the combined effect.
  • Recognise how the different musical devices are combined and used expressively and make improvements to their own work, commenting on the intended effect.

 

4

  • Identify and explore the relationship between sounds and how music reflects different intentions.
  • Perform by ear and from simple notations.
  • As well as playing your own part, be aware of how different parts fit together and the need to achieve an overall effect.
  • Improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures.
  • Describe, compare and evaluate different kinds of music using an appropriate musical vocabulary.
  • Suggest improvements to their own and others’ work, commenting on how intentions have been achieved.

 

5

  • Identify and explore musical devices and how music reflects time, place and culture.
  • Perform significant parts from memory and from notations, leading others, taking a solo or adding rhythmic support.
  • Improvise melodic and rhythmic ideas in given structures
  • Use a variety of notations and compose music for different occasions using appropriate musical devices.
  • Analyse and compare musical features.
  • Evaluate how venue, occasion and purpose affect the way music is created, performed and heard.
  • Refine and improve their work.

 

6

  • Identify and explore the different processes and contexts of selected musical styles, genres and traditions.
  • Expressive use of tempo, dynamics, phrasing and timbre.
  • Subtle adjustments to fit their own part within a group performance.
  • Improvise and compose in different styles and genres, using harmonic and non-harmonic devices, sustaining and developing musical ideas to achieve different intended effects.
  • Use relevant notations to plan, revise and refine material.
  • Analyse and evaluate music in the context it is created.

 

7

  • Discriminate between and explore musical conventions in, and influences on, selected styles, genres and traditions.
  • Perform in different styles and making significant contributions to the ensemble and using relevant notations.
  • Create coherent compositions drawing on internalised sounds.
  • Adapt, improvise, develop, extend , discard musical ideas within given and chosen musical structures, styles, genres and traditions.

8

  • Discriminate between and exploit the characteristics and expressive potential of selected musical resources, styles genres and traditions.
  • Perform, improvise and compose extended compositions with a sense of direction and shape within melodic and rhythmic phrases and overall form.
  • Explore different styles, genres and traditions, working by ear and by making accurate use of appropriate notations.
  • Discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, making and justifying their own judgements.
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