coit primary used the charanga music sow, bbc ten pieces

Subject: Music 2021-2022

1

Coit Primary used the Charanga Music SOW, BBC Ten pieces resources and bought in Singing sessions from Sheffield Music Service Y3 Y4 Y5

and KS1 has a digital singing package in the Spring

Musicianship delivered in the Autumn Term/Spring/Summer Term by Sheffield Music Hub teachers for Y3 4 5 6

F2 Y1 Y2 will use Charanga SOW

BBC Ten Pieces website is used to supplement units for lIstening and Appraising A1 A2 SP1 SP2 SU1 SU2

Learn to sing nursery rhymes and action songs

FS Expressive Art

and Design

ME Charanga Style: Mixed styles Songs

● Celebration ● Happy ● Sing ● Sing a rainbow ● Happy Birthday ● Our House

Listen and Appraise How does the music make you feel? Nursery Rhymes

● Pat-a-cake ● 1, 2, 3, 4, 5,

Once I Caught a Fish Alive

● This Old Man ● Five Little Ducks ● Name Song ● Things For

Fingers

Musical Activities

My Stories Charanga Style: Mixed styles Songs

● Roll Alabama ● Boogie

Wonderland ● Don’t go breaking

my heart ● Frosty the

snowman ● Spiderman

Nursery Rhymes

● I’m A Little Teapot

● The Grand Old Duke Of York

● Ring O’ Roses ● Hickory Dickory

Dock ● Not Too Difficult ● The ABC Song

Musical Activities

● Rhythm Games Pitch

Everyone Charanga Style:Mixed Styles Songs

● We are family ● Thula Baba ● ABC ● My mum is

amazing ● Conga ● Mozart’s horn

Nursery Rhymes

● Wind The Bobbin Up

● Rock-a-bye Baby ● Five Little

Monkeys Jumping On The Bed

● Twinkle Twinkle ● If You're Happy

And You Know It ● Head, Shoulders,

Knees And Toes

Musical Activities

Our World Charanga

Style:Mixed Styles

Songs

● Lovely Day ● Beyond the sea ● Mars from the

planets ● Frog’s legs and

dragon’s teeth ● Ain't no

mountain high enough

● Singing in the rain

Nursery Rhymes

● Old Macdonald ● Incy Wincy Spider ● Baa Baa Black

Sheep ● Row, Row, Row

Your Boat ● The Wheels On

The Bus ● The Hokey Cokey

Musical Activities

Big Bear Funk Transition Unit Charanga

Style:Mixed Styles

Songs

● Big Bear Funk ● I feel good ● Don’t you worry about a thing ● My promise ● Superstition ● Pick up the pieces

Musical learning focus:

● Learning to sing Big Bear Funk and revisiting other nursery rhymes and action songs

●

●

●

●

● Musical Activities

● Playing instruments within the song ● Improvisation using voices and instruments ● Riff-based composition


2

● Copycat rhythm games

● High low games (pitch)

● Singing rhymes

● Playing Instruments tuned and untuned percussion

● Rhythm ● Pitch ● Using

instruments glocks and percussion

● Pitch ● Rhythm ● Pulse ● Tempo ● Structure ● glocks and

percussion

● Share and perform the learning that has taken place

Listening and Appraising

Hands in the air BBC Listen and Respond

Rhythm

https://www.bbc.co.uk/teach/bring-the-noise/hands-in-the-air-lyrics/z7g78xs

Gareth Malone Tips for teaching singing Bring the noise Teacher Techniques

https://www.bbc.co.uk/teach/bring-the-noise/get-singing-with-gareth-malone/zkvj92p

I am a robot BBC Listen and Respond Moving in time https://www.bbc.co.uk/teach/bring-the-noise/i-am-a-robot-song/zkf9bdm

Andy’s Animal Raps

BBC Bring the noise

Rainforest

Woods

Polar Party

Minibeasts

Who lives under the sea

https://www.bbc.co.uk/teach/bring-the-noise/andys-raps-index/z6tjcqt

Yolanda's Band Jam

BBC Bring the noise

Rhythm

Pulse

Pitch

Dynamics

Dif

https://www.bbc.co.uk/teach/bring-the-noise/music-eyfs-yolanda-brown-band-jam/zbgxwty/ferent instruments in a band

Bring the noise (BBC)

Pulse

Rhythm

Playing as an ensemble

https://www.bbc.co.uk/teach/bring-the-noise/bring-the-noise-lyrics/zrskgwx

Performance Christmas Nativity









https://www.bbc.co.uk/teach/bring-the-noise/i-am-a-robot-song/zkf9bdm







https://www.bbc.co.uk/teach/bring-the-noise/music-eyfs-yolanda-brown-band-jam/zbgxwty/









3

Y1

Charanga

Hey You! Charanga Style:Old School Hip Hop Songs

● Hey You ● Me Myself and I ● Fresh Prince of

Bel AIr ● Rapper’s Delight ● U can't touch

this ● It’s like that ● No Place like

home Listen and Appraise

● Vocal lines-how many singers

● Male of female singers?

● How many instruments are used?

● Are there any solos?

● What is the hook?

● Tempo-slow or fast or inbetween?

● Texture and layers of sound

KS1 Christmas Performance Songs

Sheffield Music Hub Digital Package Week 1-3 - Pulse and rhythm (notation introduction) Week 4-6 - Pitch (including kodaly)and harmony Week 7-10 - Singing and performance techniques

Your Imagination Charanga Style: Mixed styles Songs

● Your imagination ● Supercalifragilisticex

pialidocious ● Pure Imagination ● Daydream believer ● Rainbow connection ● A whole new world

Listen & Appraise ● Does the song tell a

story? ● How does the music

make you feel? ● What do you like

about this song? Musical Activities

● Games ● Singing ● Playing ● Improvisation ● composition


4

Musicianship

Sheffield Music Service TBD


https://www.bbc.co.uk/programmes/articles/3Qq9cBQHpg6FJqTRsnqbGB6/primary-music-ks1-little-red-riding-hood-info

John Adams Short Ride in a Fast Machine https://www.bbc.co.uk/teach/ten-pieces/intro-films-and-orchestral-films/zv2gqp3

Thunder JAM BBC KS1 Weather Space https://www.bbc.co.uk/teach/bring-the-noise/ks1-thunder-jam/zkfkgwx

Thunder Jam BBC KS1 music Cities Rainforests https://www.bbc.co.uk/teach/bring-the-noise/ks1-thunder-jam/zkfkgwx

Performance Harvest Festival Christmas Performance Preparation KS1

Y2 Charanga

Hands,feet,heart Charanga Style-South African Music Songs

● Hands Feet Heart

● The Click Song ● The Lion Sleeps

Tonight ● Bring him back

Listen & Appraise - ● Vocal lines-how

many singers ● Male of female

singers? ● What is the

hook?

KS2 Christmas Performance Songs

Sheffield Music Hub Digital Package Week 1-3 - Pulse and rhythm (notation introduction) Week 4-6 - Pitch (including kodaly)and harmony Week 7-10 - Singing and performance techniques

Glockenspiel Learning how to play a music instrument

Glockenspiel Learning how to play a music instrument







https://www.bbc.co.uk/teach/ten-pieces/intro-films-and-orchestral-films/zv2gqp3



https://www.bbc.co.uk/teach/bring-the-noise/ks1-thunder-jam/zkfkgwx








5

● Tempo-slow or fast or inbetween?

● Use of voices-calling and responding

● find the pulse, recognise instruments, listen, discuss other dimensions of music.

Musical Activities ● Warm up games ● Singing songs

Musicianship

Sheffield Music Service


Fire of London Theme https://www.bbc.co.uk/teach/school-radio/history-ks2-the-great-fire-of-london/z4bft39

Performance Harvest Festival KS1 Performance preparation for Christmas

https://www.bbc.co.uk/teach/school-radio/history-ks2-the-great-fire-of-london/z4bft39





6

Y3 Autumn Term Students will be able to confidently identify a

pulse in a piece of music, exploring different time

signatures and beat patterns. They will be able

to repeat musical rhythms taught to them.

Students will be introduced to notes from

western music notation and begin to explore

reading and writing music.

Spring Term

Students will be able to confidently identify and

explore different pitches within the capabilities

of their voice. They will be introduced to the

Kodaly method using songs including do-do.

They will experiment with harmony using match

songs, rounds and will begin to understand

how those parts create simple harmony.

Summer Term

Students will use their voices expressively

and confidently to communicate music with

accuracy and competence. They will be

confident in considering the use of dynamics,

tempo, expression, articulation and structure

and the impact of these on a performance.

Students will be offered a performance

opportunity to be decided with your assigned

Music Leader.

Y3 Musicianship

Sheffield Music Hub

Autumn 1 Sheffield Music Hub Singing and

Performance

Technique

Exploring pulse and rhythm to provide a bedrock of music

making and quality listening. Children should

explore walking/moving/clapping to a steady beat and be able to

confidently identify changes in speed

(tempo)

Autumn 2 Sheffield Music Hub Singing Seasonal

Repertoire

The repertoire builds on

the Pulse and Rhythm skills being developed in Autumn 1, as well as

encouraging vocal confidence. When teaching the

music, we will use language and visuals used to teach musicianship including

beat, pulse, or rests.

Building on the culture of learning raps and

Spring 1 Sheffield Music Hub Singing

Pitch and Harmony

Focus on exploring pitch,

understanding the relationship between notes as higher and lower,

and exploring notes happening at the same time to create a harmony.

By using;

● Kodaly Method

(do-do) ● Rounds

● Match Songs ● Simple harmonies

Spring 2 Sheffield Music Hub Singing

Seasonal

Repertoirce

Perform a range of songs in school

assemblies Play and perform in solo and

ensemble contexts, using their voices and playing musical

instruments with increasing

accuracy, fluency, control and

Summer 1 Sheffield Music Hub Singing

We will focus on good physical preparation for

singing; warming up, breath control, posture, in order to make sure

they are best prepared for good singing technique.

They will use their voices expressively and creatively by singing songs and speaking

chants and rhymes.

Begin to confidently perform using


Seasonal Repertoire

We will see assured

performances that are technically sound and engaging to listen

to. Students should feel a shared

responsibility for the quality of the

outcome and a sense of pride in


7

Repeat copy-cat rhythms using both

notation and word-pattern chants including crochet,

quavers and rests. Introduce and understand the differences between

crotchets and paired quavers. Use and understand staff and other musical notations. While each class may differ in their fluency of reading each class

should have the opportunity to see simple bars of music. Students should feel

confident reading simple bars of music and may write some

rhythms of their own. By using;

● Raps

● Rhymes ● Chants

● Body percussion

● Tongue twisters

students will start to

chants, students will be taught lyrics to songs

using the same methods, encouraging a strong sense of pulse

and rhythm. At this point in the year we aspire to students

singing songs with a confident sense of pulse, rhythms and expressive voices. These activities focus on listening with attention to detail and recall sounds with

increasing aural memory

● Visualisation/Notation

students will learn about the pitch capabilities of their own voice by singing

collectively and at the same pitch. They will listen with attention to detail and recall sounds

with increasing aural memory Students will sing a widening range of unison songs of varying styles and structures with a pitch range of do–do, tunefully and with expression.

Groups will sing rounds and partner songs in different time signatures

(2, 3 and 4 time) and begin to sing repertoire with small and large leaps

as well as a simple second part to introduce vocal harmony.

We will experiment with positioning singers

randomly within the group – i.e. no longer in discrete

parts – in order to develop greater listening skills,

balance between parts

expression expression, including understanding the

context and lyrics of a song, and the impact of their performance

decisions on an audience. Students will be

comfortable using vocabulary describing the dimensions of music and confidently make appropriate choices of dimensions of music when singing such as;

● Dynamics

(forte/piano/crescendo/diminuendo)

● Tempo

● Structure (verse/chorus/part 1/part 2)

● Articulation ● Expression

Students will take

ownership of their

sound and apply their understanding of music

making to their voices.

What makes a good

performance?

their accomplishments.

We will also open a discussion as to

where they can take their music making next. Now that this package

has ended, what will they do now as a class and as individuals to continue their musical development?


8

feel the weight and stress on words to

indicate bars, beat groupings, and begin to understand pulse

keeping to aid musical precision and speed. Students will apply word chants to

rhythms, understanding how to link each syllable to one musical note. They will use their voices expressively and creatively by singing songs and

speaking chants and rhymes.

When approaching notation use the french counting

method as a standard.

Suggested exercises

Divide the class into 4 groups and give each

group a bar of simple 4/4 rhythm. Ask the

students to pick something they are

studying in another

and vocal independence.

Students will focus on singing a wide range of call and response songs

to control vocal pitch and to match the pitch they hear with accuracy.

They will experiment with, create, select and combine sounds using the inter-related dimensions of music.

Students will observe

phrasing, accurate pitching and appropriate style.

Students will develop a sense of confidence and ownership

regardless of the size or nature of the stage or performing/recording space; engage with an audience; respect fellow performers and acknowledge applause They will compare

different performance styles and examine what decisions performers have made

to best affect their audience.

Encourage peer feedback. Create an environment where

pupils can

constructively express their thoughts on

performances. This is a valuable way to develop

listening skills and musical vocabulary.


9

lesson and fit some words to their given

rhythm. (for example, a bar of crotchets linked to a

geography lesson; glo-bal-war-ming) Build up the bars until you have a samba

band of students chanting about their current learning. Students will improvise and compose music for a range of purposes using the inter-related dimensions of music.

Play and perform in solo and ensemble

contexts, using their voices with increasing accuracy, fluency,

control and expression.


Brazil Amazon Theme Trailblazers Little Train of the Caipira Brazil x 6 lessons Heitor Lobos https://www.bbc.co.uk/teach/ten-pieces/classical-music-heitor-villa-lobos/z4nsmfr

Winter Theme Vivaldi Trailblazer (artwork inspiration)

https://www.bbc.co.uk/teach/ten-pieces/winter-from-the-four-seasons-by-vivaldi-ks2-lesson-plans/zvwbnrd https://www.bbc.co.uk/teach/ten-pieces/intro-films-and-orchestral-films/zv2gqp3

Troy songs linked to the story of the Trojan War x7 (5 mins max) https://www.bbc.co.uk/teach/school-radio/music-ks2-heroes-of-troy-index/zn4d8xs

Performance Harvest Festival Christmas Performance

Singing Festival at the Comp?

https://www.bbc.co.uk/teach/ten-pieces/classical-music-heitor-villa-lobos/z4nsmfr



https://www.bbc.co.uk/teach/ten-pieces/winter-from-the-four-seasons-by-vivaldi-ks2-lesson-plans/zvwbnrd







https://www.bbc.co.uk/teach/school-radio/music-ks2-heroes-of-troy-index/zn4d8xs





10

Y4 Music

Musicianship

Autumn 1 Sheffield

Music Hub Singing and Performance

Technique Exploring pulse and rhythm to

provide a bedrock of music making and quality listening. Children should explore walking/moving/

clapping to a steady beat and be able to confidently

identify changes in speed (tempo)

Repeat copy-cat rhythms

using both

notation and word-pattern

chants including

crochet, quavers and

rests. Introduce

Autumn 2 Sheffield Music

Hub Singing Seasonal Repertoire

The repertoire builds on the Pulse and Rhythm

skills being developed in Autumn 1, as well as encouraging vocal confidence. When teaching the music, we will use language and

visuals used to teach musicianship including beat,

pulse, or rests. Building on the

culture of learning raps and chants, students will be

taught lyrics to

songs using the same methods,

encouraging a strong sense of

pulse and rhythm.

At this point in the

Spring 1 Sheffield Music Hub

Singing Pitch and Harmony

Focus on exploring pitch, understanding the relationship between notes as

higher and lower, and exploring notes happening at the same time to create a harmony. By using;

● Kodaly Method (do-do)

● Rounds ● Match Songs

● Simple harmonies

● Visualisation/N

otation students will learn about the pitch

capabilities of their

own voice by singing collectively and at the

same pitch. They will listen with attention to

detail and recall sounds with

Spring 2 Sheffield Music


Perform a range of songs in

school assemblies Play and perform in solo and ensemble contexts, using their voices and playing musical

instruments with increasing accuracy, fluency, control

and expression

Summer 1 Sheffield Music Hub

Singing We will focus on good

physical preparation for singing; warming up, breath control, posture, in order to make sure they are best

prepared for good singing technique. They will use their voices expressively and creatively by singing songs and speaking chants and rhymes. Begin to confidently perform

using expression, including understanding the context and lyrics of a song, and the impact of their performance

decisions on an audience. Students will be comfortable

using vocabulary describing the dimensions of music and confidently make appropriate

choices of dimensions of

music when singing such as; ● Dynamics

(forte/piano/crescendo/diminuendo)

● Tempo ● Structure

(verse/chorus/part


Singing Seasonal Repertoire

We will see assured performances that are technically sound and

engaging to listen to. Students should feel a shared responsibility for the quality of the outcome and a sense of pride in their accomplishments. We will also open a

discussion as to where they can take their music making next. Now that this package has ended, what will they do

now as a class and as individuals to continue their musical development?


11

and understand the differences

between crotchets and paired quavers.

Use and understand staff and other

musical notations. While each class may differ in their fluency of reading each class should have the opportunity to

see simple bars of music. Students should feel

confident reading simple bars of music

and may write some rhythms of their own.

By using; ● Raps

● Rhymes ● Chants

● Body percussi

on

year we aspire to students singing

songs with a confident sense of pulse, rhythms

and expressive voices. These activities

focus on listening with attention to detail and recall sounds with increasing aural memory

increasing aural memory

Students will sing a widening range of

unison songs of varying styles and structures with a pitch range of do–do,

tunefully and with expression. Groups will sing rounds and partner songs in different time signatures (2, 3 and 4 time) and begin to sing repertoire with

small and large leaps as well as a simple second part to introduce vocal

harmony. We will experiment

with positioning singers randomly within the group – i.e.

no longer in discrete

parts – in order to develop greater

listening skills, balance between

parts and vocal independence.

1/part 2) ● Articulation

● Expression Students will take ownership of their sound and apply their

understanding of music making to their voices.

What makes a good

performance?

Students will observe phrasing, accurate pitching and appropriate style. Students will develop a sense of confidence and ownership

regardless of the size or nature of the stage or performing/recording space; engage with an audience;

respect fellow performers and acknowledge applause

They will compare different performance styles and examine what decisions

performers have made to

best affect their audience.

Encourage peer feedback. Create an environment where

pupils can constructively express their thoughts on

performances. This is a


12

● Tongue twisters

students will start to feel the weight and

stress on words to indicate bars, beat groupings, and begin to

understand pulse keeping to aid musical precision and speed. Students will apply word chants to rhythms,

understanding how to link each syllable to one musical

note. They will use

their voices expressively and creatively

by singing

songs and speaking

chants and rhymes.

When

Students will focus on singing a wide range

of call and response songs to control vocal pitch and to match the

pitch they hear with accuracy. They will experiment

with, create, select and combine sounds using the inter-related dimensions of music.

valuable way to develop listening skills and musical

vocabulary. Play and perform in solo and

ensemble contexts, using their voices with increasing accuracy, fluency, control and expression.


13

approaching notation use

the french counting method as a

standard. Suggested exercises

Divide the class into 4 groups and give each group a bar of simple 4/4 rhythm. Ask the students to pick something they are studying in

another lesson and fit some words to their given rhythm.

(for example, a bar of crotchets linked to a

geography lesson; glo-bal-war-ming)

Build up the

bars until you have a samba

band of students

chanting about their current

learning.


14

Students will improvise and

compose music for a range of purposes using

the inter-related dimensions of music.


15

Listening and

Appraising

Mountain Theme Grieg In the hall of the mountain king https://www.bbc.co.uk/programmes/articles/1rpRf1Q7cK683F9LlwqTb5x/in-the-hall-of-the-mountain-king-by-edvard-grieg

Mountain Theme Mussorgsky A Night on Bare Mountain https://www.bbc.co.uk/programmes/articles/1gKvMXSQVvqyfcv1Xjjnkr5/a-night-on-the-bare-mountain-by-modest-mussorgsky

Romans story set to music 7/8 units https://www.bbc.co.uk/teach/school-radio/music-ks1-ks2-rocking-romans-songs-index/z79phbk

Performance

Harvest Festival Christmas Performance

Singing Festival

https://www.bbc.co.uk/programmes/articles/1rpRf1Q7cK683F9LlwqTb5x/in-the-hall-of-the-mountain-king-by-edvard-grieg





https://www.bbc.co.uk/programmes/articles/1gKvMXSQVvqyfcv1Xjjnkr5/a-night-on-the-bare-mountain-by-modest-mussorgsky







https://www.bbc.co.uk/teach/school-radio/music-ks1-ks2-rocking-romans-songs-index/z79phbk




16

Year 5

Music Musicianship

Summer 2 Sheffield Music


We will see assured

performances that are technically

sound and engaging to listen to.

Students should feel a shared responsibility for

the quality of the outcome and a sense of pride in their accomplishment

s. We will also open a discussion as to where they can take their music

making next.

Now that this package has

ended, what will

they do now as a class and as



We will see assured

performances that are technically

sound and engaging to listen to.

Students should feel a shared responsibility for

the quality of the outcome and a sense of pride in their accomplishment

s. We will also open a discussion as to where they can take their music

making next.

Now that this package has

ended, what will

they do now as a class and as



We will see assured

performances that are technically sound

and engaging to listen to. Students should

feel a shared responsibility for the quality of the

outcome and a sense of pride in their accomplishments.

We will also open a discussion as to where they can take their music making next. Now that this package has ended, what

will they do now

as a class and as individuals to

continue their

musical development?


Seasonal Repertoire We will see assured

performances that are technically sound and engaging to listen to.

Students should feel a shared responsibility for the quality of

the outcome and a sense of pride in their accomplishments. We will also open a discussion

as to where they can take their music making next. Now that this package has ended, what

will they do now as a class and as individuals to continue their musical development?



We will see assured performances that are technically sound and

engaging to listen to. Students should feel a

shared responsibility for the quality of the outcome and a sense of pride in their accomplishments.

We will also open a discussion as to where

they can take their music making next. Now that this package has ended, what will they do now as a class and as individuals to

continue their musical development?



We will see assured performances that are technically sound

and engaging to listen to.

Students should feel a shared responsibility for the quality of the

outcome and a sense of pride in their accomplishments.

We will also open a discussion as to where they can take their music making

next. Now that this package has ended, what will they do now as a class and as individuals to continue their musical development?


17

individuals to continue their


individuals to continue their



Viking Theme Wagner BBC Ten Pieces Ride of the Valkyries https://www.bbc.co.uk/teach/ten-pieces/intro-films-and-orchestral-films/zv2gqp3 http://downloads.bbc.co.uk/learning/tenpieces/KS2-3/Wagner/KS2%20-%20Primary/Ride%20of%20the%20Valkyries%20by%20Richard%20Wagner.pdf Listening and describing a piece of music Use motifs to create a piece of music Structure sections to create a rondo

Vikings Saga Songs Theme BBC https://www.bbc.co.uk/teach/school-radio/music-ks2-viking-saga-songs-index/z72w8xs

EARTH Theme Hans Zimmer x 6 lessons BBC TEn pieces https://www.bbc.co.uk/teach/ten-pieces/classical-music-hans-zimmer-earth/zh4k382 Watch the live recording with film Learn to play a shimmer Create vocal melodies Improvise and compose music Create 3 note repeating patterns and different durations Create motifs Structure sessions into a bigger shape Learn about dynamics






http://downloads.bbc.co.uk/learning/tenpieces/KS2-3/Wagner/KS2%20-%20Primary/Ride%20of%20the%20Valkyries%20by%20Richard%20Wagner.pdf










https://www.bbc.co.uk/teach/school-radio/music-ks2-viking-saga-songs-index/z72w8xs





https://www.bbc.co.uk/teach/ten-pieces/classical-music-hans-zimmer-earth/zh4k382




18

Create leitmotifs and use to create a narrative Perform

Performance Harvest Festival Christmas Performance

Y6 Music

Learning how to play

an instrument

Ukulele lessons

Learning how to play an instrument

Ukulele lessons

Charanga

Happy

Style: Pop Music with soul

Songs

● Top of the World ● Don’t worry be happy ● Walking on Sunshine ● When you’re smiling ● Love will save the day

Listen and Appraise

● Tempo ● Dynamics ● Range of instruments ● Number of voices ● How are they used

during the song ● Identify a hook

Musical Activities ● Games ● Singing ● Playing ● Improvisation ● Composition

Charanga:

You’ve got a friend

Style: Carole King music

Songs

-One fine day

-Up on the roof

-Will you still love me

tomorrow

-You make me feel like a

natural woman


19


WW1

Vaughan Williams

Lark Ascending

https://www.bbc.co.

uk/teach/ten-

pieces/intro-films-

and-orchestral-

films/zv2gqp31

WW11 Theme

Elgar Enigma

BBC Ten

pieces

https://www.b

bc.co.uk/teach

/ten-

pieces/intro-

films-and-

orchestral-

films/zv2gqp3

Ravi Shankar Hindusatini x 6

lessons BBC 10 Pieces

https://www.bbc.co.uk/teach/te

n-pieces/classical-music-ravi-

shankar-symphony-

finale/znk8bdm

● Listen to a

performance from a

different tradition

● Learn about drones and

ragas

● Learn about call and

response

● Create a coda

● Build structure sections

of music into a bigger

piece and perform

Performance Harvest Festival

Christmas

Performance

Y6 leaving production













https://www.bbc.co.uk/teach/ten-pieces/classical-music-ravi-shankar-symphony-finale/znk8bdm





20

coit primary used the charanga music sow, bbc ten pieces

Documents