Year 3 had the opportunity to experience an artsong music workshop from Leeds Lieder this afternoon. They learnt that Leider means artsong and understood how important music is in creating an image.
They discussed musical vocabulary pitch and dynamics.
They also practiced being conductors to change the dynamics of the piano as shown in the picture above.
Lastly, Year 3 worked together to create a song. Here it is!
6D had a live music performance from Izzy! (see below).
This half term, year 3 have been exploring pitch with chime bars. We have been listening to and appreciating music and noticing where the pitch gets higher and where the pitch gets lower. We have learnt how to hold a beater and use the chime bars. We are learning to play along with the song ‘elevator’ and ‘once a man fell in a well’.
This morning we had the opportunity to showcase some of the fantastic music that has been taking place across the year at Allerton. We saw brilliant performances from Upper Key Stage 2 Choir, Key Stage 1 choir, Steel Pans ensemble and samba club. It was so great to see our musical and creative children showing some of the brilliant skills they have learnt.
4A finished the half term with an excellent week of learning.
During Music, we ended our Garageband topic by creating pieces to soundtrack the opening of ‘Doctor Who.’ We created our pieces and then used an app called iMovie to twin the video with the music. Mr Ash was simply blown away by the quality of the children’s work.
This year Allerton had a fantastic time at Big Samba! We performed our hip hop groove as a school as well a playing with 300 other children. We also learnt new and challenging grooves together. It was fantastic to play in such a big crowd.
What a brilliant steel pans performance to kick off our Room 17 event!
5P thoroughly enjoyed their Samba sessions with music specialist, Mrs Cossavella. They quickly learned their parts, creating a wonderful, collective sound.
Year 3 have been learning all about music notation. In the video you will see them clapping and along and using their voices to 4 beat bars using ‘frogs, tadpoles and rests.’ The frog represents a crotchet and the tadpole represents a quaver.
The they progressed to only clapping the frogs and tadpoles. After that, they were able to clap a 4 beat bar reading the notation in their head and clapping along.
Here is how reading music progresses.
They start with tadpoles and frogs, then to the notes without the stem, then finally to reading notation.
