Early level

Scottish Music Curriculum - Early Level

Through music, learners have rich opportunities to be creative and to experience inspiration and enjoyment. Performing and creating music will be the prominent activities for all learners. Through these activities they develop their vocal and instrumental skills, explore sounds and musical concepts, and use their imagination and skills to create musical ideas and compositions. They can further develop their understanding and capacity to enjoy music through listening to musical performances and commenting on them. They use ICT to realise or enhance their composition and performance, and to promote their understanding of how music works.

EXA 0-16a

I enjoy singing and playing along to music of different styles and cultures.

End of Level Benchmarks

• Participates actively and uses his/her voice in singing activities from a range of styles and cultures, for example, nursery rhymes and songs with actions.

• Uses instruments such as drum, claves, chime bar to play along to a range of music styles.

EXAMPLES OF ACTIVITIES

Sing as part of a group.

Differentiate between a speaking and singing voice.

Sing with some understanding of pitch (higher and lower).

Sing/chant with a louder or quieter voice.

Sing/chant at a faster or slower tempo.

Walk, clap or move body to the beat.

Clap the rhythm of a known song/rhyme (ta, te te, rest).

Follow simplified rhythm notation for a known song/rhyme.

Use small percussion instruments to keep a steady beat.

Follow a conductor, showing understanding of start/stop, loud/quiet, fast/slow.

Use some percussion instruments play along at a slower or faster tempo.

Use some percussion instruments to play back a simple rhythm.

Extra information

Singing - Initially choose songs which the children already know, to build up confidence. Songs with repetitive words make it easier for the children to remember and they are more likely to join in. Songs should be in an easy vocal range (D-B).

EXA 0-17a

I have the freedom to use voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm.

End of Level Benchmarks

When communicating ideas and feelings through creative music activities:

• uses voice to explore sound and rhythm, for example, hums, whispers, sings;

• chooses different musical instruments to play such as chime bar, drum or body percussion, exploring sound and rhythm by, for example, clapping, tapping;

• uses technology to capture sound, for example, audio recorders, microphones, apps and other software.

EXAMPLES OF ACTIVITIES

-UNDER CONSTRUCTION-

EXA 0-18a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feeling through musical activities.

End of Level Benchmarks

When communicating ideas and feelings through creative music activities:

• uses voice to explore sound and rhythm, for example, hums, whispers, sings;

• chooses different musical instruments to play such as chime bar, drum or body percussion, exploring sound and rhythm by, for example, clapping, tapping;

• uses technology to capture sound, for example, audio recorders, microphones, apps and other software.

EXAMPLES OF ACTIVITIES

-UNDER CONSTRUCTION-

EXA 0-19a

I can respond to music by describing my thoughts and feelings about my own and others’ work.

End of Level Benchmarks

• Shares thoughts and feelings about music experiences such as live and/or recorded music, peer nursery rhyme performances, school concerts, giving reasons for likes and dislikes.

• Shares views and listens appropriately to the views of others, for example, states if the music is fast/slow or loud/quiet.

EXAMPLES OF ACTIVITIES

-UNDER CONSTRUCTION-

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