Year 2 Music:

Experimenting with sounds 2 – Block A

• This is a 5-week sequence with a sixth week available for enrichment, extension or revisiting.
• The outline and structure of the block is as follows:

Week 1 Week 2 Week 3 Week 4 Week 5

Introduce samba Body percussion Call and response Control volume on Perform a samba as
music samba ostinato untuned percussion an ensemble

At the end of this block, pupils will …

Know: Be able to:

Samba music is made Identify an instrument

by layering ostinati according to the sound
that it makes
The names of a range
of untuned percussion Perform simple ostinati
Samba music, Brazil

CUSP Music Block A Block B Block C Block D Block E Block F

Long term sequence

Year 1
Tuned and untuned Singing Untuned percussion Singing Untuned percussion Singing Tuned percussion
percussion

Year 2
Tuned and untuned Untuned percussion Singing Untuned percussion Singing Tuned percussion Singing
percussion

Year 3
Range of instruments
Mastering the Singing Untuned percussion Singing Glockenspiel Glockenspiel
studied
glockenspiel

Year 4
Range of instruments
Mastering the Untuned percussion Singing Glockenspiel Singing Glockenspiel
studied
glockenspiel

Year 6
Range of instruments
Mastering the Untuned percussion Singing Keyboard Singing Keyboard
studied
keyboard

Year 6
Range of instruments
Mastering the Singing Untuned percussion Singing Keyboard Keyboard
studied
keyboard

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 Long term sequence:
Year Block A Block B Block C Block D Block E Block F

Singing Untuned percussion Singing Untuned percussion Singing Tuned percussion

1 Untuned focus: Untuned focus: Tuned focus:

Singing focus: Being Singing focus: Singing focus: Exploring
Tuned and Introducing rhythm and Introducing tempo and Experimenting with
together in music Introducing pitch emotions through music
untuned pulse dynamic sounds (duration)
percussion
Identify changes in
Control the voice – Representing sounds Identify changes in Representing sounds
sounds (fast/slow, Responding to music
nursery rhymes pictorially sounds (high/low) pictorially
loud/soft)

Untuned percussion Singing Untuned percussion Singing Tuned percussion Singing

2 Untuned focus: Untuned focus: Tuned focus: Singing focus: Exploring

Tuned and Singing focus: Being Singing focus:
Experimenting with Introducing rhythm and Introducing tempo and emotions through music
untuned together in music 2 Introducing pitch 2
sounds 2 pulse 2 dynamic 2 2
percussion

Control the voice – sing Control and describe Control and describe Choose sounds to
Exploring ostinato Compose short patterns
as a choir pitch tempo and dynamic create an effect

Range of instruments
Singing Untuned percussion Singing Glockenspiel Glockenspiel
studied

3
Singing focus: Untuned focus: Singing focus: The Tuned focus: Musical Tuned focus: Performance focus:
Mastering
Introducing texture Mastering rhythm history of singing notation Composition Introducing timbre
the
glockenspiel
Singing for togetherness
Sing parts in an Recognise beats in a bar Perform as an ensemble
e.g. folk songs, war Introduce the staff Compose in pairs
ensemble (e.g. rounds) (time signatures/metre) (range of instruments)
chants, hymns

Range of instruments
Untuned percussion Singing Glockenspiel Singing Glockenspiel
studied

4 Untuned focus: Singing focus: Tuned focus: Musical Singing focus: The Performance focus: Tuned focus:
Mastering Mastering rhythm 2 Introducing texture 2 notation 2 history of singing 2 Composition 2 Introducing timbre 2
the
glockenspiel
Singing for
Identify and describe
Follow beats in a bar Sing parts in an entertainment e.g. Perform including an
Revisit the staff how sounds are
(time signatures/metre) ensemble (harmony) opera, theatrical, element of composition
combined
modernism

Range of instruments
Untuned percussion Singing Keyboard Singing Keyboard
studied

5
Untuned focus: Musical Singing focus: Tuned focus: Musical Singing focus: Music Performance focus: Tuned focus:
Mastering
stories Introducing structure notation 3 technology Composition 3 Improvisation
the
keyboard

One piece, different Alter pitch and dynamic Perform including an Improvise using
Identify parts of a song Follow musical notation
performers to create effects element of composition repeated patterns

Range of instruments
Singing Untuned percussion Singing Keyboard Keyboard
studied

6
Singing focus: Musical Untuned focus: Music Singing focus: Tuned focus: Musical Tuned focus: Performance focus:
Mastering
stories 2 technology 2 Introducing structure 2 notation 4 Composition 4 Improvisation 2
the
keyboard
Perform including an
Cultural and social - Alter tempo and rhythm Identify cyclic patterns Improvise using melodic
Create simple notation element of
lyrics to create effects inc. verse/chorus, coda phrases
improvisation
 Point of reference:
Y2 Experimenting with sounds 2 – Block A
Pupils will be able to:
• play simple copy-cat rhythms • have some experience of playing
• move to the beat of a song percussion instruments.
Prior Learning

Summary of key learning:

In this block, pupils will learn about the origins of samba music. They will have the opportunity to play a
range of untuned percussion with a greater degree of control. Pupils will play simple ostinato call and
response rhythms and compose their own basic rhythms. They will learn to follow simple conducting
directions and will rehearse and perform as an ensemble.

Key pieces:
Fanfarra (Cabua-Le-Le), Sérgio Mendes / Carlinhos Brown
Sérgio Mendes is a Brazilian musician who specialises in playing jazz and samba music. The song Fanfarra
(Cabua-Le-Le) features Brazilian singer and percussionist, Carlinhos Brown. This song is the title track on
the album Brasileiro which won the 1993 Grammy Award for the Best World Music Album.
Teacher note – ensure you have listened to each piece prior to the lesson (available on the internet).

Resources:
drums
whistle (teachers)
A range of untuned percussion including:
• agogo
• tambourine
• shakers
• maracas
• claves
• castanets
• triangles
• cowbell

Becoming a musician
Pitch Duration Rhythm and Tempo and Timbre Texture Structure
pulse dynamic
High and low The length of Pulse – the Tempo – the The sound Layers of How a piece of
sounds sounds – how steady beat speed of the quality of sound working music is built
long they are music certain together
sustained for Rhythm – instruments
patterns that Dynamic –
happen over how loud or
the beat quiet music is

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 Point of explanation:
Y2 Experimenting with sounds 2 – Block A

Core Knowledge Explanation

long and short sounds or patterns that happen over the pulse, the
rhythm
steady beat

pulse the regular heartbeat of the music; the steady beat

a musical figure or rhythm repeated persistently throughout a

ostinato
piece of music

samba a lively Brazilian music genre made up of rhythmic patterns

percussion musical instruments that can be played by striking or shaking

ensemble a group of people who perform music together

dynamic the variation in the volume of a piece of music

Link to video: https://vimeo.com/744474524/f97a450d46

Please watch this in conjunction with reading the lesson planning.

• Explanation and demonstration of taught content

• Lesson-by-lesson guidance
• Exemplification of techniques and outcomes

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 Audio clips:
Y2 Experimenting with sounds 2 – Block A

Lesson Description

1 Identifying instruments

2 Body percussion samba

3 Call and response

4 Controlling volume

5 Play along samba

Click the speaker symbol to play the clip. This can be paused and replayed as
needed throughout the lesson.

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 Point of delivery:
Y2 Experimenting with sounds 2 – Block A
Revisiting Taught content Point of practice Point of
prior learning reflection

1. Revisiting key Reference lesson: Introduce the block by playing a version of Fanfarra Can identify an
vocabulary: (Cabua-Le-Le) by Sérgio Mendes. Explain that this is instrument from its
The origins and style of samba music. Note that this originates from Brazil and sound
rhythm samba music locate this on a world map or globe.
pulse Can describe the sound
Describe the sounds Ask pupils to describe the music and how it makes an instrument makes
that different untuned them feel. Use the Vocabulary task to structure
percussion makes. discussion and revisit the terms rhythm and pulse. Can move or clap along
Replay the music and encourage pupils to move, walk to the pulse of a
or tap along to it. composition

Introduce a range of untuned instruments one by one

(e.g. agogo, drums, tambourine, claves). Demonstrate
how each can be played. Collect vocabulary that
describes the sound that each instrument makes.

Play the audio clip and ask pupils to identify when a

new instrument is added and which instrument they
can hear each time. Replay the audio clip and tap out
the pulse. Note the difference between the rhythm
and the pulse.

2. Revisiting the Knowledge about Revisit the origins of samba music. Locate Rio de Can explain the origins
origins and style music: Janeiro on a map of Brazil. Explain the origins and of samba music
of samba music traditions of the famous carnival. Note that samba
Samba music can be music is used as part of the celebrations and that it is Can identify and mimic
found in carnival often played by large ensembles, making it very loud. simple ostinato
celebrations .
Teach pupils the word ostinato. Explain that samba Can play body
An ostinato is a music is made by layering ostinato on top of each percussion as part of an
rhythmic pattern that is other. Listen again to the samba music played in the ensemble
repeated throughout a previous lesson. Pause and note key patterns.
composition.
Explain that the players in a samba band follow signals
from the lead repenique (metal drum) player who
sometimes uses a whistle to signal a change of
rhythm.

Play the audio clip and teach pupils to stamp the first
rhythm, pat the second rhythm on their knees and
clap the third rhythm. Rehearse each of these as a
class. Explain that each one is an ostinato that could
be repeated throughout a composition.

Split the class into three and give each group one
ostinato to play. Use the whistle to introduce each
rhythm in turn to create a simple samba composition.

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 Point of delivery:
Y2 Experimenting with sounds 2 – Block A
Revisiting Taught content Point of practice Point of
prior learning reflection

3. Following a word Becoming a musician: Explain that part of being a musician is creating our Can perform simple call
pattern chant e.g. own compositions. Discuss the importance of and response rhythms
Compose and perform experimentation and rehearsal. Remind pupils of call on untuned percussion
app – le pie short ostinati. and response phrases in music. This could relate to
previous singing experiences (e.g. Who built the Ark?). Can record simple
hot app-le pie Music can be notated rhythms pictorially
using symbols or marks Listen to the first audio clip. Explain that this is a call.
app-le pie and to represent each beat. Model developing a response to this, clapping it first
cust-ard and then selecting an instrument to play it on. Record
this using simple marks or symbols that show each
beat that you play.

Guide pupils through developing a class response to

the second audio clip, following the same process of
clapping it first, selecting an instrument to play it on
and notating the rhythm so that it can be followed.

Pupils work in pairs or groups to respond to the third

audio clip, composing and developing their own
response to the call. Challenge pupils to record this
using the notation symbols you have created.

Play the full audio through with pupils joining in with

their responses. This could be by using different
untuned instruments or by clapping their rhythms.

4. Identifying a range Knowledge about Present pupils with a range of untuned percussion. Ask Can control the volume
of percussion music: them to work in pairs to practise naming them. Sort of an untuned
instruments the instruments according to those that are played instrument
Volume can be with a beater and those that are played with our
controlled by the way hands. Note any that can be played with either (e.g. a Can follow simple
an instrument is played. drum). conducting directions

Explain that the volume of an untuned instrument can

be controlled by how hard we hit it. Play the audio clip
and model playing the first ostinato and gradually
increasing and decreasing the volume. Introduce the
terms crescendo and decrescendo. Agree a conducting
code for increasing and decreasing volume (e.g.
moving your hands apart for louder and together for
quieter).

Give pupils different untuned percussion instruments.

Allow them to investigate how they can control the
volume of their instrument. Rehearse the second
ostinato from the clip, experimenting with controlling
the volume and following conducting directions.
Rehearse and perform this as a class.

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 Point of delivery:
Y2 Experimenting with sounds 2 – Block A
Revisiting Taught content Point of practice Point of
prior learning reflection

5. Revisiting key Becoming a musician: Use the Vocabulary quiz to revisit key vocabulary from Can keep the beat when
vocabulary: the block. playing as part of an
Perform as part of an ensemble
volume ensemble. Play the audio clip in full. Ask pupils to describe the
dynamic music and how the dynamic changes as new Can follow simple
Follow simple instruments are added. Rehearse the conducting conducting directions
crescendo conducting directions. symbols for increasing and decreasing volume.
decrescendo
Rehearse the ostinati learnt in Lesson 4, with each
pupil now playing an instrument. Organise the class
into two groups, assigning each group one of the
ostinati to play. Replay the clip and bring in each group
in turn, gradually increasing their volume throughout
the piece. Rehearse this until pupils can confidently
keep up with the music and follow conducting
directions.

Challenge pupils to perform this to another class or

record it to share with families. Give pupils time to
reflect, evaluating their own and the collective
performance. Use the second vocabulary task to
structure pupils’ responses.

6. Flexible content Use this lesson for enrichment, extension or reteaching

key concepts that pupils need more time to master.

Questions for assessment

How would you describe samba music? Can you play along with this rhythm?

Which instruments can you hear? Can you march to the beat of this music?

What is the name of a repeating rhythm? How would you make this instrument louder?

What does this sign mean? (e.g. crescendo / decrescendo) Which part of your performance were you proud of?

Can you name these instruments? Which part of the performance did you find challenging?

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Image(s) used under license from Shutterstock.com
Intellectual content and design copyright © 2022 Unity Schools Partnership (Curriculum structure and principles © Greenfields Education Ltd)
Image(s) used under license from Shutterstock.com
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Intellectual content and design copyright © 2022 Unity Schools Partnership (Curriculum structure and principles © Greenfields Education Ltd)
Image(s) used under license from Shutterstock.com
Intellectual content and design copyright © 2022 Unity Schools Partnership (Curriculum structure and principles © Greenfields Education Ltd)
Image(s) used under license from Shutterstock.com