Music

Subject Lead: Mr D.Lockwood (B.Ed Hons)

Intent

Here at Haslam Park Primary School, our intention is first and foremost, to make our children feel they are successful musicians and to develop a life long love of music . Our curriculum will create independent, creative, curious, resilient and reflective learners.

All pupils (particularly disadvantaged pupils and pupils with SEND) are entitled to experience the vast array of positive benefits music can offer them to develop their confidence, listening, social and team skills. They are entitled to experience professional performers and musicians, make their own music with others, opportunities to learn a musical instrument, learn to sing and a chance to progress to the next level of excellence if they so wish.

Music is a wonderful medium for facilitating communication between people of different cultures, ages and social backgrounds. Our music curriculum aims to develop all pupil’s musical skills, concepts, levels of understanding, knowledge, and talents through a rich and diverse range of musical opportunities. We intend for children to gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

Implementation

Haslam Park Primary School’s approach to music, takes a holistic approach in which the different stands are woven together to create an engaging and enriched learning experience.

The main 5 areas of music are:

Performing

Listening

Composing

The history of music

And the inter-related dimensions of music.

Each unit is designed to combine these strands with a cross-curricular topic designed to capture pupils’ imagination and encourage them to explore music enthusiastically. Over the course of their school career, the children will be taught how to sing fluently and expressively, and play tuned and untuned instruments accurately and with control.

They will learn to recognize and name the different, interrelated dimensions of music of pitch, duration, tempo, timbre, structure, texture and dynamics. They will learn to use these in their own improvisations and compositions.

The school will use the Kapow Scheme of work, which uses the spiral model of a curriculum, where knowledge and skills are built up each year. Children progress in terms of tackling more complex tasks and doing more simpler tasks better as well as developing an understanding and knowledge of music, staff and other musical notations as well as the inter related dimensions of music and more.

In each lesson, pupils will actively participate in musical activities drawn from a range of styles and traditions, developing their musical knowledge and skills and their understanding of how music works. In light of the current situation and the recovery of a global COVID pandemic, lessons will incorporate some aspects of previous year groups or terms where children have missed key aspects of knowledge or understanding. Lessons will use a range of teaching strategies including, independent activities, group and paired activities, as well as teacher led performances. Lessons are ‘hands – on’ and incorporate movement, dance as well as making cross-curricular links to other subjects.

Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils' learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust music curriculum . Each unit of lessons with Kapow includes multiple teacher videos to develop subject knowledge and support ongoing CPD, aiding teachers in their own acquisition of musical knowledge and skills.

Haslam Park Primary School has chosen to use Kapow for its' music curriculum as many teachers do not feel confident delivering the music curriculum and every effort has been made to ensure that they feel supported to deliver lessons to a high standard that ensure pupil progression. In some cases, Teaching Assistants will be delivering Music, while covering staff Planning Preparation and Assessment sessions. The same rationale has been applied in supporting them in delivering high quality provision for all pupils.

In Year 3, the school has made links with Bolton Music Service, whereby children are taught by a music specialist, once a week. They will also have the opportunity to learn an instrument.

Music is timetabled once a week and taught discreetly, according to current government guidance. This allows children to review and revisit knowledge and skills each week, as well as learning new ones. The school is always committed to raising the profile of music within school. This is completed by the school providing opportunities for the children to listen to a wide range of live music. Activities are shared with parents through the school website, the school Twitter account and Class Dojo. End end of year assessment is shared with parents in the annual end of year school report.

Under current government guidance, school has put a temporary halt to shows and productions, although, when these are lifted, children will be encouraged to learn songs and perform concerts for all parents and carers.

Impact

The impact of Haslam Park Primary School’s curriculum can be monitored through both summative and formative assessments. Each session includes guidance for teachers to assess children’s learning against the learning objectives. At the end of each unit there is a performance element where teachers can make a summative assessment of pupil’s learning.

After the implementation of Haslam Park Primary School’s music curriculum, pupils should leave school equipped with a range of skill and knowledge to enable them to succeed in their secondary school education and be able to enjoy and appreciate music throughout their lives.

The expected impact of following the Kapow scheme will be:

That children will be confident performers, composers and listeners and will be able to express themselves musically at and beyond school.

That children will be able to show an appreciation and respect a wide range of musical styles from around the world and will understand how music is influenced by the wider cultural, social and historical contexts in which it is developed.

That children will understand the ways in which music can be written down to support performing and composing activities.

That children will demonstrate and articulate and enthusiasm for music and be able to identify their own personal musical preferences.

Music Curriculum 2022 - 2023

20th December

Christmas Celebration. 2pm.
The whole school will be singing a variety of traditional and new songs.

More information to follow.

Mr Dunkley from Bolton Music Service comes into Year 3 every Friday and teaches Year 3.

This term he is teaching, pulse, musical notation, pitch and the names of different musical instruments in the orchestra.

On Tuesday 4th October The Pop Project will be in school. This is an ideal opportunity for the children to listen and appreciate live music in school. The performers will be exposing the children to a range of music, from different traditions and eras. we can't wait to see what they have in store!

Here is the 2021 - 2022 Overview for music learning in school.

We are pleased to announce that we are using Kapow Primary to deliver our Music lessons in school. This will ensure a consistent approach to learning throughout the school!

Celebration music
music, dance, tempo, move, Diwali, celebration, traditional, Hanukkah, Hora, kinnor, harp, flute, Jewish,
trumpet, cymbals, tambourine, shofar, Kwanzaa, Africa, culture, call, response, drum, rhythm, beat,
instrument, Christmas, Christian, sleigh bells, actions, action songs, voice sounds, body percussion
Exploring sound
voice, voice sounds, sound, instrument, loud, quiet, high, low, squeaky, soft, deep, body sounds, body
percussion, sound, tempo, fast, slow, rhythm, beat, instrumental sounds, tempo, fast, quickly, slowly,
dynamic, loudly, quietly, environmental sounds, pitch, middle, nature sounds
Music and movement
actions, action songs, sign language, Makaton, deaf, communication, communicating, understand, lyrics,
verse, beat, music, heartbeat, pulse, steady, repeat, constant, drum, piece, composer, tempo, fast,
moderate, medium, slow, dance, pitch, high, low, sound, whistle, triangle, siren, cello, perform,
performance, audience
Musical stories
classical music, pitch, high, low, tempo, fast, slow, dynamic, loud, quiet, musical story, lyrics, melody,
character, instrument, song, actions, percussion, compose, perform, performance
Big band
music, musical instrument, band, sound, shake, tap, bang, strum, jingle, tempo, dynamic, pitch, beat,
orchestra, sound, rhythm, beat, conductor, wind, strings, percussion, brass

Year 1 Knowledge Organiser

Year 1: Timbre and rhythmic patterns (Fairytales)
Musical style: Classic music
Vocabulary
A symphony is a piece
of music which has
been composed to be
played by a full
orchestra. Symphonies
are usually quite long
pieces which are
divided into parts.
We are listening to a classical 'symphonic fairytale'
called 'Peter and the Wolf' composed by Prokofiev in 1936.
Timbre The quality of sound e.g. smooth, scratchy, twinkly.
Rhythm A pattern of long and short sounds.
Pulse The heartbeat of the music. Sometimes called
the 'beat'.
We can clap along in time, we can move our bodies in
time, we can march in time to the beat of the music.
Instruments
Different instruments have different 'timbres'. In
'Peter and the Wolf', the animals are represented by
instruments with different timbres.
Peter - Violin
Cat - Clarinet
Grandfather - Bassoon
Wolf - French horn
Hunter - Timpani
Bird - Flute
Duck - Oboe

Year 2 Spring 2 Knowledge Organiser

Year 2: Dynamics, timbre and tempo
Orchestral music is music that is
played by an orchestra. It is usually
classical or film music, but orchestras
lay other types of music too.
Vocabulary
InstrumentsMusical style: Orchestral
Strings Instruments that are played by plucking or
bowing strings.
Woodwind Instruments that make sound by blowing air
through a reed or small mouthpiece.
Brass Instruments that are made of metal and the
sound is made by blowing air through a
cup-shaped mouthpiece.
Percussion Instruments that are played by striking, beating
or shaking the instrument.
Dynamics The volume of the music (loud or quiet).
Timbre The quality of sound e.g. smooth, scratchy, twinkly.
Tempo The speed of the music (fast or slow).
Composition The original piece of music that has been created.
Soundscape A piece of music that describes a landscape.
Motif A short melody that is repeated over and over again.
Orchestra A group of instruments that play together.
Compose To create or write an original (new) piece of music.
Composer A person who creates and writes an original
piece of music.

Year 3 Spring term 2 Knowledge Organiser.

Y3 SM Class will be having music provided by Bolton Music Service for the half term

Year 3: Pentatonic melodies and composition (Chinese New Year)
Traditional folk music of China. As with most folk music,
we often do not know who wrote these songs and they
have been passed onto generations by people singing them.
Vocabulary
Musical style: Folk music from China
Pentatonic A scale made up of five notes.
Crescendo When the music gets gradually louder.
Accuracy Getting the melody right.
Fluency Reducing hesitation.
Expression Giving a personal response to the music.
Control Instrumental technique.
TEXTURE
PITCHDURATION
How the music is
organised into
different sections.
How many
layers of sound
the music has
(thick or thin).
TEMPO
The speed of
the music (fast
and slow).
DYNAMICS
The volume of
the music (loud
or quiet).
TIMBRE
The quality of
sound e.g.
smooth,
scratchy,
twinkly.
The length of
time each note is
played for (long
or short).
How high or
low a sound is.
Notation The way that music is written so that others
can play it.
Musical notation helps us to 'write' and 'read' the melodies
so they won't be forgotten and can be played by others.
Stave and
letter notation
Graphic score
Tips for improving your performance - FACE
INTERRELATED
DIMENSIONS
OF MUSIC
The seven
main building
blocks of
music.
STRUCTURE

Year 4 Spring Term 2 Knowledge Organiser

Year 4: Haiku, music and performance (Hanami festival)
Vocabulary
Exploring music inspired by
trees, including the cherry
blossom festival, Hanami.
Learning how each composer
uses different timbres in
their pieces to describe the
movements of trees in the
wind and using this as
inspiration for musical
haiku compositions.
Musical style: Classical
INTERRELATED
DIMENSIONS
OF MUSIC
STRUCTURE
TEXTURE
DYNAMICS
TIMBRE
PITCH
TEMPO
DURATION
How the music is
organised into different
sections.
How many layers
of sound the
music has
(thick or thin).
The speed of the
music (fast or
slow).
The volume of the
music (loud or
quiet).
The quality of
sound e.g.
smooth, scratchy,
twinkly.
The length of time
each note is played
for (long or short).
How high or
low a
sound is.
Melody Notes of different pitches played in a sequence
to create a tune.
Improvising Making up music as it is played or performed.
Inspiration Something that encourages you to be creative.
Staccato
A musical
term to describe
short sounds.
Pizzicato
Staccato sounds played by
plucking the strings.
Haiku
A Japanese three line poem
which has a strict syllable
structure of 5,7,5.
A Winter's Night
It is cold outside,
So we will stay warm indoors
Next to the log fire.Glissando
A continuous slide upwards or
downwards between notes.
Col legno
A way of playing a stringed
instrument by striking the
string with the wooden part
of the bow.
The seven main
building blocks of
music

Year 5/6 Spring Term 2 Knowledge Organiser

Year 5: Exploring the associations between music, sounds and colour
Musical feature: Composition
In this unit we compose our
own musical composition to
represent Holi, the Hindu
festival of colour, which
celebrates the beginning of
spring and the triumph of
good over evil.
Holi celebrations include
people throwing and
smearing each other with
vibrant, multi-coloured paints
and powders.
Synaesthesia A condition where you 'see' music as colours.
INTER-RELATED
DIMENSIONS
OF MUSIC
The seven main
building blocks
of music.
STRUCTURE
TEXTURE
DYNAMICS
TIMBRE
PITCH
TEMPO
DURATION
How the music is
organised into different
sections.
How many layers
of sound the
music has
(thick or thin).
The speed of the
music (fast and
slow).
The volume of the
music (loud or
quiet).
The quality of
sound e.g. smooth,
scratchy, twinkly.
The length of time
each note is played
for (long or short).
How high or low
a sound is.
Major A tonality where the music sounds happy or bright.
Minor A tonality where the music sounds sad or tense.
Layering An overlapping of different music or instruments
to create a 'thick' texture in a musical piece.
Vocabulary
Graphic score
A way of writing down music on the page
without using traditional stave notation,
using symbols and images to represent the
music.

Year 1 Spring Term 1 Musical Vocabulary Knowledge Organiser

Vocabulary

Creating music to show life under the sea. Pulse The heartbeat of the music. Sometimes
called the beat.
Instruments
Dynamics The volume of the
music (loud or quiet).
Loud
Quiet
Tempo The speed of the
music (fast or slow).
Fast
Slow
Timbre The quality of
sound e.g. smooth,
scratchy, twinkly.
Pitch How high or low a
sound is.
High
Low
Rhythm A pattern of long and short notes.
Glockenspiel
Chime bars
Bells
Celeste
Triangle

Year 2 Spring Term 1 Musical Me Knowledge Organiser

Year 2: Musical me
Musical style: Folk
Vocabulary
Folk songs are often passed on by generations simply by
people singing them. In fact, we don't actually know who
wrote most folk songs.
Composition An original piece of music that has been
created.
Pulse The heartbeat of the music. Sometimes
called the 'beat'.
Melody Patterns of different pitches (high and low
notes).
Timbre The quality of sound e.g. smooth, scratchy,
twinkly.
Rhythm Patterns of long and short sounds.
Dynamics The volume of the music (loud or quiet). Notation How the music is written down.
Musical notation helps us to 'write' and 'read' the melodies
so they won't be forgotten and can be played by others.
Compose To create or write an original (new) piece of music.
Instruments
Stave and letter
musical notation
Graphic score
Chime bars
Composer A person who creates and writes an original
piece of music.
Glockenspiel

Year 3 Developing Singing Techniques Spring 1 Knowledge Organiser

Year 3 SM will be completing this, Y3 DL will be completing activities planned by Bolton Music Service this half term.

Year 3: Developing singing technique
Vocabulary
Parts Different instrumental or vocal melodies in the
music that happen at the same time.
Transpose Moving the music up or down to start on a
different note.
Percussion
instruments
Instruments which are played by shaking,
tapping or scraping with your hand or a beater.
Notation
Minim Crotchet Quaver
The way that music is written so that others can
play it.
Major A tonality where the music sounds happy or bright.
Ensemble A small group of musicians who perform together.
Duration The length of time a note is played for.
A note lasting
two beats.
A note lasting
one beat.
A note lasting half
a beat, that usually
comes in a pair to
make a whole beat.
Minor A tonality where the music sounds sad or tense.
Instruments
Body
percussion
Shaking, hitting, or tapping your body to make
a sound.
Untuned
percussion Percussion instruments you cannot play a tune on.
Maracas
Drum
Claves
Tambourine
Clicking fingers
Clapping
Tapping foot
Twin-kle, twin-kle, lit - tle star, how I won-der what you are.
Twin-kle, twin-kle, lit - tle star, how I won-der what you are.

Year 4 Changes in pitch, tempo and dynamics Spring 1 Knowledge Organiser

Year 4: Changes in pitch, tempo and dynamics (Rivers)

Vocabulary
Classical music is music that has been composed by
musicians who are trained in writing music (composing),
such as Smetana, Vivaldi, Beethoven and Holst. The term
'classical music’ can also refer to music composed in the
classical period 1750 to 1825.
Musical style: Classical
Rounds
A song which is sung by two groups of people. One
group starts singing, then the other group begins
shortly after. The first group finishes first.
Harmony Playing or singing more than one pitched note at
the same time.
Cue A signal (in either the music or from a conductor)
which helps the performer know when to begin.
Ostinato A repeating musical pattern.
We are making links between the course of a river and music.
Acapella Singing without an accompaniment (music).
River course
Upper
course
Middle
course
Lower
course
Mouth
Source
INTERRELATED
DIMENSIONS
OF MUSIC
STRUCTURE
TEXTURE
DYNAMICS
TIMBRE
PITCH
TEMPO
DURATION
How the music is
organised into different
sections.
How many layers
of sound the
music has
(thick or thin).
The speed of the
music (fast or
slow).
The volume of the
music (loud or
quiet).
The quality of
sound e.g.
smooth, scratchy,
twinkly.
The length of time
each note is played
for (long or short).
How high or
low a
sound is.
The seven main
building blocks of
music

Year 5 and 6 South and West Africa Spring 1 Knowledge Organiser

Year 5: South and West Africa

Vocabulary
Dance is an important part of music
in South and West Africa
Accuracy - Getting the melody and the words correct.
Fluency - Being able to play without hesitancy.
Expression - Giving a personal response to the music.
Tips for improving your performance - FACE
Chord Two or more notes that are played at the same
time and work in harmony.
Duo Two musicians or singers who perform together,
known as performing a duet.
Major
chords
A chord made up of three notes. Major chords
are often described as happy chords.
Minor
chords
A chord made up of three notes. Minor chords
are often described as sad chords.
Break When some instruments stop playing and others
change the rhythm.
Soloist A musician or singer who performs on their own,
known as performing a solo.
Call and
response
A musical technique that is similar to a
conversation. One phrase of music acts as the
'call' and is 'answered' by a different phrase.
Chord
progression A group of chords played in a particular order.
A capella Singing without any musical accompaniment.
A repeated pattern or phrase.
Control - Controlling the sound and music being created or sung.
Metronome
A device that can be set to
create a steady sound (beat)
to help musicians play
rhythms accurately.
Ostinato
Many rhythms played at once.
Polyrhythms
Playing on the off-beat.
Syncopation
The silences in music.
Rest
Instruments
Percussion
instruments
Instruments which are played by shaking,
tapping or scraping with your hand or a beater.
Djembe drums
Balafon
Guiro
Bongos
Kalimba
Shekere

Below is a document that outlines the structure in each Kapow Music Lesson

Lesson Structure - Music
Before the lesson:
Print off, read and glue in lesson plan in evidence book.
Annotate the lesson plan to suit the needs of the class.
Find the lesson on Kapow and watch the teachers’ support video.
Make sure all resources are ready and instruments are ready if needed.
Begin lesson with a look at the KO for the unit being taught.
Reinforce the main performance for the end of the unit too.
Complete a short review of prior learning/last lesson.
(Ensure lots of discussion in TP)
Share today’s learning objective and the Success Criteria. Discuss and reinforce any musical
terminology and vocabulary.
What is the musical end point of this lesson? What will the children know at the end of the
lesson? What skill will they be able to do?
Check children’s gaps in knowledge for new subject/material (initial
diagnostic). Make sure prior knowledge is secure before moving on. Ask
lots of questions and check understanding of ALL children. Check on
Kapow for previous units.
Complete attention grabber activity/musical activity
Give clear and detailed instructions, explanations and information. Limit
the amount of material and model steps needed to achieve SC.
Provide models of worked out good examples of what you expect to see
from the children before they practise independently.
Ask chn how they will get to the end point? Establish strategies for
collaborative learning and problem solving.

Monitor pupils when they begin independent practise. Provide systematic
feedback and corrections during the lesson.
Use more time to provide explanations and examples if needed.
Ask pupils to explain what they have learnt. Check the response of ALL
children through verbal feedback.
Reteach material if and when necessary.
Make sure music evidence book is completed after the lesson and that
children’s names who have reached further than expected and who
require further practise, have been recorded for next time.

Below is a document outlining the list of musicians and the composers will listen to and study on their music journey, here at Haslam Park Primary School

A list of the songs and artists and composers that are present across our Music scheme of work

Music units - Navigation panel When viewing the PDF, click on any unit to reach the associated list of musicians, click the arrow icon to return.
★ African call and response
song
★ Orchestral instruments
★ Musical me
★ On this island
★ Myths and legends
★ Dynamics, timbre, tempo
and motifs
★ Pulse and rhythm
★ Classical music, dynamics
and tempo
★ Musical vocabulary
★ [Archived] Chanting and
tuned percussion
★ Vocal and body sounds
★ [Archived]Timbre and
rhythmic patterns
★ Unit: Pitch and tempo
Year 1 Year 2
★ Pentatonic melodies and
composition
★ Traditional instruments
and improvisation
★ Creating compositions in
response to an animation
★ Developing singing
technique
★ Ballads
★ Jazz
Year 3
★ Body and tuned percussion
★ Haiku, music and
performance
★ Adapting and transposing
melodies
★ Samba and carnival sounds
and instrument
★ Rock and Roll
★ Changes in pitch, tempo
and dynamics
Year 4
★ South and West Africa
★ Composition to represent
the festival of colour
★ Blues
★ Composition notation
★ Looping and remixing
★ Musical theatre
Year 5
★ Songs of World War 2
★ Advanced rhythms
★ Dynamics, pitch and tempo
★ Themes and variations
★ Film music
★ Composing and performing
a leavers’ song
Year 6
★ Celebration music
★ Music and movement
★ Musical stories
★ Exploring sound
★ Big band
EYFS

1 Beautiful Ram Bhajan Spiritual India Popular
3 Jalikunda African Drums Unknown Percussion
3 Ella Jenkins Toom-Bah-Ee-Lero Folk
4 James Pierpoint Jingle Bells Popular
4 Arthur Warrell We Wish You a Merry Christmas Popular
5 Nanette Regan When Santa Got Stuck Up the Chimney Popular
5 The Kiboomers The Reindeer Cokey Popular
EYFS - Unit: Celebration music
Lesson(s) Artist/ Composer Song Period/ Tradition/ Style

Below is a document outlining the knowledge and sills that the children will be learning in the units they study.

This document shows the skills covered in each year group from EYFS - Year 6 and which units focus on developing those skills.
It also gives three to five Key knowledge statements for each unit.
Music
Key skills and knowledge
BY UNIT
✦ NB. Unit appears in the condensed curriculum
This document was last updated on 06.01.22. Please click here to find the most up-to-date version.
If you would like to see an overview of progression through the whole school, then please see our
Subject Leader Overview: Music progression of skills and knowledge.

EYFS Celebration music ✦ Exploring sound ✦ Music and
movement ✦ Musical stories ✦ Big band
✦ NB. Unit appears in the condensed curriculum
Responding to music with movement,
altering it to reflect the tempo,
dynamics or pitch of the music. ✔ ✔ ✔ ✔
Exploring lyrics by suggesting
appropriate actions. ✔ ✔ ✔
Exploring the story behind the lyrics
or music. ✔ ✔ ✔ ✔
Listening to and following a beat
using body percussion and
instruments. ✔ ✔ ✔ ✔
Considering whether a piece of music
has a fast, moderate or slow tempo. ✔ ✔ ✔ ✔
Listening to sounds and matching to
the object or instrument. ✔ ✔ ✔ ✔
Listening to sounds and identifying
high and low pitch. ✔ ✔ ✔ ✔
Listening to and repeating a simple
rhythm. ✔ ✔
Listening to and repeating simple
lyrics. ✔ ✔ ✔
Understanding that different
instruments make different sounds
and grouping them accordingly. ✔ ✔ ✔ ✔
Listening
Celebration music ✦ Exploring sound ✦ Music and
movement ✦ Musical stories ✦ Big band

EYFS Celebration music ✦ Exploring sound ✦ Music and
movement ✦ Musical stories ✦ Big band
✦ NB. Unit appears in the condensed curriculum
Playing untuned percussion ‘in time’
with a piece of music. ✔ ✔
Selecting classroom objects to use as
instruments. ✔ ✔
Experimenting with body percussion
and vocal sounds to respond to music. ✔ ✔ ✔ ✔
Selecting appropriate instruments to
represent action and mood. ✔ ✔ ✔
Experimenting with playing
instruments in different ways ✔ ✔ ✔
Using their voices to join in with
well-known songs from memory ✔ ✔ ✔ ✔
Remembering and maintaining their
role within a group performance ✔ ✔ ✔ ✔
Moving to music with instruction to
perform actions ✔ ✔ ✔
Participating in performances to a
small audience ✔ ✔ ✔
Stopping and starting playing at the
right time ✔ ✔ ✔ ✔ ✔
ComposingPerforming
Celebration music ✦ Exploring sound ✦ Music and
movement ✦ Musical stories ✦ Big band