2. Over the next 10 weeks you will be learning the following things to do with music: 1.Singing: Breathing techniques, vocal warm-ups, posture and elements of choral singing. 2.Elements of Music: Beat, Rhythm, Pitch, Tempo, Dynamics, Tone Colour, Texture, Form & Style. 3.Recorder: Learn how to play along to real music using limited notes, developing a solid foundation before moving into more complex pieces.

3. Some days there won’t be a song in your heart – sing anyway, it is the medicine of the mind. Singing lets the body release positive endorphins which help decrease stress and anxiety. It is a wonderful way to create a positive atmosphere in the classroom and build relationships between teacher-student and student-student.

4. Posture Feet shoulder width apart. Weight on balls of feet – marshmallows under heels. Knees soft & relaxed. Back straight & tall. Chest out – display your medal. Shoulders back and down. Arms by sides, some space between arms and body. Chin parallel to floor. Imagine a piece of string pulling you from the top of your head. POSTURE RAP Feet shoulder width apart. Weight on balls of feet – marshmallows under heels. Knees soft & relaxed. Back straight & tall. Chest out – display your medal. Shoulders back and down. Arms by sides, some space between arms and body. Chin parallel to floor. Imagine a piece of string pulling you from the top of your head. POSTURE RAP

5. Breathing Exercises Imagine you are a balloon filling with air (inhale) and deflating again (exhale). Shoulders should remain still, not rise and fall. SSss (bring one arm up in front) FFfff (bring up other arm) CHchchch (both arms down, palms down). Wind mills – feet apart, right arm across body, breathing in. Turn hand and breathe out while circling arm down. Repeat several time, increase speed. Swap arms. Hmm – breathe in smell the roses/fresh bread etc – and hold. Exhale slowly – ahh. Bend knees, arms cross in front, circular motion. Hands splayed over diaphragm, fingertips gently touching. Breath in – feel fingertips move apart, exhale back together again. Watch for shoulders moving up and down. Imagine you are a balloon filling with air (inhale) and deflating again (exhale). Shoulders should remain still, not rise and fall. SSss (bring one arm up in front) FFfff (bring up other arm) CHchchch (both arms down, palms down). Wind mills – feet apart, right arm across body, breathing in. Turn hand and breathe out while circling arm down. Repeat several time, increase speed. Swap arms. Hmm – breathe in smell the roses/fresh bread etc – and hold. Exhale slowly – ahh. Bend knees, arms cross in front, circular motion. Hands splayed over diaphragm, fingertips gently touching. Breath in – feel fingertips move apart, exhale back together again. Watch for shoulders moving up and down.

8. Listening: Recognise and identify 2, 3, 4 or 5 beats in a bar; Discriminate between beat and rhythm; recognise and identify accented beats. Performing: Demonstrate awareness of different metres using the voice, instruments and movement. Creating: Invent movements and simple compositions which show an awareness of different metres. Reading and Writing: See and use the relationship between notation and what is heard, using time signatures. Upbeat Class Level Three. Pages 9 - 24

9. Listening: Demonstrate the awareness of rhythm by repeating rhythms devised by others using the voice, instruments and movement. Recognise the same or different rhythmic patterns, show an awareness of the relationship between beat, metre and rhythm. Performing: Imitate rhythms using minim, crotchet, quaver, crotchet silence. Creating: Improvise simple rhythm patterns. Reading and Writing: See and use the relationship between notation and what is heard. Upbeat Class Level Three. Pages 25-39.

10. Listening: Identify steps, leaps and repeated notes in melodies. Recognise ascending or descending melodic passages. Performing: Demonstate steps, leaps and repeated notes in melodies using the voice and instruments. Imitate short melodies of upward or downward movement, repeat short melodies devised by others using CDEFGAB Creating: Invent simple melodies using the above range of notes. Reading and Writing: See and use the relationship between notation and what is heard using at least the note range above. Upbeat Class Level Three. Pages 41-60