Year 2 - Music
Choosing appropriate percussive timbres to represent an animal
Compose and create: recording our musical ideas using a graphic score
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Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils consider how timbre and rhythm can be used to represent animals. Pupils listen to Wiseman's Carnival of the Endangered Animals and compare music that represents various animals. They create short pieces, recording these on graphic scores to represent a chosen animal.
Lesson Summary
You will learn to respond to music through movement and understand that timbre can help to develop a character.
Key Notes
- Composers can create music that helps us imagine animals, characters or stories.
- Moving to music can help us imagine the stories the composer is trying to tell.
- Instruments are chosen because of their timbre but all the musical elements need to work together to create the animal.
- Percussion instruments can be played in many different ways to create the imagery of an animal or environment.
Vocabulary To Learn
- composer: a person who creates music
- conductor: a person who directs musicians or singers
- timbre: a description of the sound or tone of an instrument
Common Mistakes To Avoid
- Timbre alone creates a musical story.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Composers can create music that helps us imagine animals, characters or stories. Moving to music can help us imagine the stories the composer is trying to tell.
2. What does this key word mean in this lesson? 'composer'
a person who creates music.
3. Correct this common mistake.
Mistake: Timbre alone creates a musical story. Correction: All the musical elements need to work together to create a musical story. A clarinet can be many things depending on how it is played - not just an orangutan.
More Lessons In This Unit
Browse all guides in the Year 2 Music guide library.