FOCUS FOR LEARNING PIANO / KEYBOARD This Focus for Learning summarises the skills acquired as pupils make progress. Skills To Entry Level Foundation A Foundation B Intermediate Advanced Be Taught (pre-Grade 1) (Grade 1) (Grades 2 – 3) (Grades 4 to 5) (Grades 6-8) Programme One Programme Two Programme Three Programme Four Programme Five Pitch To be aware of high Be able to read & Be able to sight read Greater familiarity To understand and low, getting play stave notation easy pieces. (Pitch and accuracy at symbols/language higher and lower. (treble & bass clefs)- recognition fluent) reading ledger line involved in musical How this relates to ----using mnemonics notes. Widening notation appropriate geography of if appropriate .Be knowledge of to this level. To be keyboard. able to understand musical symbols and able to sight read [Notation: steps and key signatures. terms. with increasing jumps, off stave, confidence and progressing to lines fluency and spaces, on stave.] Be able to recognize & play sharps & flats Duration Identify and play long Extend knowledge of Be able to recognize Be able to play To understand and and short notes note values to and perform triplets polyrhythms such as be able to play progressing to include semiquavers and more advanced 2 against 3. increasingly complex semibreves to & some syncopation syncopation. Understand irregular rhythms.---i.e. quavers. note groupings. double-dotting, Be able to count and Extend ability to read Ability to read and different rhythmic feel/understand and play rhythms in play rhythms in Ability to read and traditions------jazz, pulse. simple time, simple time and play syncopated swing etc including dotted compound time, rhythms. Play simple rhythms, rhythms, single including triplets and Develop rhythmic with a steady pulse. quavers and rests. semiquavers. Introduction of awareness and irregular time flexibility. Ability to recognize Understanding and Expression of strong signatures and and re-create more expression of strong and weak beats to meters. Ability to read and complex rhythms and weak beats. re-enforce the play complex (not necessarily understanding of the Expression of strong rhythms and instrument based). above. and weak beats to rhythmic transitions. re-enforce the Ability to recognize Ability to recognise Ability to recognise understanding of the Ability to recognise simple notated notated rhythms and notated rhythms and above. notated rhythms and rhythms. to develop sight to develop sight to develop sight reading abilities. reading abilities. Ability to recognise reading abilities. Pupils understand notated rhythms and the difference to develop sight between tempo, reading abilities. rhythm and pulse. Ability to recognise the association between sound and symbol. Dynamics Recognize and Be able to Be able to control Be able to use Use of dynamics to produce loud – soft incorporate loud, dynamic levels dynamics creatively develop phasing and sounds. Recognize soft, crescendo, between the hands. and independently. interpretation. the difference diminuendo etc into Extend expressive between gradual and playing. use of crescendo sudden changes of Appropriate use of and diminuendo. dynamics. accents. Skills To Entry Level Foundation A Foundation B Intermediate Advanced Be Taught (pre-Grade 1) (Grade 1) (Grades 2 – 3) (Grades 4 to 5) (Grades 6-8) Programme One Programme Two Programme Three Programme Four Programme Five Tempo Clap/play in time with Be able to change Expressive use of Be comfortable in Effective and subtle pulse. Be aware of tempo during piece,& tempo changes e.g different time use of rubato. fast and slow tempi. be able to set a rit, accel, signatures. To Familiarity with Be able to play in suitable tempo for understand the unusual time fast or slow tempo piece. Being able to play different feel of signatures and [Keyboard is able to [Kbd be able to varied tempi (from compound and changes of time switch on and play in select appropriate fast to slow). simple time. signature within a time with rhythm rhythm and tempo piece. function.] for piece.] In ensemble playing, Being able to play to be aware of tempo varied tempo’s (from To understand all Being able to play at Being able to play changes of other fast to slow). tempo directions and a steady moderato varied tempi (from parts/players. to interpret and (keeping a steady moderately fast to Refine the ability to implement those pulse), knowing moderately slow). distinguish tempo directions. where this sits in characteristics, e.g. relation to slow and Ability to set and allegro, andante, To be able to adjust fast. maintain a steady lento tempo according to pulse. musical phrasing. To play simple Able to instinctively phrases maintaining Experience different adapt playing In ensemble playing, a regular pulse. gradations of tempi according to tempo to be aware of tempo (ritardando and changes and changes of other accelerando). performance parts/players. directions. In ensemble playing, to be aware of tempo In ensemble playing, changes of other to be aware of tempo parts/players. changes of other parts/players. Timbre [Keyboard, be aware Be able to play To seek effective Awareness and use Advanced tonal of different voices staccato/legato & fingering of tonal qualities, techniques. available and their use pedal with good independently. To supported by musically appropriate relaxed posture move hands and relevant finger/chord use.] &hand position. arms without tension. technique specific to Piano: staccato and To produce an even the instrument. legato/pedal. tone and use pedals where appropriate. Texture Be aware of /able to Be aware of and able Make fine Awareness of and Ability to play play single line single to emphasize the distinctions between ability to play polyphony of up to 4 line melody, single important part or different musical interweaving lines of parts. melody with left melody while other elements and to 2 parts. Greater technical hand. 2or 3note musical things are demonstrate control control of chord chords. Be able to happening of hands and playing and co- play melody with different parts within ordination to chords(simple} each hand. highlight chosen musical elements. Skills To Entry Level Foundation A Foundation B Intermediate Advanced Be Taught (pre-Grade 1) (Grade 1) (Grades 2 – 3) (Grades 4 to 5) (Grades 6-8) Programme One Programme Two Programme Three Programme Four Programme Five Structure Recognition of Show awareness & To recognize a To comprehend and To understand a recurring patterns& understanding of theme and its perform different variety of musical similarities. more extended development. themes recurring in a forms occurring in Awareness of simple forms, within a single piece in longer or more forms----- longer piece. Expanding different guises. extended works. binary/ternary. understanding of Awareness of more complex Expanding classical forms as Recognising repeat structures e.g. DS al understanding of well as pop and jazz. signs. Fine, repeat marks more complex and basic structures e.g. Understanding more Understanding performance Minuet and Trio advanced forms e.g. phrasing (and directions. Sonata Form breathing according to phrasing). Aleatoric concepts. Performing To play a short piece To perform a more To perform a more Be aware of Increasing to teacher or peers in complex piece to complex/ technically strategies for confidence and lesson or assembly teacher or in more difficult piece. To be recovery in the event competence to play etc formal situation. able to evaluate of the unexpected. more musically and performance. technically complex Perform simple Perform music in a Ability to perform two pieces in a variety of repertoire from variety of different Perform longer, more or three solo pieces, settings------e.g. solo notation or from genres and styles. advanced pieces. with or without or group memory accompaniment, in performance, exam the same etc Perform solo and programme. with others for an Perform advanced audience in a variety repertoire in of contexts. substantial programmes Start to develop involving a range of ensemble skills. styles. Develop chamber music skills, large ensemble/orchestral skills Composing Through Be able to develop Chord based Experimenting in Greater ease of use improvisation or melodic idea. Be composition using composition using of different musical experimentation able to provide some appropriate chord more varied musical forms and produce a single line form of sequence. elements-----i.e.— techniques-----e.g. melody/piece. accompaniment. To begin to notate melody plus block or serialism. Increasing [Kbd be able to composition. broken chords competence in use Call and response, select appropriate of notation. leading to voice and rhythm.] Pupils work together Ability to notate improvising with to structure composition, using Compose using a simple rhythms and Pupils work together composed and/or standard or graphic wider variety of pitches to create ostinato improvised pieces scores styles e.g. rock, jazz, patterns and motifs minimalist, atonal, Introduce chords and Improvise within a pastiche simple chord more complex sequences framework, using a Refine notation of variety of keys compositions. Improvise in a wider variety of styles and keys Listening Be able to listen with Be able to remember Awareness of Develop greater To be increasingly concentration & & reproduce melodic difference between awareness of aware of historical understanding, or rhythmic major and minor. different musical contexts and identifying basic elements. Be aware Awareness of more styles & genres. conventions. Ability elements------ of differences in complex elements to recognize chords loud/soft, fast/slow, basic textures. such as bass line. Recognition of more and intervals mood & character. complex musical Listening to others Greater awareness elements and Full awareness of Ability to appraise when playing with of relationship to all structures e.g. other parts in own and others’ accompaniment or other parts in sequences ensemble work, and achievements and as an ensemble ensemble playing. ability to respond performances Recognition and musically. Use simple musical Ability to identify time identification of a Ability to perform vocabulary to signatures and variety of musical Perform advanced simple patterns and describe music e.g. rhythms when styles, e.g. classical, pieces from memory pieces by ear and forte/piano, listening to music, romantic, waltz, from memory allegro/lento both in simple and tango A full vocabulary of compound time. musical terms to Listen to a variety of Understanding tasks Ability to self-assess describe musical music in different set for practice. Ability to self-assess in order to develop elements and styles. styles and genres, in order to develop effective practice appreciating different Ability to self-assess effective practice strategies. Ability to self-assess moods and in order to develop strategies. in order to develop characteristics, and effective practice effective practice be able to describe strategies. strategies. these in words. Understanding instructions.