Thursday 22nd October 2020

Music

Children experience music in a variety of ways. Weekly lessons in develop skills and examine the elements of music. While all children in experience a range of listening, composing and performing activities, in Key Stage 2 there is a a greater emphasis on listening and performing. In both cases the work is supplemented with units from ‘Music Express’ a commercial scheme.

Specialist music staff visits the school to teach brass and percussion. In addition to our weekly ‘Worship in Song’ children are selected across the key stage to sing in the school choir.

Purpose of study

Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Aims

The national curriculum for music aims to ensure that all pupils:

perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

KS1 Pupils should be taught about:

use their voices expressively and creatively by singing songs and speaking chants and rhymes
play tuned and untuned instruments musically
listen with concentration and understanding to a range of high-quality live and recorded music
experiment with, create, select and combine sounds using the inter-related dimensions of music.

Pupils should be taught to:

Skills for the Music Curriculum KS1	Year 1 & 2
To perform	• Take part in singing, accurately following the melody. • Follow instructions on how and when to sing or play an instrument. • Make and control long and short sounds, using voice and instruments. • Imitate changes in pitch.
To compose	• Create a sequence of long and short sounds. • Clap rhythms. • Create a mixture of different sounds (long and short, loud and quiet, high and low). • Choose sounds to create an effect. • Sequence sounds to create an overall effect. • Create short, musical patterns. • Create short, rhythmic phrases.
To transcribe	• Use symbols to represent a composition and use them to help with a performance.
To describe music	• Identify the beat of a tune. • Recognise changes in timbre, dynamics and pitch

KS2 Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
improvise and compose music for a range of purposes using the inter-related dimensions of music
listen with attention to detail and recall sounds with increasing aural memory
use and understand staff and other musical notations
appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
develop an understanding of the history of music

Pupils should be taught to:

Skills for the Music Curriculum KS2	Year 3 & Year 4	Year 5 & Year 6
To perform	• Sing from memory with accurate pitch. • Sing in tune. • Maintain a simple part within a group. • Pronounce words within a song clearly. • Show control of voice. • Play notes on an instrument with care so that they are clear. • Perform with control and awareness of others.	• Sing or play from memory with confidence. • Perform solos or as part of an ensemble. • Sing or play expressively and in tune. • Hold a part within a round. • Sing a harmony part confidently and accurately. • Sustain a drone or a melodic ostinato to accompany singing. • Perform with controlled breathing (voice) and skilful playing (instrument).
To compose	• Compose and perform melodic songs. • Use sound to create abstract effects. • Create repeated patterns with a range of instruments. • Create accompaniments for tunes. • Use drones as accompaniments. • Choose, order, combine and control sounds to create an effect. • Use digital technologies to compose pieces of music.	• Create songs with verses and a chorus. • Create rhythmic patterns with an awareness of timbre and duration. • Combine a variety of musical devices, including melody, rhythm and chords. • Thoughtfully select elements for a piece in order to gain a defined effect. • Use drones and melodic ostinato (based on the pentatonic scale). • Convey the relationship between the lyrics and the melody. • Use digital technologies to compose, edit and refine pieces of music.
To transcribe	• Devise non-standard symbols to indicate when to play and rest. • Recognise the notes EGBDF and FACE on the musical stave. • Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.	• Use the standard musical notation of crotchet, minim and semibreve to indicate how many beats to play. • Read and create notes on the musical stave. • Understand the purpose of the treble and bass clefs and use them in transcribing compositions. • Understand and use the # (sharp) and ♭ (flat) symbols. • Use and understand simple time signatures.
To describe music	• Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music. • Evaluate music using musical vocabulary to identify areas of likes and dislikes. • Understand layers of sounds and discuss their effect on mood and feelings.	• Choose from a wide range of musical vocabulary to accurately describe and appraise music including: pitch dynamics tempo timbre texture lyrics and melody sense of occasion expressive solo rounds harmonies accompaniments drones cyclic patterns combination of musical elements cultural context. • Describe how lyrics often reflect the cultural context of music and have social meaning.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
F2	Songs linked to topic – using Singup	G.Gregory Perform/describe Using Christmas carols and nativity songs	Songs linked to topic – using Singup	G.Gregory Percussion – incorporating all elements – compose, perform, transcribe, describe	Songs linked to topic – using Singup	Songs linked to topic – using Singup
Y1	LCP Unit 1 – Ongoing Skills	G.Gregory Perform/describe Using Christmas carols and nativity songs	LCP Unit 2 – Sounds interesting: Exploring	G.Gregory Exploring different musical instruments – how do they work, what sound do they make?	G.Gregory Main focus: Compose – incorporating all the other elements too	LCP unit 3 – Feel the Pulse: Exploring pulse and rhythm
Y2	LCP Unit 1 – Ongoing Skills	G.Gregory Perform/describe Using Christmas carols and nativity songs	LCP Unit 2 – Sounds interesting: Exploring	G.Gregory Exploring different musical instruments - how do they work, what sound do they make?	G.Gregory Main focus: Compose – incorporating all the other elements too	LCP unit 3 – Feel the Pulse: Exploring pulse and rhythm
Y3	WIDER OPPS - JSax (as provided by Edsential) All four elements to be included within lessons with Carolyn Storer.
Y4	G. Gregory Introduction to ukuleles. Chn already have good knowledge of musical notation, having learnt JSax last year – build on this.	Perform – Christmas performance songs – focus on building on all performance skills	G.Gregory Focus: composition using technology			G.Gregory
Y5	G. Gregory – ukeleles	Peace Proms – performance of song	G. Gregory – Peace Proms performance	Composition using technology	G. Gregory – Samba band	Making a band – putting to practice all our skills – different instruments and voice and composition
Y6	G. Gregory - ukeleles	Perform – Christmas performance songs – focus on building on all performance skills	G. Gregory – composition using technology			G. Gregory End of year performance – developing singing and performance skills

Implementation

All classes are to receive at least 3 half terms of teaching from a music specialist – with Gareth Gregory from Woodchurch High School providing quality teaching to all classes except Year 3, who will receive Wider Opps all year. Lesson blocks should have a main focus but incorporate all the inter-related dimensions of music – ie. the focus may be composition, but through doing this, all the other aspects of music - performance, transcription, explanation – will be covered too. Choir and school band will continue to run each week, with children taking part in the Peace Proms and Young Voices. Group and individual instrumental lessons will continue to be offered.

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