Music Policy & Curriculum 2015

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1 Music Policy & Curriculum 2015

2 Overview This policy reflects the requirements of the national curriculum framework; the Areas of Learning and Early Learning Goals within the Foundation Stage Curriculum and the National Plan for Music Education which highlights the importance of signing in schools and aims for every primary school child to have opportunities for sustained and progressive instrumental tuition free of charge. Music is a universal language that embodies one of the highest forms of creativity. A high quality education should engage and inspire pupils to develop a love of and their talent as ians, and so increase their self-confidence, creativity and sense of achievement. Objectives To ensure that all pupils: Sing and use their voices to create and compose Perform, listen to and review across a range of historical periods, genres and styles Have the opportunity to learn a al instrument for a minimum of 1 term Have the opportunity to express themselves creatively Develop their al skills through an understanding of the interrelated dimensions of pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate al notations Use technology appropriately Have the opportunity to progress to the next level of al excellence Have the opportunity to perform in school and as part of the wider community Strategies In the Early Years the teaching of allows children to explore sound and have access to al and listening stations. They also explore through dance, movement, story, role play and singing. Music in taught weekly throughout the school and cross-curricular links are made wherever possible. Weekly phase singing assemblies are held. Children have additional opportunities to develop their understanding of skills in. Extra-curricular activities are provided by teaching staff and peripatetic teachers. Choirs and Music groups are available for all pupils and will have regular opportunities to perform. Pupils are given the opportunity to listen to a range of Music drawn from different traditions and from great composers and ians at the beginning and end of assemblies. Assessment and Recording Assessment will form an integral part of the teaching and learning of Music. This will be done by observing children working and performing, by listening to their responses and by examining work produced. As often as possible children s work will be recorded and they will have the opportunity to listen back to their singing and compositions, giving them the chance to assess and improve their work.

3 Peripatetic Instrumental Lessons Instrumental lessons are available in school for Years 3-5 following a year of free group tuition in Year 3 and 5 where the children have the opportunity to learn recorder and guitar. Resources Music resources are located KS2 Hall The trolley is located KS2 Hall Resources are monitored by the co-ordinator Agreed by governors: Policy to be reviewed:

4 Musical Elements Pitch KS1 higher/lower KS2 graduations of high/low Duration KS1 Longer/shorter, steady pulse/beat, rhythm KS2 Groups of beats, rhythm Dynamics KS1 Louder/quieter/silence KS2 Graduations of volume Tempo KS1 Faster/slower KS2 Different speeds Timbre Different types of sounds Texture Different ways sounds are combined Structure Different way sounds are organised

5 MUSIC NATIONAL CURRICULUM KEY SKILLS - SEPT 2014 The curriculum is a spiral curriculum, with key skills being repeated constantly. You may wish to extend children s skills further and do additional work if children are ready for this. This applies to rhythm skill based work and the inter-related elements of (Dynamics, Tempo, Pitch, Duration (Pulse and Rhythm), Structure, Texture, Timbre). EYFS Criteria: Expressive arts and design: Children in Nursery and Reception should access using the key skills below. Exploring and using media and materials: Children sing songs, make through dance and experiment with ways of changing them. Being imaginative: Children to use what they have learnt about media and materials in original ways, thinking about uses and purposes. They should represent their ideas, thoughts and feelings through design technology, art,, dance, role-play and stories. Key Stage 1: Children should be inspired to develop a love of hat increases their self confidence, creativity and sense of achievement. KEY SKILLS NURSERY RECEPTION YEAR 1 YEAR 2 Rhythm Clap syllables Clap crochet and quaver Clap crochet, quaver and rest Vocal Language Development Use the singing voice in Speak chants and rhymes (Use their voices different ways expressively and creatively Pitch: Match/Sing songs Sing questions (Call and by singing songs and Pitch: Match/Sing songs response songs) speaking, chants and Rhymes rhymes.) Use individual voices Class/assembly singing Clap crochet, quaver, rest and minim Speak chants and rhymes Use singing face for performing Class/assembly singing Instrumental (Play tuned and untuned ally) Use untuned percussion Introduce names of Use tuned percussion Introduce names of Use untuned percussion Use tuned percussion Use untuned percussion Use tuned percussion Develop use of naming Develop use of naming Intro how are to be played ally Develop how should be played ally

6 Listening (with concentration and understanding to a range of high quality live and recorded ) Movement to Develop movement to Explore how makes you feel etc? Recognise percussion being played in Listen to and identify male/female voice in Recognise percussion, brass and string being played in Listen to and identify male/female voice in Listen to and respond to live Listen to and respond to live Musical elements (Experiment with, create, select and combine sounds using the inter-related elements of dynamics, tempo, pitch, duration, texture, timbre) Explore Dynamics = Loud / Soft Explore Tempo = Fast / Slow Represent their own ideas, thoughts and feelings through. Create short pieces of in response to given stimulus Explore Pitch = High / Low Explore Duration = Long / Short Develop representing their own ideas, thoughts and feelings through. Create extended pieces of in response to given stimulus Develop Dynamics = Loud / Soft Develop Tempo = Fast / Slow Develop Pitch = High / Low Develop Duration = Long / Short Select own to create short pieces of that reflect certain moods/events/feelings etc. Recognise changes in dynamics and tempo Explore Structure = Binary Form A B Explore Texture = Thick/Thin sounds Explore Timbre = Different sounds Intro Notation = Use of rhythm flash cards: Graphic Notation, Picture Scores

7 MUSIC NATIONAL CURRICULUM KEY SKILLS - SEPT 2014 The curriculum is a spiral curriculum, with key skills being repeated constantly. You may wish to extend children s skills further and do additional work if children are ready for this. This applies to rhythm skill based work and the inter-related elements of (Dynamics, Tempo, Pitch, Duration (Pulse and Rhythm), Structure, Texture, Timbre). Children participating in wider opportunities / lessons need to be challenged and curriculum teachers should be aware of the skills being taught within wider opportunities sessions and ideally observe a lesson to gain understanding about levels of skills and knowledge. KEY SKILLS YEAR 3 YEAR 4 YEAR 5 YEAR 6 Rhythm Copy a rhythmic phrase Clap the rhythm of a song whilst others tap the pulse Tap the metre of songs Improvise rhythmic phrases Clap the rhythm of a song whilst others tap the metre Tap the metre of songs Copy and improvise rhythmic phrases Tap / Clap the metre of a song whilst others tap the metre Copy and improvise rhythmic phrases (4 and 8 beat phrases) Combine ostinato phrases Play on beat one in a given metre Play on beat one in a given metre Explore different metres Explore different metres Play the metre of a song whilst others play the rhythm Play the metre of a song whilst others play the rhythm Say and tap eight beat phrase rhythms Say and tap eight beat phrase rhythms Clap two ostinato rhythms simultaneously Clap two ostinato rhythms simultaneously Combine ostinato phrases vocally and instrumentally Combine ostinato phrases vocally and instrumentally Play two ostinato Play an ostinato Play/sing an ostinato

8 simultaneously accompaniment to a song accompaniment to a song Play / sing and perform (with an understanding of how to improve accuracy, fluency, control and expression) Sing and play in class Play as part of an ensemble Begin to use different tempi and dynamics Choose the most appropriate way to perform a song Begin to sing in parts Improvise rhythms in the metre of 3 Play as part of an ensemble with an awareness of what is happening in the group Begin to use different tempi and dynamics Choose the most appropriate way to perform a song and choose appropriate instrumental sounds to accompany a song Develop increased leadership skills within ensemble group Choose appropriate dynamics, tempo and instrumental sounds Sing an ostinato accompaniment Develop increased leadership skills within ensemble group Choose appropriate dynamics, tempo, instrumental sounds and vocal quality for the performance of songs and compositions Sing in parts Sing in 2 parts Sing in 2 and 3 parts Improve and compose (for a range of purposes using the inter-related dimensions of ) Create a rhythmic phrase (Binary Form A B) Create a simple melodic phrase Improvise rhythmic phrases of equal length in pairs Work in pairs to structure a piece using two simple al ideas Create an ostinato to reflect Organise al phrases in a simple structure (Ternary Form A B A) Create a melodic phrase Create a simple up and down tune Create and vary an ostinato to evoke three contrasting Organise rhythmic and melodic phrases in a simple structure Create an up and down tune Add a drone accompaniment to a tune Play an accompaniment to a tune Invert a melodic phrase Organise rhythmic and melodic phrases in a simple structure Create a tune using 2/3 phrases Accompany a tune with a 2 note ostinato Create a melodic cycle Combine melody and ostinato accompaniment

9 the mood suggested by a painting, poem or other external stimuli and structure them in an appropriate manner moods suggested by a stimulus and combine this with accompaniments to structure a continuous piece Improvise melodic phrases Create and play an instrumental accompaniment Create harmony by adding notes in parallel to a tune Organise al phrases into a simple structure Create tunes for word phrases Listen and recall (with attention to detail and recall sounds with increasing aural memory) Recognise individual key in a piece of Play simple tunes by ear Sing songs from memory Play the tune of a four phrase, five note song moving in step Play the tune of a 8 note song by ear Trace the shape of an 8 note song Pick out individual key in a piece of Play simple tunes by ear Sing songs from memory Trace the shape of a tune and match it to convention notation Analyse the phrase structure of a song Listen to an individual part in three and four part Play simple tunes by ear Identify repeated and contrasting sections in recorded Match the metre of recorded Copy melodic phrases Trace the shape of an up and down tune and match it to conventional notation Listen to an individual rhythm in a five part structure Play simple tunes by ear Match the metre of recorded Analyse phrase structure Identify phrases of a song Analyse the phrase structure of a song Notation Read and play 4 and 8 beat Read and play 4 and 8 beat Read, play and write 4 and 8 Notate compositions using

10 (Use and understand staff and other al notation) rhythm notation (crotchets, crotchet rest, quavers) Single simple melodic phrases from staff notation (3 notes E, G, A) rhythm notation (crotchets, crotchet rest, quavers) Read and play pitch notation (Use notation from middle note C to High Note C) beat rhythm notation (crotchets, crotchet rest, quavers, minim, dotted crotchets and semi breeves) Play from pitch notation. Write simple melodic phrases the most appropriate method where applicable) Read a chord sequence from a chord chart Notate simple melodic phrases from dictation Match conventional notation to known phrases Read conventional notation from known phrases Explore scales, chords and chord sequences Explore major, minor scales, chords and triads Listen and appreciate (to a wide range of high quality live and recorded drawn from different traditions and great composers and ians) Listen to a selection of different pieces of Listen to live Talk about how a piece of makes you feel Listen to live Recognise how sounds are used to achieve an intended effect Listen to a variety of composers / ians Respond to live Explore the use of sequencing in recorded Explore the pentatonic scale Make comparisons across different genres of Evaluate live Music History Recognise layers of sound in recorded Develop an understanding of the history of Identify the use of ostinato in recorded Relate to historical curriculum topics covered where possible

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