Music
Mab’s Cross Community Primary School
Music policy
At Mab’s Cross Primary School we value Music because it is a powerful and unique form of communication that can change the way pupils feel, think and act. It also increases self-discipline and creativity, aesthetic sensitivity and fulfilment.
AIMS
These aims are intended for all pupils in school. How they are implemented will be dependent on the age and ability of the pupils.
- Evoke a creative response to music through experimentation e.g. singing, composition, movement.
- Provide activities that develop musical concepts and skills sequentially. · Develop awareness of different cultures and traditions through their music.
- Broaden understanding of a wide variety of styles.
- Encourage the enjoyment of music and provide the opportunities to express ideas and feeling through music.
- Offer children the opportunity to experience personal satisfaction through making music together and to develop the skills necessary to achieve the highest possible standards in this activity.
CURRICULUM
Aims and objectives for music are taken from Curriculum 2000. Music is divided into 2 key areas:
MU1 Performing and Composing
1. Performing
2. Composition (The organisation of sound and silence)
MU2 Listening and Appraising
The pupils’ entitlement is for breadth of experience across the 3 strands.
1. Performing
2. Composing
3. Listening and appraising
These strands constitute the basic areas of all musical activity.
Delivery of music is based on relevant QCA schemes of work. In school we use Music Express as a basis for the music curriculum. We use a rhythm scheme in school to teach basic rhythm values and notation and pupils begin to learn Kodaly hand signs. Pupils use a range of ICT to enhance and develop music including recording equipment, compose and electronic keyboards. Cross curricular links are made wherever possible.
At all key stages music teaching will:
Develop each of the interrelated skills of performing, composing and appraising in all activities. Extend these skills by applying listening skills and knowledge and understanding of music.
Through the curriculum, by making and responding to music, pupils should be helped to understand:
- How sounds are made, changed and organised, for example, through the use of musical elements and structures.
- How music is produced, for example, through the use of instruments and musical processes including relevant symbols and notation.
- How music is influenced by time and place, for example, how it can be affected by the venue, occasion and purpose.
Foundation stage and Key Stage 1
Children listen carefully and respond physically to a wide range of different kinds of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short composition, with increasing confidence, imagination and control. They explore and enjoy the way sounds and silence can create different moods and effects.
Key stage 2
Children sing songs and play instruments with increasing confidence, skill expression and awareness of their own contribution to a group or class performance. They improvise, and develop their own musical composition, in response to a variety of different stimuli, with increasing personal involvement, independence and creativity. They explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of different kinds of music from different times and cultures. All pupils across the school take part in key stage singing practise once a week. From key stage 2 pupils’ are offered an opportunity to begin to learn a musical instrument.
ASSESSMENT AND RECORD KEEPING All class teachers will use their assessment of the children in their class to plan appropriate work in music. Class teachers will make an assessment of each child’s progress in music and keep appropriate records of achievement. SEN AND DIFFERENTIATION Musical activities are particularly effective in the education of children with learning difficulties of any kind, ranging from physical to social to emotional problems. Music is broad and ‘open-ended’, providing opportunities to solve problems, to work independently, to work as a group and to be responsible for self-regulation. Most musical activities work well as class lessons and are appropriate for all children of any ability. Therefore music helps to focus on what makes children similar and equal – not different. Where pupils have special educational needs which are not identified as being learning difficulties but require other special provision (e.g. technological aids) then we will as a school endeavour to make provision. EQUAL OPPORTUNITIES Children should not be discriminated against in terms of gender and race. All children should have the opportunity to participate fully in classroom music lessons and activities. As part of the National Curriculum children will experience music from various countries and cultures. RESOURCES Each class has access to their own or a shared music box which contains a selection of untuned percussion instruments. These boxes are kept in the classroom and should be checked regularly for breakages and losses. Larger and more varied musical instruments are kept in a central storage area. 4
These instruments include various glockenspiels, xylophones, chime bars, large drums and guitars. Children should be taught from an early age how to use and care for all these instruments and also to check each instrument before returning it to its storage area. The music co-ordinator needs to be kept informed of any problems so that instruments can be replaced or repaired.
A range of songs are available on the school server for class singing and whole school singing. The school also subscribe to the ‘Sing Up’ programme which can be accessed via the internet. There is also a section on the server with a variety of music for listening. Notes to go with the various pieces of music are stored centrally in the hall. ROLE OF CO-ORDINATOR The music co-ordinator will: · provide advice and assistance to all staff when requested, in order to implement the music policy consistently throughout the school; · organise resources to support the school music policy and scheme of work; · co-ordinate purchasing, organisation and distribution of resources; · arrange in-service support; · liase with outside agencies, other schools and colleges; · monitor Policy and Scheme of Work. EXTRA-CURRICULAR MUSIC ACTIVITIES/PARENTAL INVOLVEMENT Extra-curricular music plays a large and vital role in the life of Pottery Primary School.
We currently offer choir, recorders and orchestra as additional curriculum opportunities. The Derbyshire Music Partnership provides specialist instrumental teachers for a variety of instrumental lessons. These lessons take place in school time for small groups of children. There is a subsidised cost to these lessons. Children are encouraged to take part in various performances both in and out of 5
school. There are opportunities for the children to listen to various musicians and therefore to extend their musical experiences. These activities are monitored by the music co-ordinator. All these activities provide valuable opportunities to link with the local community, parents and also to liase with other schools. These opportunities will vary each year and will reinforce the fact to the children that music should be shared and should be seen as an exciting way of communicating and expressing feelings. Parents are encouraged to attend musical performances where applicable.
Future Development
Area for music lessons and for pupils to practise
Seek further funding to continue with the wider opportunities programme
Begin to improve resources for electronic music particularly key boards
Continue to develop opportunities for pupils to share their music making with others.
L. Nicholson
May 2009