NGPS Music Policy & Curriculum 2015
Music Policy & Curriculum 2015 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 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.” Objectives – To ensure that all pupils: Sing and use their voices to create and compose music Perform, listen to and review music across a range of historical periods, genres and styles Have the opportunity to learn a musical instrument for a minimum of 1 term Have the opportunity to express themselves creatively Develop their musical skills through an understanding of the interrelated dimensions of music – pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations Use technology appropriately Have the opportunity to progress to the next level of musical excellence Have the opportunity to perform in school and as part of the wider community Strategies In the Early Years the teaching of music allows children to explore sound and have access to musical instruments and listening stations. They also explore music 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 music. 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 musicians 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. 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 music trolley is located KS2 Hall Resources are monitored by the music co-ordinator Agreed by governors: Policy to be reviewed: 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 MUSIC NATIONAL CURRICULUM KEY SKILLS - SEPT 2014 The music 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 music (Dynamics, Tempo, Pitch, Duration (Pulse and Rhythm), Structure, Texture, Timbre). EYFS Criteria: Expressive arts and design: Children in Nursery and Reception should access music using the key skills below. Exploring and using media and materials: Children sing songs, make music 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, music, dance, role-play and stories. Key Stage 1: Children should be inspired to develop a love of music 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 Vocal (Use their voices expressively and creatively by singing songs and speaking, chants and rhymes.) Language Development Use the singing voice in different ways Clap crochet, quaver and rest Speak chants and rhymes Clap crochet, quaver, rest and minim Speak chants and rhymes Pitch: Match/Sing songs Sing questions (Call and response songs) Use singing face for performing Use individual voices Class/assembly singing Class/assembly singing Instrumental (Play tuned and untuned instruments musically) Use untuned percussion instruments Use tuned percussion instruments Use untuned percussion instruments Use untuned percussion instruments Introduce names of instruments Introduce names of instruments Use tuned percussion instruments Use tuned percussion instruments Develop use of naming instruments Develop use of naming instruments Intro how instruments are to be played musically Develop how instruments should be played musically Pitch: Match/Sing songs Rhymes Listening (with concentration and understanding to a range of high quality live and recorded music) Musical elements (Experiment with, create, select and combine sounds using the inter-related elements of music – dynamics, tempo, pitch, duration, texture, timbre) Movement to music Develop movement to music Explore how music makes you feel etc? Explore Dynamics = Loud / Soft Explore Pitch = High / Low Explore Tempo = Fast / Slow Explore Duration = Long / Short Represent their own ideas, thoughts and feelings through music. Develop representing their own ideas, thoughts and feelings through music. Create short pieces of music in response to given stimulus Create extended pieces of music in response to given stimulus Recognise percussion instruments being played in music Recognise percussion, brass and string instruments being played in music Listen to and identify male/female voice in music Listen to and identify male/female voice in music Listen to and respond to live music Listen to and respond to live music Develop Dynamics = Loud / Soft Recognise changes in dynamics and tempo Explore Structure = Binary Form A B Develop Tempo = Fast / Slow Explore Texture = Thick/Thin sounds Develop Pitch = High / Low Develop Duration = Long / Short Select own instruments to create short pieces of music that reflect certain moods/events/feelings etc. Explore Timbre = Different sounds Intro Notation = Use of rhythm flash cards: Graphic Notation, Picture Scores MUSIC NATIONAL CURRICULUM KEY SKILLS - SEPT 2014 The music 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 music (Dynamics, Tempo, Pitch, Duration (Pulse and Rhythm), Structure, Texture, Timbre). Children participating in wider opportunities / music 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 Improvise rhythmic phrases Copy and improvise rhythmic phrases Clap the rhythm of a song whilst others tap the pulse Clap the rhythm of a song whilst others tap the metre Copy and improvise rhythmic phrases (4 and 8 beat phrases) Tap the metre of songs Tap the metre of songs Play on beat one in a given metre Play on beat one in a given metre 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 Play two ostinato Tap / Clap the metre of a song whilst others tap the metre Combine ostinato phrases Explore different metres Explore different metres Clap two ostinato rhythms simultaneously Combine ostinato phrases vocally and instrumentally Combine ostinato phrases vocally and instrumentally Play an ostinato Play/sing an ostinato Play / sing and perform (with an understanding of how to improve accuracy, fluency, control and expression) simultaneously accompaniment to a song accompaniment to a song Sing and play in class Play as part of an ensemble Improvise rhythms in the metre of 3 Play as part of an ensemble with an awareness of what is happening in the group Develop increased leadership skills within ensemble group Develop increased leadership skills within ensemble group Begin to use different tempi and dynamics Begin to use different tempi and dynamics Choose appropriate dynamics, tempo and instrumental sounds Choose the most appropriate way to perform a song Choose the most appropriate way to perform a song and choose appropriate instrumental sounds to accompany a song Choose appropriate dynamics, tempo, instrumental sounds and vocal quality for the performance of songs and compositions Begin to sing in parts Improve and compose (for a range of purposes using the inter-related dimensions of music) Sing an ostinato accompaniment Sing in parts Sing in 2 parts Sing in 2 and 3 parts Organise musical phrases in a simple structure (Ternary Form A B A) Organise rhythmic and melodic phrases in a simple structure Organise rhythmic and melodic phrases in a simple structure Create a simple melodic phrase Create a melodic phrase Create an up and down tune Create a tune using 2/3 phrases Improvise rhythmic phrases of equal length in pairs Create a simple up and down tune Add a drone accompaniment to a tune Create a rhythmic phrase (Binary Form A B) Work in pairs to structure a piece using two simple musical ideas Create an ostinato to reflect Play an accompaniment to a tune Create and vary an ostinato to evoke three contrasting Invert a melodic phrase Accompany a tune with a 2 note ostinato Create a melodic cycle Combine melody and ostinato accompaniment 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 musical 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 instruments in a piece of music Pick out individual key instruments in a piece of music Play simple tunes by ear Play simple tunes by ear Listen to an individual rhythm in a five part structure Play simple tunes by ear Sing songs from memory Sing songs from memory Play the tune of a four phrase, five note song moving in step Play simple tunes by ear Identify repeated and contrasting sections in recorded music Match the metre of recorded music Play the tune of a 8 note song by ear Trace the shape of a tune and match it to convention notation Trace the shape of an 8 note song Analyse the phrase structure of a song Trace the shape of an up and down tune and match it to conventional notation Read and play 4 and 8 beat Analyse the phrase structure of a song Read, play and write 4 and 8 Identify phrases of a song Notation Listen to an individual part in three and four part music Read and play 4 and 8 beat Match the metre of recorded music Analyse phrase structure Copy melodic phrases Notate compositions using (Use and understand staff and other musical notation) Listen and appreciate (to a wide range of high quality live and recorded music drawn from different traditions and great composers and musicians) Music History rhythm notation (crotchets, crotchet rest, quavers) rhythm notation (crotchets, crotchet rest, quavers) Single simple melodic phrases from staff notation (3 notes – E, G, A) 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) the most appropriate method where applicable) Read a chord sequence from a chord chart Play from pitch notation. Write simple melodic phrases 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 to a selection of different pieces of music Talk about how a piece of music makes you feel Listen to a variety of composers / musicians Explore the pentatonic scale Make comparisons across different genres of music Listen to live music Listen to live music Respond to live music Evaluate live music Recognise how sounds are used to achieve an intended effect Explore the use of sequencing in recorded music Recognise layers of sound in recorded music Develop an understanding of the history of music Identify the use of ostinato in recorded music Relate music to historical curriculum topics covered where possible
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