Birchwood Primary School

Music PolicyMusic is a foundation subject in the national Curriculum and at Birchwood we provide a balanced programme of experiences to ensure that all children are

actively involved in developing the skills of appraising, composing, performing and applying knowledge and understanding.

Aims:

.To fulfil the requirements of the National Curriculum.

.To develop an enjoyment of music.

.To introduce children to music from different times, cultures and in different styles.

To enable children to experience and appreciate music from a variety of composers.

.To allow children equal access to music.

. To give the children an opportunity to explore a wide range of tuned/untuned percussion and pitched instruments showing an awareness of correct usage.

.To appreciate the voices as an instrument in its own right. To sing for a variety of audiences and purposes in a variety of different groupings.

. To develop the capacity to express ideas and feelings through making and listening to music.

Objectives:

In order to fulfil the following objectives, The music express schemes is used throughout the school. In addition we have Sibelius ‘Groovy Music’ IT software for all the classes from Reception to Year 6. The schemes are also supplemented where appropriate with cross-curricular themes and through the use of a variety of music resources. There is one attainment target in music and that is ‘music’! There are two programmes of study: “Knowledge , skills and understanding” ( split into four areas) and “ Breadth of study”.

Programme of study: Knowledge, skills and understanding .

1. Performing skill:

.Sing songs in unison and two parts, with clear diction, control pitch and a sense of phrase and musical expression. ( infant/junior singing practice, various music festivals and curriculum music).

.Play tuned and untuned instruments with control and rhythmic accuracy. (Curriculum music, accompaniments for year performances, extra –curricular music lessons, e.g peripatetic/ recorder).

.Practice, rehearse and present performances with an awareness of the audience.

(Curriculum music, year performances, music festival, assembly presentations, peripatetic cluster groups at other schools).

2 Composing Skills:

.Improvise, developing rhythmic and melody material when performing. ( Curriculum music)

.Explore, choose, combine and organise musical ideas within musical structures. (Curriculum music).

3 Appraising Skills:

.Analyse and compare sounds. (Music in assembly, curriculum music, everyday experiences).

Explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary. ( Curriculum music, cross curricular links ).

.Improve their own and others work in relation to its intended effect. (Curriculum music).

4 Listening and Applying knowledge and Understanding:

.Internalise and recall sounds with an increasing aural memory. (curriculum music. Visiting performers, assembly performers and music workshops).

.An awareness of the combined musical elements of:

PITCH -high/low

DURATION -long/short

DYNAMICS -loud/quiet

TEMPO -fast/slow

TIMPRE -sound quality

TEXTURE -layers of sound

………and how these can be organised within musical structures ( for example , ostinato) and used to communicate different moods and effects. ( curriculum music).

.Learn how music is produced in different ways ( including compulsory use of ICT at Yr5/6 and described through relevant established and invented notations. (Curriculum music, peripatetic music, extra curricular music).

.Know how time and fashion can influence the way in which music is created, performed and heard. (Assembly music files, curriculum music, cross-curricular i.e history).

Programme of Study: Breadth of music

Children must experience:-

.A range of musical activities that integrate performing, composing and appraising.

.Responding to a range of musical and non- musical starting points.

.Working on their own, in groups of different sizes as a class.

.A range of live and recorded music from different times and cultures.

Using ICT to capture, change and combine sounds.

Planning:

Curriculum music will be delivered through our music schemes Music express, and Sibelius ‘Groovy music’ IT software. The schemes give detailed guidance and prescribed long term, medium term and short term lessons.

Organisation:

.Teachers will deliver curriculum music through the use of music express, and Sibelius ‘Groovy music’ IT software. This will be in accordance with suggested curriculum timings for music.

.Some music will be whole class, others will be in small groups or individuals.

..Children with SEN will be provided for through the use of our SEN musical resources, advice from the co-ordinator and through appropriate differentiation.

.Private tuition is available to learn a variety of instruments that include cornets, clarinets, flute and violin. This is partly subsidised by the school music budget.

Co-ordinators role:

.On hand to offer support and advice in delivering the curriculum music, lead staff meetings and inset.

.Monitor progression of music throughout the school and assess year groups in terms of expected levels of attainment (see assessment document).

.Organise music workshops accommodating the ‘wow’ cross curricular links throughout all year groups.

.Evaluate scheme and policy document, leading to major review in September 2014.

Resources:

Curriculum music will be taught using resources from the atrium music cupboards. ( please return all instruments after use).

The atrium music cupboards are labelled with contents. If unsure where to find please just ask!

Each class has an audio tape CD player.

Presentation:

Children will present their work in the following ways.

.Classes are encouraged to present musical composition projects at celebration assemblies ( half termly) attended by parents, teachers ,pupils and Governor representatives.

.Music work covered in class is often displayed in class or around the class.

.End of year performances, assembly performances, peripatetic cluster groups, recorder clubs, end of year music festival, harvest festival , nativity performances provide pupils with varying opportunities to present and discuss their work.

.A number of valuable cross-curricular links are recognised.

.Termly performances to the parents of the students who are learning the various instruments during their private tuition that include the clarinet, flute, cornet and violin.

Karen Carter, Music Subject Leader

September 2011