At Manor Community Primary School all children, including SEN and Disadvantaged learn the following concepts through studying different musical elements throughout the school
- Historical and stylistic awareness (aided by comparing and contrasting)
- Performance and critiquing
- Musical form
- Conveying a musical intention
- Rhythmic and pitch awareness
- Reviewing and evaluating music
- Singing and using our voices
- Composing music
- Playing Instruments
- Developing creativity
- Exploring how music is created, produced and communicated
- Performing with our voices and instruments
- Developing confidence and ambition
Music is taught weekly by class teachers. Every Friday we have a singing assembly led by teachers.
Our music curriculum links to our school values and British Values as it encourages the children to be ambitious and confident performers who have mutual respect and tolerance of all music and other's views.
Singing and using our voices
Across all key stages, we start the year with singing because this is familiar and natural to the pupils and they experience it first-hand. This is continued throughout the whole year and the children participate in weekly singing assemblies and regular public performances.
The weekly singing sessions allow the children to perform alongside others and allow the continuation for them to develop confidence and performance skills. Vocal skills can also be transferred to other subjects including MFL to aid in language knowledge and vocabulary, Maths to help with counting, science to help with understanding of the body and sound production and other subjects.
Key Stage 1
In EYFS, the children learn transferable skills which they can then apply when learning instruments and composing music later in the year. They use their voices expressively to perform and make up simple songs, sing to themselves, sing in class and alongside the school in assemblies.
Children should use their voices to combine, experiment with and make different sounds. Children should also capture experiences and responses to music – this could be through words, art or dance. Confidence should be gained when representing their own ideas and imagination enhanced through the provision of music.
In Year 1, we continue to use voices expressively and creatively and the children extend their rhythmic skills by singing songs and speaking chants and rhymes. We begin with learning to play un-tuned instruments musically and experiment and combine sounds to compose and perform music appropriate to a historical genre or theme.
We learn to recognise pulse and pitch and can create Graphic Scores using colour, shapes and patterns to convey our musical intentions and transcribe the intentions of others. We listen appropriately, respond to and appreciate different forms of music and can discuss emotions caused by music. We discuss live and recorded artists and music.
In Year 2 we transfer our skills of untuned percussion instruments to tuned percussion and use and explore a variety of materials, tools and techniques. We continue to use our voices expressively in class and alongside others and create short vocal and instrumental compositions using other mediums and historical genres or themes as inspiration. We learn to recognise pulse and pitch using more accurate language and can create Graphic Scores using colour, shapes and patterns to convey our musical intentions and transcribe the intentions of others by building up textures. We discuss and analyse live and recorded artists and music using increasing technical vocabulary and can review and evaluate the music of others where we listen and provide simple descriptions such as loud, soft, louder, softer, quick, slow etc.
Key Stage 2
In Key Stage 2, the children connect their prior skills and learning with a wider range of interrelated musical dimensions. The children begin to look at sheet music in Year 3 which leads to learning musical notation in that year and subsequent years. This enables the children to read basic music to improve their musical skills and perform with confidence.
The children begin to study the history of music and compose music from studied genres. The children discuss and analyse live and recorded artists and study relevant composers in greater depth and appreciate and understand a wide-range of music from different ethnic traditions and historical periods. We provide more accurate musical descriptions using technical terms relation to tempo and dynamics.
Throughout KS2 there should be a focus on stylistic and historical analysis via Creativity Topics (in particular history) including set works and an in-depth analysis of specific composers and their impact on the change/contrast and evolution of music. Children base their compositions on the style of the specific composer being studied. This should include debate, self-evaluation and peer-evaluation to promote metacognition.
In Year 3, children improvise and compose for a range of purposes and can experiment with colour, design, texture, form and function and can represent feelings and emotions through music. They can play a tuned instrument (recorder) as an individual and as a group with musical accuracy, fluency, control and expression.
Musical vocabulary is developed and applied during composition, performance and analytical processes showing an appreciation for historical genres or themes studied. The children listen with attention to detail and recall sounds with increasing aural memory.
We begin to use and understand the staff and other musical notations reading C-G in treble clef and performing B, A, G on recorder with simple time signatures (4/4, 3/4, 2/4) mainly focusing on semi-breves, minims, crotchets and quavers.
We continue reading musical notations extending our reading and recorder performance of C-C in treble clef. We do this with increased confidence taking note of written composer intensions and convey these with accuracy. We continue our evaluations of style and genre and forge further links with how music fits in with the topics we are studying.
Years 5 and 6
We develop these composed performances by looking in depth at different composers through time and their influence on music. In upper KS2 the children experiment by creating their own musical instruments and use them to create junk- yard music. The children develop their performing skills by taking part in solo and ensemble pieces using their voices and instruments.
We develop our analytical skills further by comparing two contrasting pieces from historical periods and modern-day music. We learn to play a keyboard instrument building on our reading skills from previous years and in Year 5, our reading is extended to 1 flat and 1 sharp with the addition of compound time signatures (6/8, 12/8) and in Year 6 reading is extended to 2 flats and 2 sharps.
Performance of a keyboard instrument allows us to demonstrate proficiency in musical notation with an appreciation of style and artistic interpretation.