‘Learning for Life.’
Music
Statement of Intent and Implementation
Intent
➢ To sing and to use their voices expressively, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
➢ To give opportunities for children to perform for one another, parents and community, thus developing their own self-esteem and motivation.
➢ To listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
➢ To understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
➢ To provide a means of self-expression and communication.
➢ To experience music as a subject in its own right, and as a means to enrich the wider curriculum.
Implementation
The Sparkyard programme is being followed throughout school covering:
Listening and Appraising; Musical
activities, Singing and Performing.
Foundation Stage
Music is used across the curriculum as a part of the Creative Development area of learning. There is an area within the continuous provision where instruments are displayed for the children to select from and use creatively. Reception children also have discrete music lessons using the Sparkyard Scheme of Learning.
Key Stage 1
Music curriculum is mainly delivered through subject specific lessons. Where links can be made, e.g. to story telling or to dance, teachers take a cross-curricular approach. Shorter sessions as part of the school day maybe used for singing, rhymes and basic rhythm games. Children in year 2 learn to play the drums.
Music Curriculum
In Year 2 music we started creating musical soundscapes and today’s soundscape was focussed on the noises we hear in a morning. The children thought of all the noises they hear when they wake up in the morning and chose one to represent. They chose a musical instrument which they felt best created that noise. They then ordered themselves in the order we would hear those noises in our morning routines. The children really enjoyed this lesson, and made lots of noise! Ask your child what sound their musical instrument represented!
