At Whitehouse we believe that good quality music education is essential for a child’s academic achievement and personal well-being.
‘Several studies have reported positive associations between music education and increased abilities in non-musical (e.g., linguistic, mathematical, and spatial) domains in children. The authors say there are similarities in the way that individuals interpret music and language and “because neural response to music is a widely distributed system within the brain…. it would not be unreasonable to expect that some processing networks for music and language behaviors, namely reading, located in both hemispheres of the brain would overlap.” ‘- Science Daily
Learning an instrument develops skills in counting, concentration, fine motor skills and hand-eye-ear co-ordination. Singing develops good breathing technique, physical development of lungs and strengthens tongue/mouth movement. Singing also develops good speech and language skills including extending language acquisition and vocabulary. Music enjoyment can lift emotions as well as lead to more quiet reflective thinking, this in turn can help to develop more emotional resilience as well as calming anxieties.
National curriculum in England – Music programmes of study: key stages 1 and 2
Purpose of study
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. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Aims
The national curriculum for music aims to ensure that all pupils:
– Perform, 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
– Learn to sing and to use their voices, 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
– 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.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Music – key stages 1 and 2 2
Subject Content
Key stage 1
Pupils should be taught to:
– Use their voices expressively and creatively by singing songs and speaking chants and rhymes
– Play tuned and untuned instruments musically
– Listen with concentration and understanding to a range of high-quality live and recorded music
– Experiment with, create, select and combine sounds using the inter-related dimensions of music.
Key stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
– Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
– Improvise and compose music for a range of purposes using the inter-related dimensions of music
– Listen with attention to detail and recall sounds with increasing aural memory
– Use and understand staff and other musical notations
– Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
– Develop an understanding of the history of music. © Crown copyright 2013
Music Provision at Whitehouse
Continuous throughout the Academic Year
Foundation stage – Performance – Singing/ Rhymes, daily. Music area (with access to instruments).
KS1 and KS2 – Performance – Singing assembly, weekly.
Whole school – Listening and Appraising – Flipcharts and Pieces of music on a cycle used in assemblies.
Year 1 – Ocarina lessons – S Brewster
Year 2 – Recorder Lessons – H Grant
Year 4 – Sound Pod – TVMS
Years 2, 3, 4 and 5 – Music/Singing – Karen Lester
TVMS Instrumental lessons – Clarinet/Flute/Viola/Violin – 1:1
Autumn Term
Christmas Choir – Break/ Dinner club – Mrs Pitt
Performance at Christmas Craft Fayre
FS/ KS1/ LKS2/ UKS2 Christmas Performances
Performing Arts – After School Club – Miss Winter/ Karen Lester
Y2/3/4/5/ – Music Singing – Karen Lester
Spring Term
Y2 – African drum workshop – Apollo Music Service
Whole School – Music Week (22nd February) BBC Ten Pieces Project
Y6 – Digital Composition- 1 day per class 22/23 Feb – Apollo Music Service
Year 2 – 21st January/ 28th January 1-1:50 – TVMS ‘Say it Sing it Read it Play It’ 25 mins each class
Year 3 – 4th February – 10th March (5 sessions) 1 -1:50 – TVMS ‘Recorder tuition’ 25 mins each class
Y2/3/4/5/ – Music Singing – Karen Lester
Summer Term
Reception – 5th July/ 12th July 10:15-11:05– TVMS ‘Say it Sing it Read it Play It’ 25 mins each class
Musicians across school – Summer Showcase
Y6 Choir – Mrs Pitt
Y2/3/4/5/ – Music Singing – Karen Lester
