Music at St George's

In this section we explain how we teach Music at St George's.  

In the link on the page you will also find:

our teaching plan

progression statements

curriculum links

curriculum statement

 

Being a Musician at St George’s Primary School means;

  1. Having the chance to explore our talents.  Everybody should have the chance to learn to explore non-tuned instruments (percussion etc); play an instrument; sing in a choir and have regular opportunities to perform. From Early Years to Year 2 we learn how to handle, play under control and sing collectively.

2.   Creating and presenting our own compositions: We will develop the skills which allow us to make informed choices,          practicing and refining our skills in order to create a finished piece of work. This can be through information technol-        ogy or real instruments.

3.   Being passionate about music:  Through a varied diet of musical activities and experiences, we will develop a love             and appreciation of a range of musical genres.  We will find out what we like in music. Every month we look at another       musical artist -our coverage ranges from the Foo Fighters to Beethoven.


4. Using musical terminology accurately and effectively: When we write or talk about music we will use the terms we            have been taught to make our work more effective and appropriate. This forms an integral part of our music teaching.

5.  Exploring the work of different musicians: We will explore the work of musicians from the past  and present,                        appreciating the social and cultural context of their work. We make cross curricular links where we can with Art,                History, Geography, Literacy etc

6. Personally responding to the music we hear: As our skills progress we will fine tune our responses to the pieces of           music that we hear, becoming more adept at describing their effect. We will have the opportunity to attend musicals,       concerts and performances. As restrictions lift, we will very much be looking forward to resuming these                                 opportunities.

WHY DO WE LEARN MUSIC?
 

We learn Music because it allows us to explore the traditions and cultures of society both now and in the past, as well as the effect it creates on people. We can ask questions on how and why pieces of music have been put together;

  • How does this piece of music make me feel?
  • How can I use different musical techniques to create music for a purpose?
  • How and why has music changed throughout history?
  • Who are notable musicians and why are they remembered?
  • Why is a piece of music important to a particular culture?


 

Essential Key Skills

  • Listen to and describe a range of musical compositions.
  • Use notations and musical vocabulary accurately in order to transcribe compositions.
  • Compose own pieces of music using a range of instruments and voice.
  • Perform compositions (including songs) using a range of instruments.


 

Cross Curricular Links


 

Promoting RESPECT

Resilience Playing an instrument and learning to excel requires resilience and perseverance.  It is an example of how hard work and perseverance is more important than talent.
Empathy Musical composition can show great empathy and communication.  Listening to music can allow children to develop feelings, understanding and empathy.  This can be in the musical score or in lyrics. 
Self-Awareness Children can show their self-awareness performing on their own or alongside others.  How do they communicate their feelings? How aware are they of the audience?
Positivity Music represents cultures, people and even generations with great positivity.  Children be taught an appreciation of how music represents people so positively.  We should encourage them to listen to and appreciate music from a diverse range of sources.  
Excellence Music is a great field for excellence.  Endless composers and performers demonstrate this.  We want to ensure our children access excellence from a range of sources and times.  This will include classical composers such as Mozart; modern day performers such as Chi-Chi Nwanoku and even pop musicians such as Beatles and Labyrinth?  How have they excelled in their field?  
Communication and Teamwork Musical performance is built on communication and teamwork.  From EYFS to Year 6 we want our children to have the chance to work together and perform 


 

English

Speaking and Listening – Children will have the opportunity to perform to others, through rhyme and song as well as being able to develop an appreciation for the needs of the listener. They will also develop the language of a musician through use of technical vocabulary


 

Writing – Children will be able to produce evaluative and instructional writing using the key musical vocabulary they have been taught. There is also the opportunity for biographical writing when looking at notable musicians.


 

Reading – When researching notable musicians children will be able to have access to non-fiction texts which allow them to gather the information they need. The act of ‘reading’ a piece of music will allow children to look at decoding a new ‘language’ as well as the patterns we find in words. 


 

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Maths

Mathematics is at the heart of all music and crucial to the way a piece of music will sound. Through music children will have the opportunity to explore and develop the following areas:


 

Number: Children will need to count and look at patterns in number in order to follow and create music. When composing they will need to use fractions to help them shape their work.


 

Measurement: Music presents opportunities for children to look at sequencing as well as the measurement of time through their composition skills.


 

Geometry: When transcribing their work children will have the opportunity to explore shape.


 

Statistics: Through looking at the appreciation of music children will be able to ask questions and plan enquiries, representing their information in a variety of ways.


 

Problem Solving: Composing a piece of music will present children with a set of problems to be solved, such as fitting in with a particular rhythm. They will need to make choices, follow a pattern, predict and refine their ideas.


 

ICT and Computing

Children will have opportunities to explore computing and the wider use of ICT through music.


 

Computing:  Music is a set of instructions, an algorithm, and through musical programs and apps children will be able to develop their skills in coding. They will also look at how to safely share their work as well as the issues around music downloads.


 

ICT: When researching and listening to different pieces of music, children will be developing their ICT skills. They will also have the opportunity to use recording equipment and programs which allow them to playback and edit their work. 



 

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Art and Design

Music as a creative output is intertwined with art and design.  Music has inspired a range of artists and their compositions.  Examples include Kandinsky, Mondrian, Hockney and Picasso.



 

 

Music and the National Curriculum


 

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.


 

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. 













 

Promoting Resilience, Respect and Results

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