Music

Intent

“Musical ability is not an inborn talent, but an ability which can be developed. Any child who is properly trained can develop musical ability, just as all children develop the ability to speak their mother tongue. The potential of every child is unlimited” - Shnichi Suzuki

At Saint John Henry Newman all children access music. Music gives children joy, connections, a feeling of well- being. The singing and instrumental elements are progressive and inclusive. Performance in encouraged, improvisation and composition supported. Aural work is practised. The building blocks to achievement are put in place.

The curriculum evolves through singing, performance, listening and composing from EYFS to Year 6.

Singing is progressive. There is an emphasis on teaching pitch through solfa. Basic harmony begins with the round. There is a focus on simple well-known songs, nursery rhymes and folk tunes where the pitch and rhythm is clear and progression stable. Singing is not just for the lesson. We have a strong choir with connections to the community. Whole school singing assembly also plays an important role in bringing the children together to sing in worship.

Performance is fundamental to our music curriculum. Children are taught how to play the descant recorder from EYFS to Year 6. This is an excellent instrument for all children to easily access. The benefits of learning include the development of:

• Hand/ eye coordination

• Fine motor skills • Social skills

• Performance skills • Improvisation

• Self-expression and communication

• Music theory

In year 4 we also explore the treble recorder . Year 6 have the opportunity to explore four part harmony with the bass, tenor, treble and descant. Groups to support and expand recorder playing are available at lunchtime for participation.

Listening is a fundamental skill for music learning. The activities for development take the children on a listening journey through a rich framework that builds from nursery rhymes to full orchestral and choral repertoire. The journey is interspersed with activities that enhance the understanding of the listening experience.

Composing is part of the creative process in exploring a theme. Children should be given guidance to compose. Basic tools need to be in place to encourage a framework within which creativity can take place. Improvisation develops independence and self-expression. The journey begins in KS1 with improvisation with rhythm and untuned and tuned percussion it concludes KS2 with the children approaching four bar written compositions in 4/4 time.

Implementation

The implementation of the core skills of singing, performance, listening and composing are developed through a series of topic based themes which are explored throughout the school journey from EYFS to Year 6.

EYFS

In EYFS children are encouraged to feel and follow the pulse of music. Pulse is explored through movement of the body, physically responding to sudden changes in the mood. They combine singing, moving and playing instruments. Dance to music and be expressive. Sing nursery rhymes and folk tunes. They will add sound effects to stories. They will begin to learn the recorder focussing on how to hold it and controlling the breath.

Year 1

The core of year one is to embed the foundation of aural skills from which further progression can be made. Children are taught how to hold and play untuned and tuned percussion. They are taught basic rhythm sentences which can be played and improvised upon. Solfa introduces the concept of pitch and the relationship between notes and teaches the children to sing in tune. The children learn to sing folk songs within the range of the pentaton. The recorder focusses on creating a good tone and using learned rhythms to play note B and A.

Year 2

The core theme of aural awareness is developed. Children access orchestral repertoire and are encouraged to understand the stories behind the music through movement and rhythm. Aural awareness is encouraged through games. Singing is developed not just through the use of singing in the pentatonic range but also harmony is introduced in the form of the “round”. Theory notation is introduced. The recorder focusses practising a good tone through breath control and moves from rhythms on note B and A to playing simple tunes with note B, A and G.

Year 3

The core skills are reinforced. Children should correctly hold the recorder and the be familiar with the basics of creating a good tone. The octave range D to D is explored. Children are beginning to play basic tunes using these notes. Our theme is instruments of the orchestra. We explore repertoire using different orchestral instruments. We develop aural work with rhythm ostinato and other group work. Singing is developed with full octave range through solfa. We create pitched percussion work. We learn notation theory reading the treble clef.

Year 4

The learning of the recorder is expanded throughout the year by accessing more well-known repertoire and also accessing the treble recorder for a term. This involves using a different fingering system and managing a much larger instrument. We explore musical genres such as classical music, opera, jazz, rock and roll, pop and musical theatre. Rhythmic group work and pitched percussion group work is at the core of our theme. Singing and exploring tunes using solfa now expand the pentatonic range. We continue to learn notation theory reading the treble clef.

Year 5

Year 5 returns to the descant recorder and we begin to access the ABRSM Prep Test repertoire. We will spend a term this year learning to play the flute. We explore music from around the world, exploring repertoire from China, Africa, North America, Australia, South America, India and Europe. We develop rhythmic percussion work through ostinato and working to play pitched percussion instruments as a group. We use of the full singing octave through solfa. Notation theory reading the treble clef is now more written and we begin exploring how to write rhythmic phrases.

Year 6

Year 6 continues to look at the ABRSM Prep Test repertoire. We spend a term as a recorder orchestra playing four part harmony using the descant, treble, tenor and bass. We study the history of music exploring repertoire from the Mediaeval, Renaissance, Baroque, Classical, Romantic , Modern and Post-Modern era. We develop our aural awareness through group percussion work both pitched and unpitched. We continue to use solfa to explore pitch and sing using folk songs and songs from our studied periods of history. We move to writing a four bar musical phrase using pitch as well as rhythm.

Impact

The impact of our Music Curriculum is constantly monitored through assessment, learning walks and pupil discussions.

Children will leave primary school with a good appreciation of how to play a musical instrument. They will have the skills to succeed in musical activities in secondary school. They will have the foundation to build a lifelong interest in music. It is our belief that the impact of learning music encourages the development of beneficial social skills and a positive mental well-being.

Overall, we intend that the impact of our Music curriculum is that children will: -

• Be able to perform with confidence and explore expression in their instrumental playing and singing.

• Be confident to access a choir or instrumental group if they wish.

• Understand a good range of musical genres both modern and historical.

• Appreciate music from different cultures.

• Know that music can be written down. Have a basic understanding of music notation theory in the treble clef.

• Meet the end of Key Stage expectation outlined in the national curriculum for music