Music Policy Round Oak School. Round Oak s Philosophy on Music

Transcription

1 Music Policy Round Oak School Round Oak s Philosophy on Music At Round Oak, we believe that music plays a vital role in children s learning. As a subject itself, it offers children essential experiences. The youngest children learn to engage with music through song, movement and sensory activities and as their skills develop, they learn about the musical elements and how they can be combined in expressive music making. They are encouraged to foster a love of singing which is beneficial for their physical and mental wellbeing. The performance opportunities help the children to grow in confidence as well as offering life-long memories for parents! However, the benefits of music making extend far beyond the music classroom. Developing music skills also develops learning skills. For example, the simple act of singing a nursery rhyme in a group involves memory, timing, listening to others, sustained concentration and speech technique to name but a few. All of these skills are essential to learning in general. The disciplines required for performing even very simple songs or pieces of music are precisely the ones that the children need in order to advance in their reading, speaking, listening, mathematics, reasoning etc. In addition, the variety of songs that the children learn go a very long way to broadening their cultural awareness and social skills. At Round Oak, the importance of this subject is recognised, not only as a part of the child s creative development but also as a means of developing skills which will help them in their wider learning.

2 The Curriculum Overview It is the school s endeavour to cover the same curriculum as mainstream schools. However, due to the complex needs of the children, it has been carefully adapted to make it accessible, whilst still covering the learning goals as set out by the government. Using QCA schemes of work as a guide, the music curriculum has been created to suit the pupils at Round Oak. There is an annually rolling programme of topics with differentiated work for each year group. This means that the children re-visit the same topics every year, gradually developing their knowledge and understanding each time. Performance is at the heart of musical work at Round Oak and children have the opportunity to perform right from when they first start. This begins with observing performances and taking part in short, supported displays to performing independently in a bigger production and taking part in a public performance. In addition to the musical learning goals, lessons are linked to each classes current topic work. For example, if the class topic is Space, the children will learn a song about space and do instrumental work connected to that topic. Topics The topics covered look at the musical elements which are a key feature in the music curriculum. Lower and half of middle school cover the following topics in an annually rolling programme: Autumn 1: Pulse & Tempo Spring 1: Dynamic Summer: Pitch Autumn 2: Rhythm Spring 2: Duration Summer 2: Timbre and Texture The benefits of delivering the curriculum in this way are: It offers a whole-school approach which means class displays, aspects of assembly music etc can be geared towards the same thing. Children from different year groups have learning links with each other. Each subsequent year, pupils have the chance to revisit each topic area, recall their prior learning and further their knowledge and understanding. It enables the teacher to focus on the development of one topic with clear, evenly paced progression across the school.

3 P Levels Music lessons are more like sessions that follow a familiar routine with carefully planned activities that offer musical experiences within the current topic. Pupils sing already familiar songs and their involvement in the sessions is largely an experiential one. They explore instruments and begin to learn how to handle them appropriately. They then progress towards learning new, simple songs and join in activities with greater independence. They begin to use instruments in an organised manner as directed by the teacher. At Round Oak, we acknowledge that many pupils have issues with their sensory processing so all sessions feature an activity which is aimed to link the senses to a musical experience. Sessions include a range of activities aimed to develop emerging skills and awareness. Aims To become aware of their own voice and the different sounds it can produce (speaking, singing, animal/environmental sounds) To learn how to create body sounds (clapping, patting etc.) To become familiar with the music room, music teacher and location of equipment. To engage with music on a multisensory level To become familiar with the musical instruments and learn how to create sounds with them. To respond to short pieces of music with movement under the direction of the teacher.

4 Lower School In Lower School, music lessons take a more formal approach and the learning objectives become more subject specific. In singing, pupils learn songs which are geared towards the current topic. They are encouraged to listen to and discern sounds, relating them to their everyday experience. In instrumental work, they begin to organise sounds, use graphic symbols and play according to direction. They use instrumental sounds and body percussion to create simple descriptive or representative sounds. Pupils continue to do movement work and are encourage to offer their own ideas as part of their development in musical expression. Aims To develop vocal skills; beginning to use the voice expressively to emphasise song words or to create sound effects. To create effects using a variety of body percussion sounds and patterns To know what some of the instruments are called. To begin to control instruments and follow directions. To understand simple graphic signs. To categorise instruments by sound/property/method of playing. To develop awareness of the musical elements and use simple language to describe them. To move appropriately to music and contribute own ideas.

5 Middle School As Middle School children revisit the topic areas, the learning goals require a deeper level of understanding and thinking. In singing, pupils learn more grown up songs and develop their expression and awareness of phrases. They also try out singing in parts. Pupils begin to look at how real composers employ the musical elements in their own compositions. They then recreate these effects, contributing their own ideas. Pupils practise controlling instruments, watching a conductor, following a graphic score and listening to others (ensemble skills). They also practise maintaining an ostinati (repeated rhythm/melody) whilst another part plays along with them. Aims To develop a repertoire of well known songs To develop singing skills: tuning, posture, expression and phrase awareness. To sing and play instruments in two parts. To develop ensemble skills. To show a good understanding of the musical elements and an awareness of how they can be combined for effect in composition. To perform a simple dance sequence to music. Y6: To perform to the public.

6 Monitoring and Assessment in Music Pupils attainment is monitored on a weekly basis, during or immediately after each lesson. This is done in the following ways: Pupil self assessment: At the end of each lesson, children are invited to evaluate their own achievements against the learning goals. They do this by choosing a red, orange or green card. The learning objective is repeated to them as they choose. Their assessments are recorded by the teacher/ta. Traffic Light Method (summative assessment): Each lesson has one or two learning objectives. Each child is assessed by use of a red, amber or green mark to show how well they achieved that objective. This gives the teacher a very clear snapshot as to how well the child progressing. Observation Sheet (formative assessment): This sheet gives the teacher a chance to write down any observations that they wish to record. Comments tend to be made where a pupil has either produced some excellent work, achieved something they hadn t previously been able to do or unexpectedly struggled with a task. These records can be particularly valuable in report writing and also for informing future lessons. Levelling The Music Teacher uses an adapted version of the b-squared tick sheet which comprises of around seven I can statements. Pupils are awarded a c, b or a depending on how well they have achieved each statement. Then the level is given according to the overall majority. If they have met all the statements for the level, they move on to the next level. The textual definition of each level is also taken into account when levelling pupils. Reports Pupils progress in music is fed back to parents as part of their annual report. Here they are given: Details of the work their child has covered in music that academic year. A qualitative assessment as to how well they have progressed, including comments on behaviour and participation. A P level or National Curriculum level.

7 I Can Music Level Statements P4 Pupils use single words, gestures, signs, objects, pictures or symbols to communicate about familiar musical activities or name familiar instruments. With some support, they listen and attend to familiar musical activities and follow and join in familiar routines. They are aware of cause and effect in familiar events, for example, what happens when particular instruments are shaken, banged, scraped or blown, or that a sound can be started and stopped or linked to movement through a sound beam. They begin to look for an instrument or noise maker played out of sight. They repeat, copy and imitate actions, sounds or words in songs and musical performances. I can respond in the Hello Song I am learning to care for the instruments I can vocalise along to songs and musical activities. I can move my body to music I know when a wrong word is put in a nursery rhyme. I can make the noises of things (e.g. car, dog) when I see a picture of it. I can choose an instrument from the box. P5 Pupils take part in simple musical performances. They respond to signs given by a musical conductor, for example, to start or stop playing. They pick out a specific musical instrument when asked, for example, a drum or a triangle. They play loudly, quietly, quickly and slowly in imitation. They play an instrument when prompted by a cue card. They listen to, and imitate, distinctive sounds played on a particular instrument. They listen to a familiar instrument played behind a screen and match the sound to the correct instrument on a table. I know where equipment goes and how to use it I can use my singing and talking voice I can perform with others and follow signs to stop and start. I can copy long/short, fast/slow, loud/quiet sounds. I can say if a sound is loud or quiet. I can join in with some of the singing. I can start and stop dancing when the music starts and stops I can copy some of the actions my teacher shows me

8 I Can Music Level Statements P6 Pupils respond to other pupils in music sessions. They join in and take turns in songs and play instruments with others. They begin to play, sing and move expressively in response to the music or the meaning of words in a song. They explore the range of effects that can be made by an instrument or sound maker. They copy simple rhythms and musical patterns or phrases. They can play groups of sounds indicated by a simple picture or symbol based score. They begin to categorise percussion instruments by how they can be played, for example, striking or shaking. I can hold my instrument quietly. I can find a hitting or a shaking instrument. I can follow pictures to make patterns with my teacher,e.g. long, short, long I can take turns to make sounds with my friends. I can follow and copy my teacher in movement I can talk through a sound sequence, e.g. loud loud quiet loud and then play it I can make three different body sounds, e.g. stamp, clap, rub hands I can sing well known songs with my friends. P7 Pupils listen to music and can describe music in simple terms, for example, describing musical experiences using phrases or statements combining a small number of words, signs, symbols or gestures. They respond to prompts to play faster, slower, louder, softer. They follow simple graphic scores with symbols or pictures and play simple patterns or sequences of music. Pupils listen and contribute to sound stories, are involved in simple improvisation and make basic choices about the sound and instruments used. They make simple compositions, for example, by choosing symbols or picture cue cards, ordering them from left to right, or making patterns of sounds using computer software. I know that music can change how I feel. I know I have to wait for my time to play my instrument in a performance I know the sounds I make can try to describe things. I know I should be quiet before and after a performance. I can follow graphic signs to play in different ways. I can change instrument sounds by being asked to play slower/louder. I can learn new simple songs.

9 I Can Music Level Statements P8 Pupils listen carefully to music. They understand and respond to words, symbols and signs that relate to tempo, dynamics and pitch, for example, faster, slower, louder, higher, and lower. They create their own simple compositions, carefully selecting sounds. They create simple graphic scores using pictures or symbols. They use a growing musical vocabulary of words, signs or symbols to describe what they play and hear, for example, fast, slow, high, low. They make and communicate choices when performing, playing, composing, listening and appraising, for example, prompting members of the group to play alone, in partnerships, in groups or all together. I can follow a short graphic score (3-6 symbols) I can listen to music and use pictures to talk about it. I can sing whole songs in a group and can sing by myself I know what I should be doing in a simple performance and what my friends should be doing I know how I should behave on stage. I can get three different sounds from one instrument. I can make up movements to match the music. I can talk about my favourite music or song. NC1 Pupils recognise and explore how sounds can be made and changed. They use their voice in different ways such as speaking, singing and chanting. They perform with awareness of others. They repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points. They respond to different moods in music and recognise well defined changes in sounds, identify simple repeated patterns and take account of musical instructions. I know how to make a sound on several musical instruments, e.g. drum, triangle, recorder, keyboard I can get four different sounds from one instrument I can play and sing quietly/loudly, short/long notes, high/low notes I can hold and play most instruments with the correct technique. I can tell if I am hearing one or more than one strand of music/sounds. I can perform simple rhythms and songs by copying. I can choose sounds to represent ideas, e.g. horses hooves, money jingling I can say whether music sounds happy or sad and move to music according to how it feels, e.g. marching, sliding, jumping or dancing

10 I Can Music Level Statements NC2 Pupils recognise and explore how sound can be organised. They sing with a sense of shape of the melody. They perform simple patterns and accompaniments keeping to a steady pulse. They choose carefully and order sounds within simple structures such as beginning middle and end in response to given starting points. They represent sounds with symbols and recognise how the musical elements can be used to create different moods or effects. They improve their own work. I can keep a beat on my own and play simple rhythms in time. I can play at different speeds (tempi) and in different pulses (meters) I am always quiet before and at the end of a performance. I can listen to/watch my performances and offer appropriate evaluation. I can sing songs with others or on my own, remembering the tune and keeping in time. I can make up short musical patterns in a group or on my own with a beginning, middle and end, using different instruments or sounds. I can use my own made up symbols to represent sounds. I can describe music using element words such as high, low, fast, long or short sounds and say how they affect the mood of the music

11 Music Therapy Round Oak School employs a music therapist for one day a week through the Warwickshire County Music Service. Music therapy is used to help children communicate, interact, understand their feelings and express themselves in therapy sessions. The therapist forms a musical relationship with the child through shared music making. A variety of musical instruments such as piano, guitar, drums, small percussion instruments and xylophones are available in each session. No special musical training is needed for children to participate. Music therapy can help children with a wide variety of needs such as communication difficulties, emotional and behavioural problems, poor self esteem and autistic spectrum condition. Children may either have individual sessions or work in a small group. Referrals are made by discussion between the teachers, parents and therapists. It is important to note that music therapy IS therapy and not a form of instrumental or musical tuition.

12 Differentiation Music is a subject where, occasionally some of children display some extraordinary abilities or may use music as a means of engaging with the world around them. Round Oak s Music Department provides for pupils with greater learning needs in the following ways. Extra support, usually the class TA being positioned next to the child or sometimes the child s own 1:1. The support staff helps the child to engage in the activities. Sensory activities engaging with music through sensory experience. Personalising activities. With help and input from the support staff, activities are adapted to interest the pupil more. This could be by using the child s current obsession or behaviour plan to motivate them. Peer assistance, such as asking another class member to help with an activity or answer a question. Differentiated tasks: giving the pupil a simple role within a wholeclass activity, e.g. an instrumental role that requires minimal control/watching the conductor. Encouraging the use of signing or key utterances from nonvocal children. Own instruments: Children who present with musical needs may be given their own instrument, such as a keyboard, or have access to the instruments outside of lesson times..

13