Parent Time- Music and Drama Tuesday 6 th June 2017
Introductions & Housekeeping Miss McNeil Specialist Music Teacher Mrs Jacklin-Teaching and Learning Leader, Arts faculty leader and Year 4 teacher Evacuation if alarm sounds (not planned)
Aims of this session: To discuss some key elements in Music and Drama. To help you to understand expectations for KS1 and KS2 To discuss the teaching of the curriculum in school To demonstrate how we assess progress
Purpose of study - music 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.
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: 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.
Beat/Rhythm Oliver Goldsmith Primary School Delivering the curriculum; progression of skills EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 I can move to a steady beat. I can copy a rhythm I hear. I can show an understanding of short and long sounds. I can play a steady beat. I can clap the rhythm of a song. I can recognize and play ta, ti-ti and rest I can recognize and play a Ta-a, 2 beat rest and one beat rest. I know the names for ta, ti-ti, and ta-a. I can recognize, play and draw all of the rhythms I ve learned including a dotted minim. I can recognize the rhythm syn-co-pa in music I hear. I can say what a time signature means. I can recognize, play and draw all of the rhythms I ve learned, and their associated rests, including a semibreve. I can recognize, play and draw all of the rhythms I ve learned including semiquavers. I can recognize, play and draw all of the rhythms I ve learned with confidence. Melody Composing/ Improvising Pictures to represent rhythms. I can sing melodies using so and mi. I can make marks in response to music or sounds I hear. I can sing melodies using so, mi and la confidently, matching pitch. I can recognize high and low sounds. I can say what the melody is. I can improvise a response. I can compose an echosong. I can compose using symbols to represent sounds. I can sing do, re, mi, so and la confidently and in tune. I can hear and play steps, skips and leaps in music. I can compose an ostinato. I can create and perform a soundscape. I can notate a soundscape on a graphic score. I can begin to name and draw notes on the treble staff. I can name and play the notes of the C pentatonic scale. I can compose a piece of music in ternary form (ABA) I can improvise using the pentatonic scale. I can name and draw all of the notes on the treble staff. I can recognize the difference between Major and Minor tonalities. I can use the musical elements to compose a theme. I can improvise on a variety of tuned instruments and untuned percussion. I can name and draw the notes of the C major scale. I can play a variety of major and minor chords and say the notes that make them. I can compose a theme and variations piece. I can use the notes of the blues scale to improvise a solo. Consolidating all rhythms learnt. Any new rhythms as they appear in music studied. I can use notes from chords I know to create short melodies or riffs. I can create harmony by using chords or root notes as an accompaniment. I can write a song, using lyrics and musical elements to create meaning. I can improvise on a variety of instruments, maintaining a steady beat, using rhythms and elements of music I have learned to create interest.
Delivering the curriculum; progression of skills Performance Skills: Singing Performance Skills: Instrumental Further Knowledge and Skills EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 I can participate in singing games. I can use different types of voices. I can play and stop at the right time when signaled. I can play and move fast and slow. I can use everyday objects to make sounds. I can explore different sounds instrumental, body and vocal. I can participate in singing games. I can use a confident singing voice. I can play a variety of percussion instruments with control. I can play to a steady beat at different tempos I can use dynamics for effect (loud and soft) I can group instruments by how they are played. I can listen to music and respond through moving. I can focus on my part while singing partner songs. I can match the piano/cd/teacher with my singing voice so it sounds the same. I can play tuned percussion instruments to a steady beat. I can play an ostinato to accompany a song. I can play a crescendo and decrescendo. I can name classroom instruments that I use. I can listen to music and describe what I hear using musical language. I can use facial expressions, dynamics and phrasing to sing with expression. I can maintain my part while singing a round. I can explain some features of written music (bar lines, repeat signs, and measures). I can perform the pentatonic scale on the ukulele to a steady beat. I can name the instrument families and describe features of each. I can maintain my part while singing in simple two-part harmony. I can demonstrate appropriate ensemble skills (play in time with others, start and stop at the same time, maintain my part, follow signals). I can recognize and identify instruments in the orchestra and describe their timbre. I can sing a harmony part in tune, with confidence, dynamics, phrasing and expression. I can perform all notes of the C major scale on the recorder smoothly, with good tone. I can listen to others and adjust my singing/playing dynamic and tone to blend with the ensemble. I can explain some features of Baroque music. I know some facts about the life of a British composer - Handel. I can sing confidently and with expression, maintaining my part against a contrasting part. I can perform polyrhythms confidently in time with others. I can recognize a vaierty of signals in traditional music and respond appropriately. I can describe some features of traditional African music. I can use technology to play/compose/record music.
Assessing progress Photos and videos
Wider Opportunities Children have a vast array of opportunities both in and out of the school day to pursue their musical interests. These include: Junior Orchestra: For children in Years 4-6 who have been taking lessons on an instrument for at least a term Junior and Infant Choirs: By audition in September. Infants Yr 1,2,3 led by Mrs. Palinda, Juniors Yr 4,5,6 led by Miss McNeil Brent Music Service: Instrumental Lessons, Brent Junior Orchestra, Brent Junior Choir (see useful links) Year 4 Trumpet Year 5 Handel Project EYFS & KS1 Orchestra for the Age of Enlightenment Project Termly Visits from the Worshipful Company of Musicians School-wide links with The Village School Musical/Cultural school trips: Yr 2 Wigmore Hall, Yr 3 Millfield Panto, Yr 5 Handel Opera, Yr 6 Lion King Musical
Pupil Voice Children have had a chance to reflect on cultural experiences, either when they have been to a performance or appeared in one. Here are just a few of their thoughts and comments: It made me feel good and happy because I heard so much beautiful singing. (Handel Opera Visit) I ve learnt no matter what goes wrong keep trying. [My favourite part was] hearing the orchestra because it was almost like magic the way they played in time. [The arts are] important because you get to discover new things and show what s in your mind. My favourite part of the experience is when it was my turn to shine. It made me feel excited and special because I love acting and I had a chance to perform in front of an audience. At first I felt nervous but then I felt more brave every second. It s going to be hard work. (Magpie Manor Musical)
Staff Training We have undertaken a programme of staff training in all areas of the Creative Arts this academic year with good success. To date, we have covered music, dance, art and display. We are hoping to run staff training on drama before the end of the academic year with the drama specialist who runs our drama club.
Purpose of study - drama The national curriculum for English reflects the importance of spoken language in pupils development across the whole curriculum cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.
All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.
Drama and performance is taught to all children through the Year group annual assemblies (Reception to Year 6). The quality of these reflects the confidence built up in the children from a very young age and provides a strong foundation for us to be able to stage our excellent live performances both in and out of school. The primary way we weave drama into learning throughout the year is through work we do in English lessons be it role-play, hot seating, writing play scripts and acting them out in groups, freeze framing scenes in texts, setting up dramatic opportunities, for example Year 1 and the police scene-of-crime lesson linked to Little Red Riding Hood.
We provide two out-of-hours drama clubs one for Infants and one for Juniors. These are run by specialist teachers from Fresh Arts a collaboration developed from previous work with the lady who owns this company. The clubs are very popular, particularly the Infant club which boasts 31 children amongst its ranks this term! Both clubs will perform in our Performing Arts concert in July, with the Junior Drama club children writing their own mini-play.
How you can support your child/children at home:
Talk about what they are doing in school. Attend any concert/assembly/performance they take part in. Allow them to learn by making mistakes and taking risks; creative arts are personal and subjective. Value their efforts! Encourage your child to practise regularly Support your child if they have a musical commitment at school choir, ensemble, musical cast, instrumental lessons Make use of family friendly musical and cultural events
Useful websites and suggested venues to visit: Brent Music Service - https://www.brent.gov.uk/bms Family Concerts: Wigmore Hall - https://www.wigmore-hall.org.uk/ Royal Albert Hall - http://www.royalalberthall.com/tickets/series/children-and-families/ London Philharmonic Orchestra - https://www.lpo.org.uk/education/family-concertsfunharmonics.html London Symphony Orchestra - https://lso.co.uk/lso-discovery/discovery-families.html Online Resources: Classical Music Podcasts for Kids - http://www.classicsforkids.com/ BBC Ten Pieces Initiative - http://www.bbc.co.uk/programmes/p04pc0j8 Music Games for All Ages - http://pbskids.org/games/music/
BRENT & BBC FAMILY ORCHESTRA AND CHORUS WORKSHOP A fantastic opportunity for your family to perform together with the BBC Proms! SATURDAY 24 th JUNE, 11am 1pm at Chalkhill Primary School 5 minutes walk from Wembley Park underground station and bus links. Dear Parents/ Carers, Students and Tutors, We are delighted to be able to offer the opportunity for families in Brent to participate in a Family Orchestra and Chorus workshop with the BBC Proms. The workshop will be led by BBC musicians, and will be an opportunity for you and your family to work together to create a new piece linked to music featured in the forthcoming BBC Proms season. The workshop will take place from 11am - 1pm on Saturday 24 th June at Chalkhill Primary School. (PLEASE NOTE PARKING IS SEVERELY LIMITED. PLEASE TRAVEL BY PUBLIC TRANSPORT IF POSSIBLE). We are inviting mums, dads, brothers and sisters aged 7+ to join in the fun. There s no cost for you and your family to attend - all you need is lots of enthusiasm! Children must be accompanied by at least one adult. Unfortunately we are unable to accommodate pianos and electric or amplified instruments such as electric guitars and keyboards, but you may still participate on acoustic guitar, percussion instruments or as part of the choir. If you have your own instrument, bring it along. Don t worry about how long it might have been since you last played it. If you don t own an instrument or have never played, you can sing or play in our percussion section (subject to space and availability of instruments). And there s more At the workshop, we ll be telling you more about how your family can access discounted tickets for the in-demand Ten Pieces Presents Prom on 23 July, which will include music by Beethoven, Copland, Elgar, Mozart and much more! We ll also give you information about further BBC Proms Family Orchestra and Chorus events that you can get involved in at the Royal Albert Hall on 6 and 12 August. If you would like your family to take part, please go to this link to book your tickets. https://www.eventbrite.co.uk/e/bbc-and-brent-family-orchestra-and-chorus-workshop-tickets-34417024246 It s completely FREE. Please note - there will be no admittance without a ticket. We look forward to making music with you soon. Best wishes, Brent Music Service and the BBC Proms Learning Team BMS Office: 020 8204 8096 Email: info@brentmusicservice.com
Any Questions????
Thank you for your time Please can you complete the evaluation forms provided