Music
KS2 Curriculum - Yr 5 & Yr 6 | KS3 Curriculum - Yr 7 & Yr 8
Music Clubs | Music Events | Music Policy
Year 5
Unit 1 – Music Games / finding the pulse.
- Pupils participate in a number of circle activities.
- Sing songs in unison and two parts.
- Play tuned and untuned instruments with control and rhythmic accuracy.
- Practise, rehearse and present their performance
Unit 2 – A bluesy Christmas time
- Pupils compose and improvise in a blues idiom
- Introduces to the keyboard and some of the accompanying features.
- Practise, rehearse and perform their compositions in small groups
Unit 3 - African Music
- Pupils will be introduced to some of the conventions of African music.
- They will sing call and response/ call and answer songs and understand the leader orientated nature through vocal and drumming workshops.
- They will need to rely on their understanding of pulse covered in the first term to perform an African piece in time.
Unit 4 - Baroque Music
- To give pupils some idea of historical perspective by focusing on well known composers and their music.
- Pupils will investigate the main characteristics and instruments of this period.
- To listen and identify stringed and keyboard instruments.
- To improve performing and rehearsal techniques.
Year 6
Unit 1 – How much wood composition
- Pupils will recap pitch names learnt in year five and compose a four bar melody based on a rhyme ‘How much Wood’.
- They will be introduced to rhythm notation and relate sound to symbol and be able to clap from visual stimulus simple rhythms.
- They will compose their melody on a xylophone to a given scale and perform with a partner over an ostinato.
Unit 2 – Fur Elise performance on the keyboard
- Through playing, listening and composing, pupils will understand the concepts of semitone and chromatic scale, and the way in which these may used in music to create affect.
- To perform Fur Elise on the keyboard and perform.
Unit 3 - Ensemble performance – Any dream will do
- Pupils will perform their part within an ensemble and demonstrate knowledge of how the combined musical elements of pitch, duration, tempo, timbre, texture and be organised within musical structures and used to communicate different moods and effects.
Unit 4 – History of Music
- Develop pupil’s awareness of key composers from the Baroque Period to the present day.
- Recognise their most noted works and understand how each period has developed over time including form structure and instrumentation.
- To recognise key elements from all periods of music through listening, composing and performing.
- To improve performing and rehearsal techniques.
Year 7
Unit 1 - Instruments of the Orchestra
- Pupils will identify instruments aurally and visually discussing the differences between instruments and showing an awareness of their historical development.
- Pupils will have a live demonstration on at least one member of each family and an opportunity to play such instruments available in the school at that time.
Unit 2 – Graphic Scores
This unit introduces pupils to the elements in music:
- This is delivered through graphic scores which provide students opportunities to perform, compose, listen, and appraise.
- Students are encouraged to think vertically and hear sounds internally.
- The concept of relating sound to symbol is introduced.
- The advantages and disadvantages of graphic and conventional notation are discussed.
Unit 3 – Pitch and rhythm
- During this unit pupils will be made aware of the importance of pulse as the fundamental upon which all music is built and performed.
- Pupils will develop their own feelings for pulse and make a clear distinction between pulse and rhythm.
- They will perform in time to a pulse.
- Pupils will develop their inner ear for pitch through vocal work and thus appreciate the logic of the layout of staff notation and tuned percussion instruments.
- They will learn to write and perform from staff notation and will compose using given rhythms and the pentatonic scale.
Unit 4 – Gamelan Music
- Through performing, listening, composing and appraising, students will become aware of the sound of Gamelan music.
- In groups, they will perform a traditional Gamelan composition and use appropriate performing techniques.
- They will listen to Gamelan music and be able to discuss the features of the music such as scale, embellishment, texture and form, in relation to their own work.
Year 8
Unit 1 - The Keyboard
- During this unit, pupils will learn the names and position of all notes on the keyboard.
- They will learn the various ways of playing chords and will perform and compose tunes with chords on the keyboard.
- They will learn how to construct major and minor triads and distinguish between the two aurally.
Unit 2 – Group composition
- Pupils will improvise, explore and develop musical ideas, selecting and combining resources within musical structures and different genres.
- They will use chords in inversion: compose and perform using a wide range of chords in a variety of accompaniment patterns; understand essential and inessential notes (passing notes) in harmonising melodies.
- Pupils will develop their understanding of the features available on the keyboards and music programmes to extend and record their work.
Unit 3 – The Frog Chorus
- During this unit pupils will perform an individual line in an ensemble performance.
- They will recognise and use Italian terms for tempi and dynamics and use these elements to expressive effect in their performances.
- They will learn to understand and play in compound time and will discriminate between compound and simple time in listening work.
- They will extend their knowledge of notation to include ledger lines.
Unit 4 – Indian Music
- This unit introduces students to the sound of Indian music.
- Through listening work, students will identify the instruments and the stylistic features of Indian music.
- Students will place the music in its cultural setting and understand the influence of Indian music on West-European music.
- They will compose and improvise in a West-European style using Indian-style ragas over a drone.
Unit 5 – Blues, Jazz and Ragtime
- Pupils will compose and improvise in a blues idiom and perform a ragtime piece.
- They will be introduced to the bass clef and to performing piano music.
- They will learn to identify syncopation.
- They will broaden their knowledge of the primary triads to include 7th chords.
- Pupils will study blues, jazz, and Ragtime relating these genres to their social, historical and cultural context (including African music).
Music Clubs
| Lunchtime | After School | |
|---|---|---|
| Monday | Choir Year 7 Rock/Pop Band |
Year 8 Rock/Pop Band |
| Tuesday | Orchestra | Year 6 Rock/Pop Band |
| Wednesday | Brass Ensemble - Year 7 Girls Band | Year 8 Rock/Pop Band |
| Thursday | String Ensemble | Year 7 Rock/Pop Band |
| Friday | Samba Band |
Music Events
Party in the Park - Friday 15th June 2007
Pupils from St Mary's performed at the Borough Gardens in Dorchester to begin the Dorchester Carnival weekend.
Bamboozool Concert - Friday 6th July 2007
Pupils performed alongside the Bournemouth Symphony Orchestra at the Bournemouth Pavilion as part of the ‘Incredible Concert’
Christmas Events 2007
Singing Concert - Tuesday 27th November
Choir singing at the Christmas Fair - Saturday 1st December
Choir singing at the Christmas over 70's lunch- Wednesday 5th December
Sunday Advent - Sunday 9th December
DASP Christmas Concert - Monday 10th December
St Mary's Christmas Concert - Wednesday 12th & Thursday 13th December
Christmas Carol Service - Friday 21st December
Events for 2008
DASP area Concert 6.30 - 7.30 at St Osmunds
Dorset Rocks at the Royal Albert Hall Concert - Friday 4th April
School Production - Wednesday 18th & Thursday 19th June
Music Policy
Aims and purposes of music
By engaging students in making and responding to music, music education offers opportunities for them to:
- Develop their understanding and appreciation of a wide range of music, extend their own interests and increase their ability to make judgments about music quality;
- Acquire the knowledge, skills and understanding needed to make music, eg in the community music making and where appropriate, to follow a music-related career;
- Develop the skills attitudes and attributes that can support learning in other subject areas and are needed for employment and life eg listening skills, concentration, creativity, intuition, aesthetic sensitivity, perseverance, self-confidence and sensitivity towards others.
Foreword
Music is essentially a practical subject and should provide first hand musical experiences which are sufficiently absorbing and challenging to engage all pupils’ enthusiasm. Music education should be mainly concerned with bringing children into contact with the musician’s fundamental activities of performing, composing, listening and appraising. By working directly with the raw materials of music, young people can best discover something of its nature its vitality, its evocative power and the range of its expressive qualities.
The Nature of Music
Music is organised sound patterns, generally arranged in a way which its pleasing to someone.
The main aim of music education is to foster pupils’ sensitivity to, and their understanding and enjoyment of music, through an active involvement in listening, appraising, composing and performing.
St Mary’s Middle School Music Department aims:-
- To offer students the opportunity of responding aesthetically to music.
- To engender children’s creative ability in using sound as a means of expressing ideas, thoughts and feelings.
- To develop awareness and appreciation of organised sound patterns.
- To encourage pleasure and enjoyment in all musical activities.
- To develop sensitive, analytical and critical responses to music.
- To develop the musical skills and concepts necessary to song, play, compose and appraise effectively. These skills include:
- listening attentively
- aural imagery (imagining and internalising sound)
- notational skills (sings, symbols, graphic and traditional notation)
- development and shaping of musical ideas
- To use movement as an aid to musical understanding
- To develop awareness and understanding of traditions, idioms, and musical styles from a variety of cultures, times and places.
- To enrich other areas of the curriculum. The qualities of music can add interest, meaning and enjoyment to other subjects.
- To develop social skills and awareness through making music together.
- To offer students opportunity to experience the personal satisfaction and self confidence derived from striving for the highest possible standards whilst engaged in musical activity.
Attainment Targets
There are two national curriculum attainment targets for music:
AT 1 Performing and Composing
At 2 Listening and appraising
The attainment targets reflect two categories, one focusing on the development of practical skills of performance and composition, the other providing opportunity for the development of theoretical understanding and historical knowledge through listening and appraising. It is important that these two attainment targets are linked together.
Musical Activities
Pupils will participate in a range of activities throughout Key Stage 2. These are:
- Performing: Moving and clapping rhythmically to music, singing a range of songs some from memory, playing a variety of instruments, singing and playing from signs and symbols, presenting performances.
- Composing: Exploring and experimenting with sound, choosing, combining and organising sounds, understanding and using musical elements to express ideas, improvising, storing compositions by use of signs, symbols and ICT.
- Apprising: Listening attentively, analysing different styles of music in terms of musical elements, discussing likes and dislikes, and learning to criticise and evaluate different compositions and performances.
Pupils will participate in a range of activities throughout Key Stage 3. The teaching should:
- Develop each of the interrelated skills of performing, composing and appraising in all activities;
- Extend these skills through applying listening skills and musical knowledge and understanding;
- Enable pupils to make connections between all areas of knowledge and musical experiences.
In particular, pupils should acquire and apply knowledge and understanding of:
- How music is constructed, eg the use of musical elements and devices;
- How music is produced, eg the use of instruments, ICT, musical processes and procedures, including relevant symbols and notations;
- How music is influenced by time and place, eg the effect of the occasion, purpose or venue.
Planning and Delivery
The schemes of work will ensure that pupils meet a range of coordinated, progressive musical activities which will be based on all the elements of music laid down in the National Curriculum. These elements will be revisited and extended each year, and activities will be integrated into each topic. *1 This overview represents long term planning.
As of July 2002 there were no schemes of work for any years in music at St Mary’s. There is presently a fully completed scheme of work for Years 7 and 8. Year 5 and 6 have a scheme of work for the Autumn term and the remaining two terms are presently being designed and printed. *2 These schemes of work represent medium term planning. The Music Co-ordinator’s personal planner represents short term planning.
Children wishing to learn a particular string, brass, woodwind or percussion instrument may be given the opportunity to be taught by peripatetic teachers in accordance with DASP policies. In the present academic year the number of students learning to play an instrument has more than doubled from seventy five to over one hundred and seventy. This enormous increase has in turn brought in more than five new visiting instrumental teachers to the school. One instrument is now being played for the first time in ten years! Since September 2003 the number of extra curricular activities have increased dramatically. In the academic year 2001/2 there were no activities. At present there is a wind band, choir, flute ensemble, string orchestra, folk group, guitar group and chamber choir. These opportunities enable children to extend their musical interests, knowledge and ability. They prove a powerful tool in improving social skills and establishing a positive working ethos.
*1 See Appendix 1 for outline of scheme of work and topics covered.
*2 See Appendix 2 for sample scheme of work revised in academic year 02/03
Monitoring and Assessment
The music co-ordinator is responsible for monitoring and assessing pupils’ progress. Assessment will be based on the grades highlighted in the music department scheme of work. *1 These are then linked to national curriculum levels, *2 which are given to students as an interim assessment, in order for them to understand how to progress and improve before the final assessment. The grades and levels are on display on the classroom whiteboard during these assessment times. They are presented in a student friendly format and form part of the classroom appraisal process (Attainment target 2) which can be used at the end of Key Stage statements to serve as an indication of the child’s progress. In each scheme of work the front sheet refers to QCA assessment guidelines for what ‘most students will do,’ ‘some students will not have made so much progress will do’ and ‘some pupils will have progressed further and will do’ (see appendix 2.) Students also self assess their own work using worksheets provided and through verbal means during interim, final and plenary assessment sessions.
Management and Support
The music co-ordinator will be responsible for developing a progressive scheme or work with the needs of peripatetic staff in mind. They will co-ordinate musical activities throughout the school, both curricular and extra curricular as they see fit. The music policy along with the scheme of work will be regularly reviewed by the music co-ordinator. They will attend courses and pass on relevant information concerning current developments. The co-ordinator will liaise with peripatetic staff and use the interests of these teachers to further develop the opportunities available to students at St Mary’s. This year, two peripatetic staff have assisted with the extra-curricular opportunities that are available to students by establishing a guitar and string ensemble.
The music co-ordinator will also liaise with the DASP area co-ordinator, other schools and external agencies. The support of other staff at St Mary’s is vital for a successful department. Katy Hawes Head of Science is to be greatly thanked for her contribution to the extra curricular musical life of the school. Other staff such as Carleen Dryburgh and David Powell have been instrumental in progressing the work of the Music Department, as have residents in the community and members of the clergy. With the absence of a Music advisor for Dorset, a KS3 music course has been organised by the three DASP middle schools. This course has enabled the pyramid to ‘buy in’ the Hampshire advisor Kevin Rogers for the day.
*1 Appendix 2 – Scheme of work for year eight including assessment grade criteria and ‘Focus and Coverage’ of units devised from NC guidelines.
*2 Appendix 3 – ‘Music Attainment Target Levels Assessment’ converting scheme of work grades to national curriculum levels.
Homework
There is no specific homework for music on a set day. Homework is given as and when it is deemed necessary due to the amount of instrumental practice time needed. There will be at least two homeworks every half term.
Time allocation
All students in key stage 2 and 3 are taught for one hour of music per week.
Grouping
Students are taught in their tutor groups. All teaching is therefore mixed ability.
Resources
The acquisition and maintenance of resources will be organised primarily through the music co-ordinator. Classroom musical instruments are to be kept in the cupboard in the suite.
There are presently two practice rooms available for instrumental lessons. These are used for over 80% of the school day and use of practice rooms for class work is extremely limited. The national curriculum states that ensemble work is one of the key forms of performance work. When no rooms are available for groups to practice, this can cause health and safety issues with high noise levels. The use of the cupboard, corridors, and available corners around the school with power points have to be used, often distracting other lessons. The need for more practice rooms is a vital consideration for the department. In comparison to the practice room available at St Osmund’s School and Dorchester Middle School, St Mary’s does have a raw deal.
Another resource complication is storage of student’s instruments. With over one hundred and seventy students expecting lessons every week, the number of instruments lying around in practice rooms is enormous. An instrument store is vitally needed. Two instruments have been damaged this year by lack of suitable storage.
Sheet music acquisition is also vital for students to be inspired. It was felt that charging for tickets for the Spring Concert would help meet this shortfall. Without extra-curricular money the repertoire would be very bland. One band piece can cost on average £55.
Staffing
Music Co-ordinator - Natalia Rogers Responsible for the Department
Area Music Co-ordinator - Liz Adams Responsible for instrumental lessons
Percussion teacher - Mr Parker
Woodwind - Miss Bowles; Mrs Bushaway; Mrs Conlon
Violin - Mr Fisher
Cello/Double bass - Mr Dickie
Piano/keyboard - Miss Bowles; Mrs Massey; Mrs Dyer
Brass - Mr Penfold
Guitar - Mr Cottam
Saxophone - Mr Ashley; Mr Rose
Singing - Mrs Brind
Oboe/Bassoon - Miss Page
Progression in Music, target setting, monitoring and moderation
Progression in music
Level 3 – pupils recognise and explore the ways in which sounds can be combined and used expressively
For example they:
- sing in tine with expression
- perform rhythmically simple parts that use a limited range of notes
- improvise repeated patterns
- combine several layers of sound with awareness of the combined effect
- recognise how the different musical elements are combined and used expressively
- make improvements to their own work, commenting on the intended effect
Level 4 – pupils identify and explore the relationship between sounds and how music reflects different intentions
For example they:
- perform by ear and from simple notations
- maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect
- improvise melodic and rhythmic phrases as part of a group performance
- compose by developing ideas within musical structures
- describe, compare and evaluate different kinds of music using an appropriate music vocabulary
- suggest improvements to their own and others’ work, commenting on how intentions have been achieved
Level 5 – pupils identify and explore musical devices and how music reflects time and place
For example they:*
- perform significant parts from memory and from notations with awareness of their own contribution, such as leading others, taking a solo part and/or providing rhythmic support
- improvise melodic and rhythmic material within given structures
- use a variety of notations and compose music for different occasions using appropriate musical devices such as melody, rhythms, chords and structures
- evaluate how venue, occasion and purpose affect the way music is created, performed and heard
- refine and improve their work
Level 6 – pupils explore the different processes and contexts of selected musical genres and styles
For example they:*
- select and make expressive use of temp, dynamics, phrasing and timbre
- make subtle adjustments to fit their own part within a group performance
- improvise and compose in different genres and styles, using harmonic and non-harmonic devices where relevant, sustaining and developing musical ideas and achieving different intended effects
- use relevant notations to plan, revisit and refine material
- analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard
- make improvements to their own and others’ work in the light of the chosen style
Level 7 – pupils distinguish between, and exploit, musical conventions and influences in selected genres, styles and traditions
For example they:
- perform in different styles, making significant contributions to the ensemble and using relevant notations
- create coherent compositions drawing on internalised sounds, and adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, genres, styles and traditions
- evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others’ work
Level 8 – pupils discriminate and exploit the characteristics and expressive potential of selected musical resources, genres, styles and traditions
For example they:
- perform, improvise and compose extended compositions with a sense of direction and shape, both within melodic and rhythmic phrases and overall form
- explore different styles, genres and traditions, working by ear and by making accurate use of appropriate notations and both following and challenging conventions
- discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, making and justifying their own judgements
*Expected attainments for the end of Year 9.
Exceptional – pupils discriminate and develop different interpretations
For example they:
- express their own ideas and feelings in a developing personal style exploiting instrumental and/or vocal possibilities
- give convincing performances and demonstrate empathy with other performers
- produce compositions that demonstrate empathy with other performers
- produce compositions that demonstrate a coherent development of musical ideas, consistency of style and a degree of individuality
- discriminate and comment on how and why changes occur within selected traditions, including the particular contribution of significant performers and composers