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Music

  • Intent

    At Emley First School, children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing. Music is a practical, creative subject, which can be of benefit to all children in developing imagination, the ability to listen attentively and the ability to express personal thoughts and feelings. We provide opportunities for all children to achieve success, to respond to music in a variety of ways, and to develop confidence and enthusiasm in listening to, creating and performing music. We aim to broaden children’s experience of the wealth of different music from around the world and through history, and to develop their ability to listen with discrimination and respect, and discuss their ideas knowledgeably and with awareness of emotional impact.

  • Implementation

    At Emley First School, our children’s musical journeys begin in EYFS, through singing songs, playing musical games, making sounds and purposeful silences using instruments, keeping a beat, and responding to music through hand or body movements, voices and mood. These foundations are built upon in Key Stages 1 and 2.  Our music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, performances and the learning of instruments. All children experience activities that fulfil the following strands:

    •       Listening with concentration and understanding (music appreciation)

    •       Experimenting with, creating, selecting and combining sounds to achieve a desired effect (composing)

    •       Playing tuned and un-tuned instruments (performing)

    •       Using the voice expressively and creatively (performing)

    Within these strands, the musical elements of pitch, duration, timbre, texture, dynamics and structure are progressively introduced, enabling children to discuss music with understanding and relevant vocabulary. In Key Stage 2, musical literacy is gradually developed, allowing children to read and write standard staff notation in both rhythm and pitch. Music lessons are weekly, allowing a build-up of skills and knowledge through the year, rather than in short blocks, where learning may be forgotten.
     

    Music Overview

     

    Autumn - singing, music appreciation, history of music.

    Spring – BBC 10 pieces composer (2 year rotation)

    Summer – musical instrument

    Sapphire

    Singing will focus on performances for Harvest at the beginning of the school term and then improving ready for the Christmas productions at the end of the Autumn term.

    Music appreciation – KS1 will focus on movement to music. KS2 will turn to writing about the music, developing their use of music vocabulary and including this in their writing e.g. tempo, dynamics, timbre.

    A – Kerry Andrew ‘No Place Like’

    B – Vaughan Williams ‘Lark Ascending’

    Un-pitched percussion

    Ruby

    A – Jean Sibelius ‘Finlandia’

    B - Gustav Holst ‘Mars’

    Boom whackers/pitched percussion

    Emerald

    A – John Adams ‘Short Ride in a Fast Machine’

    B – Antonio Vivaldi ‘Winter’

    Recorders

    Amethyst

    A – George Gershwin ‘Rhapsody in Blue’

    B – Edvard Grieg ‘In the Hall of the Mountain King’

    Ukulele

    Citrine

    A – Delia Derbyshire ‘Doctor Who Theme’

    B – Ludwig Van Beethoven ‘1st movement, Symphony no.5’

    Violin

     

    Singing forms an important part of school life, in Collective Worship, Key stages, and in individual classes, and is ongoing throughout the school year.

  • Impact

    We believe that, through regular Music teaching, children will be able to sing and perform using instruments with increasing confidence, control, intention and awareness of the overall effect of the music. They will build up knowledge of key composers, performers, instruments and pieces from a wide variety of genres, times and places. They will be able to discuss and evaluate music using appropriate musical vocabulary, expressing their own personal preferences, while showing respect for diversity and the preferences of others, and use music as a means of communication and self-expression.

    It is our intention that children will have had a wide and rich variety of musical experiences by the time they leave Emley First School, including hearing quality live performances. We hope that, by providing children with these experiences, it will enhance their musicianship and promote a love of creating, sharing and appreciating music in the wider world.

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