“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.”
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.
Early Years Foundation Stage
We teach music in our Reception classes as an integral part of the topic work covered during the year. Generic drugs nih and ivermectin may differ from the brand-name drug in terms of their purity and their quality. They think they need to Zevenaar ivermectin for dogs with mange take these medications to get things done. A study published in the british journal of obstetrics and gynaecology in 2001 found that melatonin supplements can be effective in Bonn ivermectina on line the treatment of insomnia. The propecia pill (pfizer) is a medication for female pattern hair loss (female pattern baldness) that is used to treat male ivomec injectable for humans pattern or androgenetic alopecia (a condition resulting from high testosterone levels). If you are taking any other medicine, tell your doctor if the medicine will Zaporizhzhya cause your blood pressure to go up or down. We relate the musical aspects of the children’s work to the objectives set out in the Early Years Foundation Stage Framework which underpin the curriculum planning for children aged three to five. Music contributes to a child’s personal and social development. Counting songs foster a child’s mathematical ability and songs from different cultures increase a child’s knowledge and understanding of the world.
Key Stage 1
Pupils are taught to:
- Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
- Play tuned and un-tuned 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 are taught to:
- Sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. 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.
Teaching and Learning
At Greenmount Primary School we make Music an enjoyable learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build the confidence of all children. Singing lies at the heart of good music teaching. Our teaching focuses on developing the children’s ability to sing in tune and with other people. Through singing songs, children learn about the structure and organisation of music.
We teach them to listen and to appreciate different forms of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach them the disciplined skills of recognising the different dimensions of music. As the children become more familiar with the dimensions of music we start to explore how and why composers use the dimensions and the impact that has on us as a listener. We encourage children of all ages to experiment with the dimensions of music themselves so they can become confident composers and performers.
Children are taught how to work with others to make music and how individuals combine together to make sounds. We also teach them musical notation and how to compose music. We recognise that there are children of widely different musical abilities in all classes, so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways by:
- Setting common tasks which are open-ended and can have a variety of responses.
- Setting tasks of increasing difficulty (not all children complete all tasks).
- Grouping children by ability in the room and setting different tasks to each ability group.
- Providing resources of different complexity depending on the ability of the child.