Music stimulates complex thinking which requires high levels of precision. It demands commitment and imaginative decision making. Music is a powerful medium for communication between people of different ages, cultures and social backgrounds.
Here at Lime Academy Abbotsmede, we believe that musical activity allows children to explore feelings and provides children with opportunities to express themselves in ways that support or go beyond verbal communication. Being exposed to regular music making activities and being encouraged to respond to music can develop children’s aural awareness, self-confidence, self-esteem and creativity.
The art of music is the aesthetic organisation of sound using the elements of rhythm, pitch, dynamics, timbre and texture, within a variety of structures.
The music policy for Lime Academy Abbotsmede seeks to fulfil the statutory requirements as outlined in the New National Curriculum in an enjoyable and practical way.
To develop pupils’ skills, knowledge and understanding in performing, composing, listening and appraising.
- To develop pupils’ understanding of how music can take a variety of forms and that music can reflect other times and places.
- To develop pupils’ independence, self-esteem, motivation and empathy with others and the ability to work with them.
Planning for music
We provide an integrated approach to teaching the two attainment targets. Emphasis is placed on practical involvement by all pupils in composing, performing, listening and appraising through whole class, small group, paired and individual activity. Teaching styles are selected to suit the chosen activity and the learning need of the pupil. According to the task set, teachers:
- Encourage, inspire, direct, let go.
- Observe, help, counsel, advise, instruct.
- Prepare, lead, appraise.
- Participate in and share musical experiences.
- Manage individual, paired, small groups and whole class activity.
- Control and enhance learning environments.
- Make the best use of all available resources.
- Develop strengths and nurture gifts.
- The learning process for children will be active and co-operative, involving them in:
- Decision making.
- Problem solving.
- Refining and rehearsing.
- Responding with feeling.
- Making music with commitment, sensitivity and accuracy.
- Directing and following musical direction.
Opportunities for music
In the Foundation stage, children have the opportunity to explore a variety of tuned and un-tuned instruments through play, sing along to nursery rhymes and clap to rhythms. This gives the children the opportunity to explore music in a fun and active way.
Cross curricular links:
Music is a subject that helps to embed skills from other subjects. These are a few examples in which music incorporates other curriculum subjects;
- Numeracy – Pulse and notation have close links with numeracy learning by encouraging the children to count bars, notes or rests and by clapping in time with a measured beat. Children are able to use their knowledge of fractions (in the time signature), ratio (speed), place value, halving and doubling numbers (for note or rest value) as well as thinking in space and time (when placing each note). When the children are learning rhythm, they are also learning ratios, fractions and proportions.
- Literacy – Song lyrics play an integral part in the composition part to the music curriculum. Children learn to understand and appreciate the importance of lyrics in songs.
-P. E. – Children learn to add dance and movement to song and learn about the importance of rhythm in music and dance.
- Science – Children can experiment with sound by creating their own instruments and thinking about how sound changes.
- PSHE – Using music to express emotions and feelings whilst also understanding cultural diversity through music.
- ART – Using art to ‘paint a picture’ from emotions evoked from music they have listened to. Art can also help children to design ways of writing notation down in a variety of ways.
-DT. – Children will experience designing and creating their own instruments.
- IPC – Being the International Primary Curriculum, the above foundation subjects are incorporated into this one area, however being an international coverage, it also allows children to learn about world music and make explicit links with their learning.