Cronton C



Cronton C. E. Primary School

Policy Statement for

Music

Introduction

This document is the statement of the aims, principles and strategies for teaching and learning of music at Cronton C. E. Primary School.

It was developed during the Summer term of 2012 through a process of consultation with teaching staff.

It was approved by the Governing body during the Autumn Term 2012

A schedule for the review of this and all other policy documents is set out in the School Improvement Plan.

What is Music?

Music is the organisation of sounds into a structured system, and the skills needed to do this; music also involves an emotional response form the listener and from those who make it.

Aims

“Music education should be mainly concerned with bringing children into contact with the musician’s fundamental activities of performing, composing and listening.( page 2 Music from 5 to 16)

Our aims in teaching music are that all children will:

• develop a sensitive response to sound in general and in particular to those organised patterns of sound called ‘music’;

• Develop a capacity to express ideas and feelings symbolically through the medium of sound;

• Develop insight through music into areas of experience, some of which cannot easily be verbalised;

• Develop the necessary skills and concepts whilst engaged in musical activities;

• Develop social skills and awareness through making music together;

• Offer opportunities to experience the personal satisfaction and self confidence derived from striving after the highest possible standards whilst engaged in musical activities;

• Develop an awareness of musical traditions and developments in a variety of cultures and societies.

Principles of the teaching and learning of music

Music is important because it is part of the children’s background – they come across music everyday on the radio, television , CDs and cassettes. It is a way of responding to feelings.

Music is a foundation subject in the National Curriculum. The fundamental skills, knowledge and concepts of the subject are set out in the ‘Music in the National Curriculum’ where they are categorised into a single strand – knowledge, skills and understanding.

Strategies for the teaching of music

The music curriculum is organised on a topic basis, in half-termly units. Currently all the classes are single age group, and will follow the long-term and medium term plans of the music curriculum.

Approximately 1 hour per week is spend on music. This includes some singing and appreciation and listening work undertaken as part of assembly. Lessons last between 30 and 45 minutes.

The predominate mode of working is in whole class work. The classes are divided into smaller groups as necessary. Within this structure:

• Groups are usually of mixed ability

• Relevant discussion is encouraged.

The individual class teachers are responsible for the teaching of music in their classes. At the time of writing, the music lessons for Y5 and Y6 are taken by a member of the Knowsley Performing Arts team. IT is planned that this will continue, depending on the budget.

Classroom helpers are not used in music.

Commercially available schemes of work are used in music. The principle scheme is Music Express, though Silver Burdett and Sounds Topical are also available.

Pupils with special needs are given additional supports within the lesson as required.

Homework is not usually set, but on occasion, the children may be asked to ding out about some musical theme, or make a musical instrument at home for use in school.

The emphasis in out teaching of music is on first hand experience and we encourage children to take part in all parts of music making. Thus:

• Singing in classes and in groups is common

• The children are encouraged to experiment with using a variety of musical instruments, making a range of sounds.

Excellence in music is celebrated through the children’s own performances. These include:

• Singing and music making in assemblies

• The infant department perform a nativity play each Christmas.

• The junior department put on a musical production each year, usually in the summer term;

• The children also take part in the Harvest Service, and join with the children from Holy Family R.C. School at the annual village carol service;

• Children who learn an instrument in school usually put on a concert to show the work they have done;

• Children who have taken musical exams are encouraged to tell the school about their success at the weekly celebration assembly

Strategies for ensuring progress and continuity

Planning in music is undertaken usually by the music co-ordinator, bearing in mind the work that is being done within each class and the age group and ability of the children.

• The foundation for curricular planning is the School Development/Improvement Plan, developed through a process of collaboration between staff and governors;

• A yearly topic plan – the long term plans for each subject – was agreed by all the staff and is carefully balanced to ensure full coverage of the National Curriculum;

• Schemes of work for music are developed by the co-ordinator and where appropriate integrated into the overall topics and themes;

• Short term plans are written by the class teachers. Support will be given, where necessary, by the co-ordinator.

The role of the Music Co-ordinator

• To take the lead in policy development and the production of schemes of work designed to ensure the continuity in music throughout the school

• To support colleagues in their development of detailed work plans and implementation of the schemes of work and in assessment and record keeping activities, where applicable;

• Monitor progress in music and advise the headteacher on action needed;

• Take responsibility for the purchase and organisation of central resources for music

• Keep up to date with developments in music education and disseminate information to colleagues as appropriate;

• To liaise with the Knowsley Performing Arts Department and the parents over the teaching of another musical instrument

Feedback to pupils about their progress in music is achieved through the marking of work, and by their response to the practical activities. The responses will be :

• Supportive, aiming to be positive and constructive

• Will be done while the task is being carried out through discussion between child and teacher.

Formative Assessment is used to guide the progress of individual pupils in music. It involves identifying each child’s progress in each aspect of the subject, determining what each child has learned and what therefore should be the next stage in his/her learning. Formative assessment is mostly carried out informally by teachers in the course of their teaching. Suitable tasks for assessment include:

• Small group practical tasks

• Short tests in which the teacher gives questions orally and pupils write answers

• Specific assignments for individual pupils

• Individual discussions in which children are encouraged to appraise their own work and progress

Strategies for recording and reporting

Recording progress will be initially undertaken as part of the assessment process at the end of each lesson. Childeen will be assessed on effort and progress termly, and this will be reported to parents at the end of the year.

Parents will receive a written report about their child’s progress in music in July of each year.

Strategies for the use of resources

Musical instruments are kept in the cupboard in Y3/Y4 corridor, while music is stored in the cupboard outside Y6. All instruments should be returned to the correct place in the hall when they have been used for both music and other lessons ( e.g. dance)

The music co-ordinator will be responsible for the purchase of new instruments out of the annual budget assigned to music.

The school will also purchase time from Knowsley Performing Arts Department to allow children from Y3 upwards to learn an instrument. This will about 1 hour per week. Parents will be asked to contribute financially approximately half the cost of these lessons, on a termly basis. This money should paid to the school; a receipt will be given. This money will then be transferred to the School LMS budget.

The future

The co-ordinator will try to develop a school orchestra and recorder group when time and conditions allow.

The co-ordinator will, with the help of the Knowsley Performing Arts adviser, develop the use of ICT, to help with composition work. The children will be encouraged to use ICT to investigate music and sounds, not only of instruments but also of rhythms and sounds from around the world.

Appendices

List of musical instruments

Metallophone

Xylophone

2 full sets of chime bars

6 sets of one octave chime barssnare drum and stand

Cymbal and stand

Bongos

Football rattle

Fish quiro

Two cow bells

Swanee whistle

Train whistle

Two cabassas

There are 6 music boxes, each containing the following instruments:

Tambourine

Drum

Pair of drum sticks

Castanets

Agogo with wooden beater

Indian bells

Triangle and beater

Wood block and rubber-headed beater

Claves

CDs

There are variety of classical CDs in the headteacher’s office.

The school aims to develop a set of CDs of music from around the world.

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