28th September 2015 – Katie Usher SCITT music training 28th September 2015 – Katie Usher Katie Usher Nov 2014

Main aims of training Become familiar with the requirements of the new national curriculum for music Develop skills in using the voice; un-tuned and tuned percussion Experience a variety of approaches to listening and responding to sounds Explore non-musical starting points as a stimulus for composing Contextualise music learning by making cross curricular links and developing key skills and thinking skills Become aware of a variety of supportive resources for teaching music, including ICT and Government initiatives e.g. Essex music hub Katie Usher Nov 2014

How the day will be split up Session 1 The new music curriculum Essex Music hub – what it can offer you Delivering the new music curriculum through Charanga music Assessment of a unit Session 2 Using the BBC ten pieces project as a stimulus for planning and composition Session 3 Listening and responding to music Session 4 Using non musical stimulus for composing and making cross curricular links Focus on classroom management strategies Katie Usher Nov 2014

How the day will be split up Session 4 continued Assessment opportunities Session 5 Useful resources and contacts Katie Usher Nov 2014

The new music curriculum 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. Katie Usher Nov 2014

Subject content EYFS . ELG 16 Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. ELG 17 Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. Katie Usher Nov 2014

Subject content Key stage 1 Pupils should be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned 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. Katie Usher Nov 2014

Key stage 2 Pupils should be 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. Katie Usher Nov 2014

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. Katie Usher Nov 2014

What is the Essex music hub? Arts council funded Provides ‘First access ‘ music teaching Charanga music A wide range of extra curricular activities Choirs Music ensembles : wood wind, brass, string Orchestral playing Jazz ensembles and orchestra Saturday music school ‘Academy East Mus School’ Holiday courses Katie Usher Nov 2014

Responding to a non music stimulus Use a story book as a stimulus E.g. Rumble in the jungle Walking through the jungle Collect sounds that could be found in the jungle. This could be vocal Practise creating sounds that go along with specific pages of the book. Question and answer Use the painting as a stimulus You could divide the class into groups to become different parts of the painting. This could lead onto graphic score notation with year 1/2 Katie Usher Nov 2014

Classroom management of composition work The larger the group the harder the collaboration Mixed gender groups or ages if teaching mixed aged classes Divide up your musical children Give clear objectives for the task E.g. at the end of the practise session you need to have decided on …. Give clear time scale You will often have to be creative about space Make sure the children are very clear about signals for starting a stopping Train the children to leave the instruments they are given/chosen until the starting signal Once the children are very used to responding to a signal, vary it. Try a silent signal Respect for other group’s work when listening to performances. Katie Usher Nov 2014

Useful resources Katharine.usher@st-peterscofe.essex.sch.uk On line / Publications http://charanga.com/site/ http://www.singup.org/ BBC ten pieces Contacts: Contact: Andrew Coles (Schools Instrumental Music Lead Officer) Email: andrew.coles@essex.gov.uk Roman River music http://romanrivermusic.org.uk/about http://www.youngvoices.co.uk/ AC black publications Music Express song sheets www.acblack.com/songsheets Banana Splits ways into part singing High low Dolly Pepper - Developing music skill with young children Singing Sherlock Boosey & Hawkes Katie Usher Nov 2014