Guidance for using music at Swanshurst Thursday May 11 th 2006

What are you looking for? Energising Quick tempo Full sound with loud volume Bright and brash Lively, emphatic beat Unexpected sounds High pitches Large tonal range Percussive Focusing Simple, steady, predictable rhythms Constant volume No lyrics Clearly defined phrases of short to moderate length High frequencies (strings) Major key Relaxing Slow tempo Soft to moderate, constant volume Regular, smooth, flowing rhythms Repetition Continuous sound without stops Warm tones Creativity Surprising rhythms, sounds and structures Improvisation and invention Dramatic, climactic moments Happy or sad moods Philosophical or intriguing lyrics

Points to consider when using music in classrooms:  The use of music should be planned. The girls can be very persuasive. Sometimes, I have to admit I let them put the radio on even though I have not thought really thought about it. I use music during starter activities to create a positive atmosphere. I always include the music I am using and why I’m using it in my planning. X

 Your purpose for using music in your lesson should be considered. Sometimes I just fancy putting on some background noise. I use music to help stimulate pupils’ imaginations. It can be great for setting a scene. For example, music can automatically transport you to a different country. X

 In most cases the use of music in classrooms will be teacher led. By choosing the music myself, I know that it is appropriate for all pupils and will enhance learning. When pupils bring in their own music, sometimes the lyrics are quite shocking and for some reason it is always the same girls who have CDs to play. X

 The cultural aspects of music are worth considering. I always make sure the music I play can be appreciated by everyone and that it creates an environment which is positive for all pupils to work in. It never really occurred to me that some music might be annoying or inaccessible for some girls. I normally just put on what I like. X

 Music, ideally, should be a shared experience. When they wear headphones they are not really bothering me! I want pupils in my lessons to be working together, interacting as a whole group. Music can provide a group focus. X

 Be aware of the volume of the music. I love playing music really loudly! It really gets the pupils up and going. It’s worth all the dirty looks in the staffroom afterwards! I keep the music at a sensible volume so it doesn’t disturb other classes. I also take feedback on the use of music in lessons as not all pupils and classes like it. X

Examples of Good Practice  Music can be used to signal changes of focus. Try playing music during a group discussion task and changing the volume gradually to encourage the pupils to end their conversation.

 Music can be used to set a scene. Geography play rainforest sounds as pupils enter the classroom when they study the rainforest. This focuses pupils’ attention on the topic while stimulating their imagination.

 The use of rhythm and rhyme can aid memory. Old favourites like the times tables are good illustrations of this.

 Music can help provide a backdrop to points of history, culture and society. Certain songs often bring to mind important historical events. Examples are “Green Sleeves” “The White Cliffs of Dover” and “Free Nelson Mandela”. Playing these and looking at the lyrics can provide pupils with insight into important events.

 Music can be used to create mood or atmosphere. The R.S. department play “The Planets” to create a feeling of awe and wonder to start off the topic of creation.

 Lyrics of songs can be used to convey information. U2’s “In the name of love” lyrics explain the link between Martin Luther King’s actions and Christian teaching. By studying the lyrics, pupils can gain knowledge of the link between the two. Or… Or… How about getting pupils to write their own lyrics to popular tunes to aid revision?

These are just a very few examples…  If you have your own examples of good practice, please let us know so we can add them to the document, or include them as a link.