Understanding Primary Music Session 1: What is musical learning Introduction to Music in the National Curriculum Introduction to vocal activities

Aims: Reflect on your own experiences of learning music and the potential impact of these on your teaching. Develop an awareness and understanding of the requirements for teaching music within the Early Years Foundation Stage and National Curriculum for Key Stages 1 and 2. Explore different uses of voice and to begin to develop learning through vocal and games and activities. Exploring the significance of movement as a response to music. Begin to explore the use of musical instruments to support children’s learning.

Why is music so important and why teach it? Why do people listen to music and what impact does it have? 500 Miles - The Proclaimers The Streets of London Group discussion: What are the benefits of music for the developing child? What are the aims of music in school?

Music in the National Curriculum Controlling sounds through singing and playing – performing skills Creating and developing musical ideas – composing skills Responding and reviewing – appraising skills Listening and applying knowledge and understanding

The elements of music Pitch: high/low Duration: rhythm and pulse Dynamics: louder/quieter/silence Tempo: faster/slower Timbre: different types of sound Texture: different ways sounds are combined Structure: different ways sounds are organised Activity: In groups identify an example where one of these terms would need to be understood to enable you to plan using the National Curriculum.

Vocal percussion Honda advert vocal percussion

Using movement to reinforce feeling of pulse 1 Parachute: create a pulse and sing simple songs in time to this. Row, row, row, your boat gently down the stream Merrily, merrily, merrily, merrily, life is but a dream Linking to statutory planning documentation: Make relevant links to the National Curriculum for Key Stage 1 as if you were planning to use this activity with your class. Also look for relevant links to the EYFS document.

Using movement to reinforce feeling of pulse 2 Listen to Three Little Birds E9CECD37D6D405B11946E9CECD3&FORM=LKVR# E9CECD37D6D405B11946E9CECD3&FORM=LKVR# Discuss ways in which you could develop children’s understanding of pulse through a dance activity using this music. What movements would you encourage to support a developing understanding of pulse? Developing dance: ‘Doh a deer’ Discuss how could you develop this into dance in school?

Singing games: body percussion If you’re happy and you know it…. Slap clap Slap, clap, hands down by your side, Slap, clap, hands away to hide, Slap, clap, wave them high and then, Hands start rolling down again. Slap, slap, clap, clap…..

Singing games: controlling pitch

Teaching children to sing Importance of repetition of short parts of a song until children are confident Use of echo tracks How to start a song: Counting in using pitch of first note – to help find this use tuned percussion Use of backing tracks ‘Sing up’ website dance-to-your-daddy/ dance-to-your-daddy/

Exploring percussion instruments What strategies could you implement to manage and organise the use of instruments in the classroom? What health and safety issues do you think need to be considered when using musical instruments in early years settings and primary classrooms? Identify specific examples.

Independent Study Tasks and Session Resources Read the chapter excerpts in the Resource Pack for Session 1 on musical games and starters and the teaching of singing. Access the Foundation Music Handbook and electronic resources for session 1 on the Learning Network Carry out the Independent Study Task for Session 1