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

Learning objectives: 1. Reflect on your own experiences of learning music and the impact of these on your teaching. 2. Develop an awareness and understanding of the requirements for teaching music within the National Curriculum for Key Stages 1 and 2 and Early Years Foundation Stage, within the current national context. 3. Develop an understanding of how to facilitate children’s rhythmic development. 4. Gain confidence in supporting children’s singing through a range of games and warm up activities. 5. Explore and evaluate your own music skills and understanding.

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

Music in the early years Within the EYFS document, identify opportunities for developing children’s knowledge, understanding and skills in music Early Years Foundation Stage Framework (2012) 0march% pdf

National Plan for Music Education: Schools will need to… examine their own music curriculum to determine how this meets the needs of different groups of pupils. recognise the important role that music plays in children’s academic and social development and in improving the ethos of the school. (DfE, 2011: 6) E pdf

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 warm ups When teaching singing encourage pupils to think about breathing and posture Example warm up: Boom chikka boom I say boom chikka boom (repeat for response) I say boom chikka boom boom chikka rocka, chika,rocka, chicka boom ah ha oh yeah one more time (if you want to repeat )

Singing games: controlling pitch

Vocal and body percussion Honda advert vocal percussion CRUNCHClapSh!Click ClapSh! ClickCRUNCHClapSh! ClickCRUNCHClap ClickCRUNCH

Switch Switch 1 Pupils change with leader Switch 2 Pupils continue with their pattern after leader changes, on hearing ‘switch’ join in with new pattern – leader continues this pattern until pupils are confident Switch 3 As for Switch 2 except leader moves immediately on to a new pattern as soon as the switch has taken place

Talking drums Aims: - To develop understanding of rhythm patterns - To record rhythm patterns using graphic notation Write down some short questions and answers e.g. How are you? I’m very well. __ __ __ __ _ _ __ Person 1 Person 2 Progression in activities – working in pairs: 1. Speak the phrases, identifying the rhythm patterns in the syllables. 2. Clap the rhythm patterns. 3. Play the Q and A patterns on untuned percussion.

Combining rhythms Part 1 (maintain steady beat) Snowing ___ ___ Part 2 Ice ___ Part 3 Freezing fog _ _ ___ End is signalled by a key word e.g. Avalanche! Develop your own three part composition in a different context e.g. monsters Identify which aspects of the National Curriculum this activity could address

Independent Study Tasks: 1. Access the National Curriculum for Music and familiarise yourself with the Programmes of Study for Key Stages 1 and 2 – a link to the National Curriculum is available in the electronic document: ‘Useful websites for teaching’. 2. Explore some of the websites available in the document ‘Useful websites for teaching’ to enhance your understanding of how to support children’s musical development.

3. Access the electronic document ‘Material to support self-evaluation in music’: Use the checklist to support self-evaluation of your own strengths and areas for development in your understanding and skills in music. Identify targets for your development in music and bring these to Session 2.