1. 28th September 2015 – Katie Usher
SCITT music training
28th September 2015 – Katie Usher
Katie Usher Nov 2014

2. 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

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Useful resources Katharine.usher@st-peterscofe.essex.sch.uk
On line /
Publications
BBC ten pieces
Contacts:
Contact: Andrew Coles
(Schools Instrumental Music Lead Officer)
Roman River music
AC black publications
Music Express song sheets
Banana Splits ways into part singing
High low Dolly Pepper - Developing music skill with young children
Singing Sherlock Boosey & Hawkes
Katie Usher Nov 2014