Dimple Well Infant School

DIMPLE WELL INFANT SCHOOL

MUSIC POLICY

Introduction
a) Aim

b) Aims of the School

Objectives – including original attainment targets and curriculum

2000 targets.

Strategies for the teaching of music.
The role of a) the Headteacher

b) the Curriculum Co-ordinator

Planning – including the Early Learning Goals.
Assessment, recording and reporting – including original end of

Key Stage 1 level descriptors and curriculum 2000 levels.

H(i) Special needs and equal opportunities.

H(ii) A statement relating to inclusion.

Parental involvement statement.
Resources
I.C.T.
Funding
Monitoring and evaluation statement
Health and safety
Early Years statement
Future Needs

DIMPLE WELL INFANT SCHOOL

MUSIC POLICY

Co-ordinator - Mrs S.A. Coy

Introduction

Music is so much a part of the background of everyday life that we tend to take it for granted. For many people, however, it is a powerful focus for creative energy, and one which stimulates and guides the imagination.

Music education at Dimple Well aims to develop aesthetic sensitivity and creative ability in all pupils.

(Music for ages 5 – 11. D.E.S. 1991)

a) Aim

The aim of Dimple Well Infant school is to produce an all round introduction to music for those who are just beginning to experience all its unique pleasures. This is done through fostering the children’s sensitivity to, and their understanding and enjoyment of music through an active involvement in listening, composing and performing.

(Music for ages 5 – 14. D.E.S. 1991)

B.b) The Aims of the School

To provide a happy, secure and caring environment where children are helped to realise their potential intellectually, physically, socially, emotionally, culturally, spiritually, and aesthetically.
To enable each child to understand through the life of the school that all people are equally valued and important irrespective of age, race, creed or gender.
To provide a rich and interesting curriculum and to relate learning where possible to real life situations and first hand experiences.
To teach basic knowledge and give practice in skills and reasoning which will prepare the child to live in a rapidly changing world where he/she will have to be adaptable and cope with sophisticated processes and techniques.
To provide a sound grounding in basic subjects in the belief that this gives a firm foundation for the future.
To stimulate interest, curiosity, wonder and imagination.
To develop a good self image, self motivation and independence, and the ability to understand and express emotions.
To establish that learning is exciting, rewarding and absorbing, and an enjoyable and positive experience, so encouraging an appetite for acquiring further knowledge, skills and experience.
To foster the child’s awareness of the community in which he/she lives, and the wider world beyond.
To encourage the formation and continuation of a partnership between school and home, and to actively involve parents in their child’s education and the life of the school.

Objectives

At Dimple Well Infant School we believe that participation in musical activities can contribute to the child’s development of essential transferable skills and attributes such as:-

Auditory awareness and listening skills.
Skills in movement, such as motor co-ordination and dexterity.
Vocal skills.
Skills in aural imagery – imaging and internalising sounds.
Sensitive, analytical and critical responses to music.
The capacity to express ideas, thoughts and feelings through music.
Awareness and appreciation of traditions and musical styles from a variety of cultures.
Participation individually or as part of a group at his/her own level of achievement and experience the delight and satisfaction this brings.
Study skills – increased concentration, accuracy, memorising and interpretation.
Communication skills.
Social skills – co-operation and tolerance.
Artistic and intellectual skills.
Self-motivation, evaluation and satisfaction.

Original National Curriculum

Attainment Targets

Music is a foundation subject with 2 Attainment Targets. The attainment targets are set out by key stages.

Key Stage 1 (Years R, 1, 2)

AT1 – Performing and Composing

Pupils will have explored and begun to control sounds made by the voice and a range of classroom instruments. They will have started to translate sounds into symbols and symbols into sounds. Over the key stage they will have learned a variety of songs and to be able to sing these from memory with confidence and enjoyment. Above all, they will take pleasure in sound itself.

AT2 – Listening and Appraising

Pupils will be able to listen to short pieces of music with concentration and talk about sounds and music with understanding of the basic musical concepts. They will have responded to a wide range of music and be able to demonstrate awareness of pulse through walking or moving in time with music. They will have heard a variety of live and recorded music including works by well-known composers and performers and will be able to recognise features such as repetition and contrast.

Strategies for the teaching of music
The teaching of music is in the main, the responsibility of the class teacher, and is taught for one lesson per week. In the E.Y.U. the children have a repertoire of songs and action thymes that they know by heart and perform daily.
The whole school practices hymns and songs once a week, which will be sung during assembly time. *NB. Additional practices are arranged as we prepare for the Harvest Service, the Nativity Concert and the Leader’s Assembly.
The mode of working can be whole class, group or individual.
All Year 2 children have the opportunity to learn to play the recorder.
Staff rely heavily on the excellent ‘Music in Action’ file (W.M.D.C.) for their planning and the new updated copy and also ‘Music information from Big Books’
The emphasis in our teaching of music is on first hand experience and a wide variety of good quality percussion instruments are available, plus tapes and C.D’s (which are also used as ‘listening’ music as the children enter and leave the hall.
The music co-ordinator plays the piano for assemblies, hymn practice and the Harvest Service. A friend of the school plays the piano for the Nativity Concert.
Excellence in music is celebrated with the whole school during ‘sharing’ assemblies.

The role of the – a) Headteacher

The role of the headteacher is to help the curriculum co-ordinator further her own professional development. She is there to discuss areas of the music curriculum and to share ideas. The headteacher allows the co-ordinator time to deal with curriculum matters, and she allows for courses and for curriculum co-ordinator meetings to be attended.

- b) Curriculum Co-ordinator

To attend courses and co-ordinator meetings and to report back to the other staff members.
To provide support for the other members of the staff in music, in developing their planning, assessment and recording.
To be responsible for resources and the music budget.
To be aware of future needs by monitoring and reviewing policy and practice and advising the headteacher.
To take the lead in planning to ensure progression and continuity in music throughout the school.
To keep up-to-date with any developments in music education and to disseminate information to colleagues as appropriate.
To write a yearly evaluation statement.

Planning
The foundation for curricular planning is the whole school Yearly Development Plan, which has been developed through a process of collaboration between staff and approved by governors.
A three year programme ensures the full coverage of the National Curriculum.
Each teacher has a music planning sheet (see example) and keeps their own appropriate notes in their files.

Early Learning goals for creative development

Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music.
Respond in a variety of ways to what they hear.
Use their imagination in music.
Express and communicate their ideas, thoughts and feelings through a variety of songs and musical instruments.

Assessment, Recording and Reporting

During our music teaching we carry out formative assessment all the time. It is part of everyday teaching and is used to guide the progress of individual pupils in music.

Each teacher has a Music Assessment Chart (see sample) on which they can record children’s achievements. Some composition work is recorded onto audio tape. The staff work towards the end of Key Stage descriptions – see below.

Original end of KS1 descriptions from the National Curriculum

END OF KEY STAGE DESCRIPTIONS

The following descriptions describe the types and range of performance that the majority of pupils should characteristically demonstrate by the end of the key stage, having been taught the relevant programme of study. The descriptions are designed to help teachers judge the extent to which their pupils’ attainment relates to this expectation. The expectations match the level of demand in other subjects and are broadly equivalent to Level 2 at Key Stage 1

Key Stage 1

Attainment Target 1 : Performing and Composing

Pupils sing a variety of songs and play simple pieces and accompaniments with confidence and awareness of pulse. They explore, select and order sounds, making compositions that have a simple structure and make expressive use of the musical elements including dynamics and timbre.

Attainment Target 2 : Listening and Appraising

Pupils respond to short pieces of music, recognising repetition and changes within the musical elements. They listen attentively and describe and compare sounds and pieces of music using simple terms.

Curriculum 2000 levels

Attainment target for music

Level 1

Pupils recognise and explore how sounds can be made and changed. They use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others. They repeat short rhythmic and melodic patterns and create and choose sounds in response to given sharting points. They respond to different moods in music and recognise well-defined changes in sounds, identify simple repeated patterns and take account of musical instructions.

Level 2

Pupils recognise and explore how sounds can be organised. They sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse. They choose carefully and order sounds within simple structures such as beginning, middle, end and in response to given starting points. They represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects. They improve their own work.

Level 3

Pupils recognise and explore the ways sounds can be combined and used expressively. They sing in tune with expression and perform rhythmically simple parts that use a limited range of notes. They improvise repeated patterns and combine several layers of sound with awareness of the combined effect. They recognise how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect.

Level 4

Pupils identify and explore the relationship between sounds and how music reflects different intentions. While performing by ear and from simple notations they maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. They improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures. They describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. They suggest improvements to their own and others’ work, commenting on how intentions have been achieved.

Reporting to parents is done on a termly basis and they receive a written report in July.

The S.C.A.A. booklet and tape “Expectations in Music” at Key Stage 1 and 2 also provide helpful material when both planning and assessing.

H(i). Special needs and equal opportunities statement

The National Curriculum provides teachers with flexibility to respond to the needs of pupils with special educational needs. This increases the scope for teachers to provide such pupils with appropriately challenging work.

All pupils regardless of ethnic and cultural origin, of gender and of physical and mental ability, have the right to experience music. Indeed we believe that music has a very special role to play in breaking down barriers between pupils and releasing potential within them.

In order to open up opportunities for all, three points need to be considered:-

Pupils may need positive steering towards experiences and activities in which they can succeed
The tasks towards which pupils are steered may need to be adapted to enable them to respond positively.
Additional resources may be needed if we are to ensure equal opportunities for all pupils.

Ultimately we hope to achieve the following:-

(a) children to experience a sense of achievement and worth.

(b) To develop confidence

(d) To be sensitive to the musical activities and creation of others

(Music for ages 5 – 14 D.E.S. 1991)

H(ii) A Statement relating to inclusion

In Order to provide an inclusive music education for all children from S.E.N. to Gifted and Talented, we need to provide a broad and balanced curriculum. For all pupils we should be able to:-

Set suitable learning challenges.
Respond to pupils diverse learning needs.
Overcome any barriers to learning and assessment.
To provide any appropriate specialist equipment consistent with school based intervention augmented by advice and support from external specialists as described in the S.E.N. Code of Practice or in exceptional circumstances with a statement of special needs.

Parental involvement statement

Communication is important and we welcome discussions with parents about music. We openly share with parents any concerns and children are encouraged to share their work. We value parents views where their child is concerned, and the parental partnership is a two-way process with both sides working together. Although specific tasks are not provided as ‘homework’, the children are encouraged to contribute to displays, record ‘sounds’ at home, make simple percussion instruments and practise their recorders.

LIST A

List of instruments

Fish guiro1

Multi guiro1

Woodblock4

Jingle stick1

Hand bells2

Jingle bells 5

Half moon tambourine4

Round tambourine3

Wood claves1 pair

Cabasa1

Triangle – wooden handle6

Triangle – metal handle4

Wooden agogo1

Maracas3

Wood guiro2

Tulip block3

Felt beaters5

Metal beaters6

Wooden beaters2

Castanets11

Mouse castanets6

Chime bars2 octaves

Cymbal – small pairs2

Cymbal – large1

Xylophone2 (very old)

Slapstick1

Drumsticks2

Two-tone woodblock2

Round drums3

Slit drum – 6 notes1

Various whistles etc.

LIST B

Music and Sounds – Reference Books

TitleAuthorDate

Sounds- Music SoundsDavid Bennett

My Science Book of SoundsNeil Ardley

Sound and Music Kay Davies &

Wendy Oldfield

MusicFirst Discovery

Composers Famous Children –

ChopinAnn Rachlin & Mar.9

Tchaikovsky Susan Hellard

Schumann“ “

Brahms“ “

Handel“ “

Bach“ “

Handel“ “

Bach“ “

Mozart“ “

Haydn“ “

Peter and the WolfAnn King HerringJuly 79

Carnival of the AnimalsAnn King HerringJuly 79

LIST C

List of our main song books

Every colour under the sun.
Tinderbox
Someone’s singing Lord.
Okki-tokki-urga
Apusskidu
Alleluya!
Bobby Shaftoe clap your hands
Ta-ra-ra-boom de-ay
Count me in
Harlequin
Silly Aunt Sally
Jump into the ring
Sing as you go
Birds and Beasts
Cockles and Mussels
Oranges and Lemons
Songs for everyday (with a tape)
Songs for every season (with a tape)
Off to Bethlehem
Book Bus songs
Christmas Song Book
The Donkey’s Tale
Who came down at Christmas?
Mother Christmas’ Journey
Things to sing.

LIST D

List of tapes

Johann Strauss – 3 tapes

The Magic of Strauss

County Dancing)

More County Dancing) with books

Fun with Music

1. Once upon the Thames

3. Swan Lake

9. Seasons greetings from Vivaldi

11. A Musical journey to the moon

12. Mandy and the Magic Butterfly

19. Mr Handels Fireworks party Holst : The Planets

Ludwig Van Beethoven – Symphony No 3. Eroica

Wolfgang Amadeus Mozart – Symphony No. 41 – Jupiter

Wagner : Aspects of Wagner

James Galway – The Man with the Golden Flute

Grieg : Piano Concerto

Johann Sebastian Bach – Brandenburg Concertos

Marching to Glory : Military Music

Elgar – Enigma Variations

Ludwig Van Beethoven – Symphony No. 6 Pastoral

Italian Concertos

Rodrigo and Villa Lobos

Vivalldi : Four Seasons

Christmas

The Little Angel x 2 (slow tempo))

The Gigantic Star)With books

Gold, Frankincense and Myrrh)

The Innkeeper)

The Snowman

Carols and Party Sons

20 Children’s Christmas Songs

The Music Box Songbook

Child Education songs and Stories

Songs from Out of the Ark

Songs for Every Seasons)with books

Songs for Every Day)

Off to Bethlehem)

P.E.

B.B.C. Music for Movement

Child Education music for movement

List of C.D.’s

It’s Party Time

Let’s Sing

100 Popular Classics – best loved works of the Great Composers

Favourite Gershwin – 4 C.D.’s

Cinema Classics – 3 C.D.’s

The Sorcerer’s Apprentice – Dukas (including Ravel, Debussy, Mussorgsky)

Adiemus : Songs of Sanctuary

Songs for the Millenium

The staff also bring their own C.D.’s to share with the children which are often examples of more recent music e.g., Simply Red, Enya, Wet, Wet, Wet.

J.Resources

A selection of reference books can be found in the reference library and the music/singing books, tapes, C.D. player, C.D.’s, two music trolleys (comple with percussion instruments) posters, and information and a piano can be found in the hall. Each class teacher has his/her own radio/cassette player.

All the songs that we sing in assembly and on special occasions have an O.H.T. and these are kept in the piano stool.

DIMPLE WELL INFANT SCHOOL

CONTENTS

Co-ordinator - Mrs S.A. Coy