ChellastonInfant School

School Lane, Chellaston

DERBY, DE73 6TA

Headteacher:Lindsay Galley

Telephone: 01332 700298

MUSIC POLICY

RevisedOctober 2014

Arts Team

MISSION STATEMENT

At ChellastonInfant School we believe that everyone will reach their full potential in a safe, fun and happy environment which promotes independence, self worth and excellence. Everyone is a learner whose values are respected.

Come InSucceed

Music to be taught for half an hour per week

RATIONALE

The main aim of teaching music in school is to foster pupils’ sensitivity to, and their understanding and enjoyment of music. Music is essentially a practical subject and those who perform, compose, listen to and appraise music are more likely to respond to it with understanding than those who do not. Music is a specific and unique means of expression and plays a role in educating feelings. It enables young people to acquire specific skills and is not intended to cater for only the needs of the talented. Music is part of a child’s developing aesthetic awareness and is a way in which confidence in self and others is developed. Children need opportunities to explore and understand music in all its aspects, it is an enjoyable activity, in which pupils can gain considerable fulfilment and appreciation.

THE AIMS OF MUSIC EDUCATION

  1. Develop a sensitive response to sound in general and in particular to those organised patterns of sounds called “music”.
  2. Develop insight through music into areas of experience, some of which cannot be easily verbalised.
  3. Develop the capacity to express ideas and feelings symbolically through the medium of sound.
  4. Develop the necessary skills and concepts whilst engaged in musical activity.
  5. Develop social skills and awareness through making music together.
  6. Offer pupils opportunities to experience the personal satisfaction and self confidence derived from striving after the highest possible standards.
  7. Develop an awareness of musical traditions in a variety of cultures and societies.
  8. Develop the pupils’ ability to perform and compose music with understanding.
  9. Develop the pupils’ ability to listen and appraise music.

OUR SCHOOL CURRICULUM

Our school curriculum is developed from the National Curriculum 2014 objectives for KS1 (or the EYFS Framework in FS2) and our own skills-based curriculum. Subject specific objectives from the National Curriculum are taught alongside a skills progression.

EARLY YEARS FOUNDATION STAGE FOR EXPRESSIVE ARTS AND DESIGN

By following the planned Expressive Arts and Design work in the Foundation Stage, it is felt that all children will be given the opportunity to explore sounds.

PLANNING

Thescheme of workused is based on the Music Express Books;the books contain the details of work to be covered during the year for each year group. There is also opportunity to teach music skills through topic work. These skills are highlighted in the Understanding the Arts section within the Skills BasedCurriculum document.

In the Foundation Stage objectives and skills are taken from the Development Matters document and the Early Learning Goals. This ensures that children have a range of art experiences and the opportunities to develop their art skills both indoors and outdoors.

Music should be taught building on previous experiences and activities and where possible it can be linked to cross-curricular topics. Planning is done each half term in the planning files and should take into account the children’s previous experience and the relevant outline of work for that year group.

LINKS WITH OTHER SUBJECTS

ICT

ICT is used as an integral part of teaching and learning in every curriculum area. ICT can be used to support music in the following ways:

  • By recording compositions so that the children can evaluate their own and others performances and consequently improve their performance.
  • By listening to different kinds of music to acquire musical appreciation and knowledge of a variety of composers.
  • By enabling children to find out about various subjects which are covered in the objectives.
  • By using digital cameras to evaluate the success of the lesson or assess children’s achievement or for display purposes.
  • By using video cameras to evaluate performance.
  • By using the Smartboard to add interest and variety to the lessons.

ART

  • Using Music as a starting point for Art work, recording ideas in their own way.

PHYSICAL EDUCATION

  • Moving to music in the form of Dance.
  • Making sequences of movements to create their own dances, refining and improving on their own work and the work of others.

EQUAL OPPORTUNITIES & INCLUSION

We ensure all pupils have equal access to a broad and balanced curriculum regardless of age, gender, race and ability.

HEALTH, SAFETY & RISK ASSESSMENT

Activities are planned with due regard to our Health & Safety policy. Risk assessments are undertaken as appropriate and kept in the Health & Safety File. A copy of any risk assessment is also kept with this policy (see appendix 4).

CONTINUITY AND PROGRESSION

The programme of study and Music Express indicates how skills/ elements are developed from Reception to Year 2 and therefore aids progress. Work is planned so that in each year group, all elements of music are taught throughout the year.

ASSESSMENT, RECORDING & REPORTING

Assessment should be continuous and carried out as part of musical activities and as part of planning for these activities.

Recording Each class teacher will have an assessment page within the ‘Arts’section of the schools skills curriculum document. Children will be named who do not achieve or exceed the objective. Thus children who are experiencing difficulties or those who are gifted will be highlighted to enable further input. Those children who are not named will have achieved the objective.

Any TA who is asked to support the children in their music work also has an important role in assessment. They may be asked to make notes and/or discuss with the teacher the approach and progress made by individual children.

Reporting

Music is included in a child’s report towards the end of the academic year. Parents are informed about their child’s progress and the effort they make in this subject.

MONITORING & EVALUATION

The standard of teaching is evaluated through annual monitoring by the Arts curriculum team.This is achieved by observing teaching, looking at planning, hearing children’s recorded work and talking to the children.

RESOURCES

The School Business Manager, in consultation with the Arts Team and Year group teachers are responsible for ordering resources. There are boxes of instruments available for use in classes, stored between each pair of classes. There are also instruments and ‘sound makers’ available for outdoor learning opportunities.

EYFS

Music in EYFS is embedded in the learning area Expressive Arts and Design and is delivered through a range of child-initiated, adult initiated and adult directed activities in the indoor and outdoor learning environment.

Please see the EYFS document for more information.

Agreed by Staff:Autumn 2 2014

Agreed by Governors:Autumn 2 2014

Policy Review Date:Autumn 2017

APPENDIX 3

RESOURCES

A List of music books, cassettes/CD’s and instruments follows. Cassettes/CD’s and music books are kept in the hall. Christmas music/plays are kept in the cupboard in the computer suite.

Words on Screen Assembly Resources – CD’s and laptop (in hall next to stereo)Books (in cupboard 2 near computer suite)

  • Out of the Ark, Songs for Every Body
  • Out of the Ark, Songs for Everyday
  • Out of the Ark, Songs for Happy, Healthy School
  • Out of the Ark, Songs for Every Season
  • Out of the Ark, Songs for Singing School
  • Out of the Ark, Songs for Every Christmas
  • Out of the Ark, Songs for Every Occasion
  • Out of the Ark, Songs for Every Assembly

Song books for assembly (on shelf in staffroom)

  • Every Colour Under the Sun
  • Sing, Song Roundabout - Praise Away
  • Children’s Praise
  • Seasons, psalms and celebrations
  • Apusskidu X 3
  • Okki, Tokki, Unga – Action songs X 3
  • Come and Sing
  • Someone's Singing Lord X 2
  • Tinder Box
  • Harlequin
  • Big Blue Planet
  • Come and Praise
  • Everyone Singing Lord

Songs for Round the Year (on shelf in staffroom)

  • Sing Songs Roundabout for a Year
  • A musical Calendar of Festivals
  • Sing A Song of Celebration

Other Song Books(on shelf in staffroom)

  • Okki Tokki Unga - Action Songs x 2
  • Spring Tinder Box
  • Play Along Songs - ideas to include instruments
  • Honey For Breakfast
  • Birds and Beasts - animal songs, games and activities x 2
  • Jump Into The Ring - action songs and rhymes x 2
  • Sing a Story
  • Mango Spice - Caribbean songs
  • 40 Nursery Rhymes
  • The Funny Family
  • Wake up, Stir About - new words for traditional songs
  • The Children’s Song Book
  • Sing a Song of Allsorts
  • The Oxford Nursery Songbook
  • Pigglety Pop
  • Bobby Shafto
  • Count me In
  • Music Through Topics
  • Hubble Bubble
  • Songs for every Season (+ tape)
  • Songs for every day 2 (+ tape)
  • Music about the weather
  • Harvest Praise
  • Rolf’s Song Book
  • People Who Help Us
  • Music All The Time X 2
  • Singing & Dancing games (+ tape)
  • Music about transport
  • Sing Hey Diddle Diddle
  • Music About My Body
  • Alligator Raggedy Mouth
  • Banana Splits
  • Singing Fun
  • The Litter Muncher

Christmas Songs/Carols (on shelf in staffroom)

  • Christmas Tinder Box x 2
  • Songs For Every Christmas
  • Sing, Song Roundabout Christmas
  • Merrily to Bethlehem X 2
  • Carols for Acting
  • Christmas Carols & Songs For School Recorder
  • Songs of Bethlehem
  • The Easiest Tune Book of Christmas Carols
  • Carol Gaily Carol
  • Songs for every Christmas
  • Christmas Carols
  • Sing A Christmas Cracker

Christmas Musicals and Plays(on shelf in staffroom)

  • Baboushka and Carols For Christmas Story
  • Sing a Song For a Baby
  • Ffinlo
  • The Birds of Christmas Day
  • The Night Before Christmas X 2
  • Who Came Down At Christmas
  • The Donkey’s Tale
  • Don’t Forget The Manger
  • Another Rainy Christmas
  • Barny
  • The Lost Kitten
  • The King’s Magic Cloak
  • The Little Angel
  • Hosanna Rock
  • The Gigantic Star
  • How The Star Was Chosen
  • The Bell That Cried x 2
  • The Christmas Story
  • Gold, Frankincense & Myrrh
  • Baby Jesus

Other Musicals/Plays (on shelf in staffroom)

  • Joseph and his Amazing Technicolour Dream Coat
  • Goldilocks and the Three Bears
  • Phantasmagoria
  • Jack and the Beanstalk
  • Red Riding Hood - Pantomime
  • Scheherazade and Sinbad
  • Three Billy Goats Gruff
  • Tiny Bind
  • Pinocchio – Musical
  • Pinocchio – Musical
  • Pied Piper of Hamelin
  • Cinderella Story
  • The Sky is Falling – Chicken Licken
  • Dumble the Dinosaur

Teacher Resource Books (on shelf in staff room)

  • High Low Dolly Pepper - Activities and ideas for louder and quieter, higher and lower,
  • Music All the Time (W. Bird & E. Bennett) - Teacher book & Pupil Book 1 + cassette
  • Ideas and activities for music ‘lessons’ X 2
  • Gently into Music (Mary York) - Ready planned music lessons and activities.
  • Jan Holdstock Series - Oscar gets things started
  • Rhythm games and listening
  • Earwiggo listening games 1
  • Earwiggo Again - Rhythm games
  • Earwiggo Up, Earwiggo Down - Pitch games
  • Earwiggo 4 Chord book - simple ways of using Chime bars
  • Earwiggo 5 Note book - songs using the 5 note (pentatonic) Scale
  • Earwiggo 6 DIY Song book - Ideas and Tunes to adapt for your own songs
  • Lets Go Zudie - o
  • Me
  • Fun Songs For The Early Years
  • Keystrings Musical Education
  • The Handy Band
  • Three Tapping Teddies
  • Three Tapping Rats
  • Music Through Topics – Activity Resources
  • Oxford Reading Tree Songbook and CD
  • Sounds Topical Teachers book, 2 tapes + CD
  • Three Singing Pigs – Music for Traditional Stories X 2
  • Making Musical Instruments From Junk
  • Singing Sherlock
  • Jolly Songs (Jolly Phonics)
  • Topic Resource Song Books and CD’s - Water, Animals, Ourselves, The Weather, People Who Help Us, On the Move, Music about Transport, Everything’s Growing (x2) ,The Three Little pigs, Jack and the Beanstalk, Goldilocks and the Three Bears,

Cassettes (cupboard in hall)

The Magical Music Box Series

  1. Pastoral Symphony – Beethoven
  2. Swan Lake – Tchaikovsky
  3. Symphony Fantastique – Berlioz
  4. Rhapsody in Blue – Gershwin
  5. Bolero – Maurice Ravel
  6. Orchestral Suite No 4 – J. S. Bach
  7. Carmen Suites 1 & 2 – Bizet
  8. Carnival of Animals – Saint Saens
  9. Scheherazade – Rimsky – Korsakov
  10. Flute and Harp Concert – Mozart
  11. Pictures at an Exhibition – Mussorgsky
  12. Viennese Waltzes – Johann Strauss
  13. The Four Seasons – Vivaldi
  14. Violin Concerto in D – Brahms
  15. Overtures to Operas – Rossini
  16. Music from Operas – Wagner
  17. Sleeping Beauty – Tchaikovsky
  18. New World Symphony – Dvorak
  19. Music for Royal Fireworks – Handel
  20. Poloutsion Dances – Borodin
  21. Symphony No 5 – Beethoven
  22. Nocturnes – Claude Debussy
  23. Solo Piano Pieces – Chopin
  24. Overtures – Felix Mendelssohn
  25. A Little Night Music – Mozart
  26. Piano concerto No 2 – Rachmaninov
  27. Symphonies Nos. 5 & 6 – Mahler
  28. The Firebird Suite – Stravinsky
  29. Spring Symphony – Schumann
  30. The “Surprise” Symphony – Haydn
  31. Rodeo – Aaron Copland
  32. Piano Concerto No 1 – Liszt
  33. The Love of Three Oranges – Prokofiev
  34. La Mer – Claude Debussy
  35. Solo Pieces for the Organ – J. S. Bach
  36. Symphony No 40 – Mozart
  37. Piano Sonatas – Beethoven
  38. The Moldau – Smetana
  39. The Nutcracker – Tchaikovsky
  40. Also Sprach Zorathustra – Strauss
  41. Carmina Burana – Carl Orff
  42. Paginini Rhapsody – Rachmaninov
  43. The Rite of Spring – Stravinsky
  44. Symphony No 1 – Brahms
  45. Dance Suite – Bela Bartok
  46. Festival Overture “1812” – Tchaikovsky
  47. A Night on the Bare Mountain – Mussorgsky
  48. Baroque Music
  49. Symphony No 5 – Franz Schubert
  50. Symphony No 9 – Shostakovich

PLUS

  • Well Loved Mozart
  • Rossini – Barber of Seville, William Tell, The Silken Ladder + other operas
  • Britten Bridge + Box – Sea Interludes
  • Stravinsky – The Fire Bird
  • Classical Favourites with Andre Previn
  • Classics for Candlelight
  • “Boccherini Menuett”
  • Mozart Horn Concertos 1 – 4
  • Haydn, Hummel, Stamitz, Hertel – Trumpet Concertos
  • Handel – Messiah
  • Walton – Spitfire Prelude + Fugue
  • Showpiece for Orchestra
  • Danny Kaye – Hans Christian Anderson + Tubby the Tuba
  • Copland Rodeo
  • Thomas Allen + Sheila Armstrong – Songs of Northumbria
  • The Snowman
  • Child Education – Coppelia
  • Songs for Every Christmas
  • A Christmas Celebration
  • Joseph and the Technicolour Dream Coat
  • Chants of Native America
  • Indian Music – Sitar and Shahnal
  • Teddy Bears Picnic
  • Vivaldi Wind Concertos/Bach Violin Concertos
  • Diwali
  • Reception Hymns
  • Sorcerers Apprentice
  • Flight Classroom Cassettes
  • Hans Christian Anderson x 2
  • Puss in Boots
  • Children’s Land of Make Believe
  • Golden Nursery Rhymes
  • Playgroup Songs and Rhymes
  • The Amimals Went In 2 By 2
  • Durmmin ‘n’ Dancin
  • Reception Hymns
  • Easy Steps To Folk Dance Tape
  • Spectacular Classics 40 CD Collection
  • Weather Dance Development Programme
  • Shape Dance Development Programme
  • The Litter Muncher
  • Spring Garden Classics
  • People Who Help Us
  • Unwined Europe
  • Overture
  • Unwind
  • Classical Fantastic
  • World Music Vol 1 and 2
  • Global Music
  • Unforgettable Classics
  • Passion
  • LCP Dance Music
  • TopDance X 2

Instruments –Boxes are shared between 2 classes and are stored in a central area between the classes. Each box has a laminated photo card to enable correct naming of instruments.(Instruments in each box may vary slightly)

DrumsCabassas

Loop bellJingle sticks

CowbellPanpipe

RecordersWhistle

Crow whistlesDuck whistles

ClappersGuiros

ScraperAgogo

CastanetsHandled Castanets

ShakersGlockenspiels

Chime barsMaracas

TrianglesPairs of coconuts

Pair of cymbalsSets of Indian Bells

Cha chaSets of finger cymbals

TambourinesHalf moon tambourines

Song whistle Tambours

Duck whistlesWashboard

MrimdaWooden banjos

Wooden blocks Rainsticks

Frog tone blockWood blocks

Gourd shakerMonkey drums

Multi guiroCaxixi

APPENDIX 1

Skills based curriculum – Understanding the Arts

1. Essential Knowledge

Children should build secure knowledge of the following:

  1. How creative ideas can be developed in response to different stimuli and imaginative thinking.
  2. How different art forms communicate and evoke moods, thoughts and ideas.
  3. That designing, creating and performing require discipline, control, technique and practice.
  4. How and why people from different times and cultures have used the arts to express ideas and communicate meaning.
  5. That accepted forms and conventions can give structure and purpose to artistic works but can be adapted and changed.

2. Key Skills

These are the skills that children need to learn to make progress:

  1. Explore, investigate and experiment roles, techniques, approaches, materials and media, from a range of stimuli and starting points.
  2. Create, design, devise, compose and choreograph their individual and collective work.
  3. Improvise, rehearse and refine in order to improve their capability and the quality of their artworks.
  4. Present, display and perform for a range of audiences, to develop and communicate their ideas and evoke responses.
  5. Use art-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other peoples artistic works.

Please see Skills Based Curriculum document (pages 4 – 16) for the Curriculum Progression for Understanding the Arts and Level Success criteria for

Levels 1, 2 and 3

APPENDIX 2

Tips and ideas for the teaching of music skills

EYFS

Singing - sing from memory nursery rhymes; number/counting songs; action songs; repetitive songs. Chant the words and keep together.

Teaching a song

  • Talk about words and subject. Discuss meaning of words, rhyming words.
  • Initially give some idea of the complete song.
  • Repeat parts which cause difficulty.
  • When practising the words of a song - say them in the rhythm it is sung in, give full note values.
  • Have a sense of performance - best singing and stand to sing.

Singing Games - songs which explore high/low and quiet/loud; copying singing songs - between teacher and pupils - call and response. (See Jan Holstock’s “Earwiggo Up Earwiggo Down 3 Pitch Games”)