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Willowcroft Community School

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Music

Music

Intent

Music is taught throughout each term and is embedded into each Year group’s topic through the LEAP curriculum, and in stand-alone events. Children have the opportunity to listen to and appraise different genres of music and types of instruments, explore and create music through playing musical instruments, improvisation and composition, learn to sing confidently and tunefully, whilst performing different types of musical pieces. This allows our children to have an enriching musical experience throughout their time at Willowcroft, building their confidence and skills in every Year group.

 

LEAP Curriculum- Implementation

Language

 

 

 

 

 

Technical language in music is an area that is focused on throughout the school. Through listening and appraising the children discuss and critique a range of genres of music and instruments, both with lyrics and without. Through this and sharing, we encourage children to compare music and use language critically to discuss how music is performed and represented. Children will explore and create their own music through: improvisation, composition and playing musical instruments. Through these skills children are encouraged to investigate, both in groups and independently, how different instruments are played. Children work in pairs to problem-solve, teach each other what they have discovered and evaluate their own learning. Throughout their time at Willowcroft children will be introduced to technical vocabulary of how music is written, e.g. crotchets, quavers, crescendo, diminuendo, etc. and use it through discussions and composition. In singing, children will be exposed to different lyrics and languages, from a multitude of global music, and will understand the structure of songs through verse, chorus, rhyme and rhythm.

Experiences

 

 

 

 

 

The children will have a vast range of prior experiences in music, therefore, it is crucial that during their time at Willowcroft they are exposed to as much variety as possible. These experiences will range from outside musical companies visiting the school to work with the children (e.g. iRock), watching performances which involve music (e.g. pantos, musicals, etc.), performing in both theatres and at school (e.g. end of year performance at Cornerstone and Christmas Concerts), taking part in whole school music-based events and through lessons and singing assemblies being exposed to different genres of music. This will enrich their learning through experiences, providing children with a good understanding of music.

Amethyst

 

 

 

 

 

Music is hugely contributes to children’s confidence, curiosity and motivation, these being qualities we aim to build through our Amethyst Learning. Focusing on the four R’s, resilience is built through sharing and critiquing of performances the children are involved with. The children experience resourcefulness through the playing of musical instruments and the children using the skills they have to compose music. The quality reciprocity is developed through the working together as a group to create music and sharing critiques to each other. Lastly, reflectiveness is demonstrated through the appraising of music and self-evaluation after a performance.

Power to change the world

 

 

 

 

Through understanding music, children will learn how music affected change in periods of history and have contributed to change and movements throughout time. They will join up learning by studying music that coincided with historic events and impacted on different countries and religions. Children will be encouraged to interpret music through different feelings and emotions, and to understand how empowering some music can be. Furthermore, the confidence the children will learn to exhibit from performance events, will be applied to difference areas of their lives to ensure that they are more outgoing and volunteer for more opportunities in the future.

 

Impact

Impact will be measured through the use of observation during performances, pupil and parent’s voices, group tasks (e.g. the children receive a theme or story in a group and need to compose a piece of music to symbolise that theme or story) and quizzes based on listening, appraising and technical vocabulary.

Progression of Skills

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