Curriculum Overview
01
Music in EYFS
In EYFS, music is initially all about encouraging musical expression and developing confidence in using the voice and body in musical ways. The voice and body are everyone’s prime instrument and prime form of expression. Consequently, strong musical foundations can be developed.
We introduce musical routines for things like tidying up and transitioning between classrooms. We work on creating a good listening culture where everybody is respected and heard. We grow from speech to song through activities like vocalisations during storytelling. We make use of props and puppets, which are great for bringing children out of their shells. For example:
A puppet who chases and tickles all the children.
A puppet who will hug the children
A wizard who can change the frogs into different animals, or make the floor go hot and cold or icy or filled with custard, to evoke a range of imaginative movements and vocalisations from the children. They might also be able to grant wishes!
A Monster who the children have to sing quietly to in order to ensure she does not wake up and eat any children who are too noisy.
All activities for EYFS are developmentally appropriate, with songs carefully chosen for the children’s vocal range to develop the natural musicianship of every child.
Research shows that musical activities in EYFS can have a lifetime of benefits for children, even boosting their literacy and academic achievement.
Listening is active and includes a very wide range of music from throughout history and across the world.
02
Music in Key Stage1
Using a sound before symbol approach, we begin to use more formal and structured format in Year 1. As well as continuing to develop movement, singing and expression, including composition and improvisation activities, once all children can move to a pulse together, we then learn crotchets (ta) and Quavers (ti) as stick notation and the notes “so” and “mi” on a two line stave.. We will sing lots of songs clearly containing this interval and rhythms. Once secure, we will make learning exp;licit and introduce the symbols and names. We will then spend the rest of the year practising reading and using these rhythms and pitches to securely reinforce them. By the end of the year, children are singing in confidently in tune and can fluently read the following:
03
Music in Key Stage 2
In key stage 2, the notes do re and mi are gradually introduced to create the pentatonic scale, do re mi so la do’. Rhythmic knowledge is expanded to include syncopation, semiquaver combinations (tikatika, tika ti, ti-tika, tim-ka), minims (ta-a) semibreves (ta-a-a-a) dotted rhythms and triplets. We then move to “la” pentatonic for a minor sound – la do re mi so la’.
We also begin to explore genres such as Nasheed singing, Hip Hop and the eras of classical music.
Learning about the musical elements such as dynamics and tempo is made conscious, with children understanding musical terms and able to apply them convincingly in their work. Rhythm and pitch information is now combined and uses a full stave.
Compositions, songwriting and improvisations become more sophisticated as their skills and knowledge are developed over time, as does their performing and responding to music.
https://www.bloomsbury.com/uk/bloomsbury-curriculum-basics-teaching-primary-music-9781472942722/