Music in the Primary Curriculum Challenges and Changes Ian Axtell Route Leader for Music Education Birmingham City University

The National Curriculum

The National Curriculum The Primary National Curriculum for Music was published in 1999 Organised into 2 Key Stages: Key Stage 1 (for ages 5 to 7 or Year 1 and Year 2) Key Stage 2 (for ages 7 to 11 or Year 3 to Year 6) Each Key Stage is organised into 2 areas (or Programme of Study): Knowledge, skills and understanding Breadth of study

The National Curriculum Knowledge, skills and understanding are separated into a further four areas: Controlling sounds through singing and playing – performing skills Creating and developing musical ideas – composing skills Responding and reviewing – appraising skills Listening and applying knowledge and understanding

The National Curriculum Breadth of study for Key Stage 1 indicates that pupils should be taught the knowledge, skills and understanding through: A range of musical activities that integrate performing composing and appraising Responding to a range of musical and non-musical starting points Working on their own, in groups of different sizes and as a class A range of live and recorded music from different times and cultures.

The National Curriculum Breadth of study for Key Stage 2 indicates that pupils should be taught through: A range of musical activities that integrate performing composing and appraising Responding to a range of musical and non-musical starting points Using ICT to capture, change and combine sounds Working on their own, in groups of different sizes and as a class A range of live and recorded music from different times and cultures (for example . . . )

The National Curriculum The aim is to see how individual pupils match the Attainment Target for Music at the end of each Key Stage. This AT is split into 9 levels (including Exceptional Performance): Level 1: Pupils recognise and explore how sounds can be made and changed. Level 2: Pupils recognise and explore how sounds can be organised. Level 3: Pupils recognise and explore the ways sounds can be combined and used expressively

The National Curriculum Level 4: Pupils identify and explore the relationship between sounds and how music reflects different intentions Level 5: Pupils identify and explore musical devices and how music reflects time and place Level 6: Pupils identify and explore the different processes and contexts of selected musical genres and styles. Level 7: Pupils discriminate and explore musical conventions in, and influences on, selected genres, styles and traditions Level 8: Pupils discriminate and exploit the characteristics and expressive potential of selected musical resources, genres, styles and traditions

The National Curriculum Exceptional Performance: Pupils discriminate and develop different interpretations However, in terms of primary schools, pupils are only expected to achieve levels 1 to 3 in Key Stage 1 and levels 2 to 5 in Key Stage 2

The present government have conducted a National Curriculum Review From what you can remember, conduct a SWANS analysis (Strengths; Weaknesses; And Next Steps) In groups of 3 identify some Strengths and Weaknesses Then in groups of 6, share your ideas and complete And Next Steps. Be prepared to share these with the whole group!

A significant strength is the idea to “integrate performing composing and appraising” This features in the new National Curriculum for Music at Key Stage 3 (2007) where “Integration of Practice” is the first “Key Concept” In your groups of 6 explore what might be meant by an “integration of practice” and then think of some examples that you can share!

A significant weakness is the lack of time for music at both Key Stage 1 and Key Stage 2 This is not just a feature of music but a wide range of other subjects A National Curriculum can create an over-crowded and segmented curriculum which means little to the children involved

Beyond the National Curriculum The Rose Review of the Primary Curriculum, completed in 2009, and the International Primary Curriculum (originally developed in 2000 by the Shell oil company for the children of its employees at 15 international schools and now taught in schools all over the world) take a more thematic and creative approach towards curriculum design http://www.thersa.org/events/video/animate/rsa-animate-changing-paradigms

Beyond the National Curriculum Central to these creative approaches towards curriculum design is the work of Howard Gardner who develop his theory of Multiple Intelligences in 1983 where music is defined as a unique and discrete form of intelligence Like Sir Ken Robinson, Howard Gardner believes that music and the arts should play a significant role in the life of any school His “Entry Points” and “Compass Point Practices” provide a balanced and inclusive approach towards curriculum design that thematic and creative curricular aim to emulate

Beyond the National Curriculum The aim is promote children’s thinking and learning by using themes and topics that are meaningful and relevant to them We know that music can promote thinking and learning in unique ways and We are all musical; we just need the opportunity Welch, Graham (2001), “The Misunderstanding of Music” An Inaugural Lecture, London: Institute of Education