1. September 2015 Sarah Goldsmith – Primary Music AST
Music Training
September 2015
Sarah Goldsmith – Primary Music AST

2. We will cover Warm up Music Education in England National Curriculum
Elements of music and teaching activities
Composition ideas
Listening ideas
Using ICT
Planning and Assessment
Extra Curricular Music
Charanga – Essex Music Hub funded resources
Questions

3. Warm up activities What are we doing? Why?
What skills are the children learning?
How can we extend these skills?

4. Why should we have music in schools?
Raise Attainment
Improve behaviour
Sense of belonging and well-being
Whole school activity
Community involvement
Key part of a creative approach to education and a good cross curricular tool.

5. Music Education in England

6. Music Manifesto
Set up by the government in 2004, and subesquently led by a voluntary, independent and apolitical 13-strong Partnership and Advocacy Group (MMPAG), chaired by Darren Henley, managing director of Classic FM.

7. Wider Opportunities/First Access
Wider Opportunities evolved following the government’s Wider Entitlement pledge that ‘…over time, all pupils in primary schools who wish to, will have the opportunity to learn a musical instrument’.
Specific government funding for this project ended in 2011 and now funding for instrumental teaching comes to schools via the local Music Hub.
It has now been written into the National Curriculum for Music that all children at KS2 should have the opportunity to learn a musical instrument

8. Sing Up
£40m national singing programme, launched in 2007, funding in place until 2011.
Howard Goodall - National Singing Ambassador and raised the profile of singing in school.
The programme included a website, magazines sent into school, training and an awards scheme.
Funding ended in 2011 and now schools buy into the service for a yearly fee.

9. Sing up website

10. Recent reports
Music Education in England - A Review by Darren Henley for the DfE and the Department for Culture, Media and Sport – February 2011.
Music in schools: wider still, and wider. Ofsted, March 2012.
Music Hubs now set up and begun working in 2012/13
Southend, Essex and Thurrock Music Services are all Music Hubs.

11. National plan for Music Education
The importance of music: a national plan for music education: Published by the DfE in November 2011 Any funding that comes into music education currently is linked to the National Plan and comes to schools through the Music Hubs.

12. National Curriculum
Talk about what is in the NC. What sorts of skills do we need to teach? How do we do this and at what point? Remember – teach music musically!

13. Interrelated dimensions of music and teaching activities
Dynamics
Duration
Tempo
Timbre
Texture
Pitch
Structure

14. Composition
Anything can be used to make music!

15. Composition ideas - Group Task
Use the material provided to design a composition activity for the age group suggested.
Think about:
How you would organise the class
How you would structure the activity for the children.
How would you extend gifted and talented children
How would you support any specific needs.
How you would evaluate and assess the work.

16. Organisation in school
How will you set the classroom up?
What do you need to have ready?
Who else is working near by?
What groups will the children work in?
Where are things stored and what resources do you have in school?
What human resources are around that you could draw on?

17. Listening
Take the time to listen and teach the children what they are listening for
Give background details, but not too many
Share your thoughts with the children
Variety of music
Active listening
Use open ended questions and praise all responses. Encourage different ideas and explanations
Try to have some knowledge of the context of the music you are using (who composed it, when, why)

18. Assessment and planning
Plan your activities against NC objectives.
Plan to teach musically – demonstrate using sound at all times (avoid wordy explanations).
Plan to have music making from the very start of your lesson.
Remember the interrelated dimensions of music
Use the schools system for foundation subject assessment.
Make recordings/film the children working.
Know your children! – a lot of music happens outside of school, don’t assume anything.

19. First Access
First access is available to all Essex Schools from Essex Music Hub. Charanga resources will support these lessons and are available free for all schools to use.

20. Using ICT Film cameras (flip cameras or equivalent)
Sound recorders (easi speak microphones, hand held devices, USB microphones to record directly to the computer)
iPads
Use these for evidence of the children’s work and also to help the children remember what they have done in previous sessions.

21. Using ICT Audacity – freely downloadable sound software.
GarageBand – Apple software.
Allow the children to collect sounds, make sounds and manipulate them.
Listen to electronic music to see how composers/musicians are using technology in their work.
Look at DVD extras about composing (Finding Nemo and Charlie and the Chocolate Factory)
You Tube – Paint ‘Paper Beat Boxing’.

22. Extra Curricular Music and Partnerships
Choir, orchestra, bands, music appreciation – there are many possibilities!
Local and national festivals (Young Voices and Music for Youth)
Local and National arts groups will often have education programs which are worth getting involved in.

23. Questions Any questions? goldsmith_sarah@hotmail.com
Northwick Park Primary School