1. Music at Wimbledon Park What’s it all about?

2. RHYTHM GRID – WARM UP XO X OOX XO

3. By the end of the evening I want you to think of your child… Does my child have the opportunity to read music and play an instrument? My child loves music but doesn’t want to play an instrument, what can they do and what will they learn?

4. Perceptions, experience and understanding Why is music important to every child? Music is visual, kinaesthetic, auditory and tactile Music helps socialisation through listening, negotiating, exploring, cooperating, communicating Music develops skills, widens vocabulary Music can empower and help to explore emotions Music is creative, emotional, empathetic

5. What is the focus of Music in the new National Curriculum?

6. How do we give our children the best that music can offer at Wimbledon Park?

7. Planning exciting and purposeful learning whilst constantly reviewing and wanting to do more Providing opportunities for pupil involvement in their learning and feedback – the pupil voice Supporting and enriching the curriculum topics Examples of professional musicians and composers past and present

8. 2015Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2 Reception All about me – the body machine! Rhythm games, songs and instruments (pulse + rhythm) The Magic Carpet Seasonal songs linked to performances (Pitch + thinking voice) Once upon a time Rhymes, somgs and stories – (pulse, rhythm + pitch) Hooves and trotters Animal songs and games (dynamics + tempo) It’s a Bugs Life Counting songs, rhythms and games ( structure + duration) Oceans and Islands Travel and the wider world (timbre + texture) Year 1 Sounds + materials Duration- long, short Songs, rhythm games, poetry using movement and percussion linked with science Christmas Performance Sing seasonal songs accurately and with clear articulation Stories and songs Accompanying songs. Making musical choices using instruments, combining sounds. Recording and reviewing Performance songs for assembly Pitch, phrase, rhythm and pulse. What is the difference between rehearsal and performance? Castles in history Dance and mixed percussion accompaniment Pitch/dynamics tempo/structure Holidays – Wish you were here! Word compositions Taking a journey through developing short melodic ostinato patterns and rhythms Year 2The Rescuers – Traction Man Science vocabulary Timbre, texture and structure – layering, combining and exploring sounds Christmas Performances Sing seasonal songs with confidence and expression Kandinsky - Graphic scores + symbols Compose using mixed percussion and movement and sound to describe images – (pitch/rhythm/structure/dura tion/pulse) Fire of London Exploring songs and creating soundscapes, rounds and melodic ostinato patterns - using tempo/timbre and structure. Where the Wild Things are – RUMPUS! 2Simple - Rhythmic ostinato patterns – notation grid - layering rhythms and combining word textures Singing Games Composing new singing playground games for younger children in Reception. (Structure/pitch/phrase/ rhythm/actions/sections)

9. 2015Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2 Year 3 In2Recorders Introducing the recorder family and different musical styles. Reading and composing using formal notation. Christmas Performances Sing seasonal songs with confidence, expression and clear articulation In2Recorders Improvisation and composition – 2Simple writing melodies for the recorder and adding simple accompaniment In2Recorders Moving on. Extending notation and pitch range. Charanga website supporting musical theory In2Recorders Tudor music La Volta – Dancing, playing and accompanying the music using ostinato patterns. Take One Piece – South American artists Listening, creating, painting/collage. Making connections with line, texture, colour, timbre, phrase and identity Year 4 Sagas and Swords How do composers use the musical elements to create different effects? Themes, motifs, poetry and music Christmas Performances Sing seasonal songs with expression and accurate musical phrasing Shackleton Exploring arrangements, combining melodic and rhythmic patterns linked to drama, art and poetry In2Clarinets 1 Introduction to learning the clarinet - Linking notation and instrumental work from Year 3 In2Clarinets 2 Reading music, learning pieces and extending note range The Tunnel - Having the courage to take risks – film trailer Stravinsky + 2 Simple composition – painting with sound + narration Year 5 African rhythms Exploring rhythms from different cultures – traditional Ghanaian ‘Miam’ rhythms Christmas Performances Sing seasonal songs confidently with awareness of diction, dynamics and good breath control The World and Beyond. Graphic scores - Space Movement, art and music. Exploring and combining sound sources to write graphic scores. Backstories Royal Albert Hall The meaning and themes of songs. What advice would I give to people my age? Inheritance tracks BBC – Radio 4 A River Runs through it – River of Life Minimalism - Steve Reich. Layering and combining melodic patterns using xylophone + glockenspiels. Link Sound Drop app Sold down the River – Sounds and Reflections of a City Writing a contemporary soundscape combining melody, rhythm = structure linked to historical songs Year 6Behind the Mask - Musical Processes + interpretation Looking at different inspirational starting points for composition – ‘Fox’ by Margaret Wilde, Symphony No.3 by Henryk Górecki, Picasso – Crying Woman Christmas Performances Singing seasonal songs good listening skills, singing more complex and integral parts, clear diction, breath control and quality of tone Ten Pieces – Zadok the Priest Audacity – manipulating and combining sounds. Layering tracks. Visit to Crown Lane Studios Performance – Shakespeare Song writing, composition and movement inspired by Shakespeare – ‘Hamlet’ Music Industry/film music/song videos ‘It’s more than knowing about pulse and rhythm!’ Making choices and creating effects. Exploring and comparing artists - Madpad + Garage Band End of Year show performance (TBC) Hee hee!

10. In music, through music or both? ‘The arts are increasingly seen as a way of joining up the curriculum and making it meaningful to young people. Through the arts children express their feelings, thoughts and responses. The arts have the potential to stimulate open-ended activity which encourages discovery, exploration, experimentation and invention.’ Duffy (2006: xvi)

11. Most importantly ”It’s about the process, being able to explore, reflect and build on learning and become compassionate and informed members of society” We will always aim for opportunity, excellence and success but the work’s not over yet. There is still more fun to be had!