Music Training

1. Music Training 4th October 2016

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. www.musicmanifesto.co.uk

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 • http://www.singup.org

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? sgoldsmith@northwickpark.essex.sch.uk Northwick Park Primary School 01268 684554