MUSIC POLICY Download Learning Outcomes
This document is a statement of the aims and strategies for the teaching and learning of Music at Cherry Orchard Primary Academy. The policy was written to reflect the guidance given by the Primary Years Programme International Baccalaureate Arts Scope.
It was written by R Stroud, Music Coordinator, in April 2018.
It was approved by the Principal in September 2018. Reviewed 25/09/19
What is Music?
Music is an art form consisting of sounds in time, especially tones of definite pitch organised melodically, harmonically and rhythmically. The sounds are produced by singing or by playing musical instruments. The sequence of sounds are perceived as pleasing or harmonious.
Music enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Music is a part of everyday life. Listening to and performing music can be a social activity.
Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, songwriting and recording.
In creating, students use their imagination and musical experiences to organize sounds—natural and technological—into various forms that communicate specific ideas or moods.
In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures.
Individually and collaboratively, students should have the opportunity to create and respond to music ideas.
Using the six transdisiplinary themes shared throughout the school, who we are, where we are in time and place, how we express ourselves, how we organise ourselves, sharing the planet and how the world works, our intent is that all pupils will, to the best of their ability:
This supports the concept-based learning system where children explore music using these seven key concepts in the PYP framework:
Form – What is it like?
Connection – How is it connected to other things?
Function – How does it work?
Perspective – What are the points of view?
Causation – Why is it like it is?
Responsibility – What is our responsibility?
Change – How is it changing?
Where possible music teaching with try to reflect the curriculum mapping across the school.
Principles of teaching and learning Music
By engaging children in making and responding to music, music teaching offers opportunities for them to:
The music curriculum has been designed to recognize that learning in arts is a developmental process and that the phases through which a learner passes are not always linear or age related. For this reason the content is presented in continuums for each of the two strands of arts: responding and creating. For each of the strands there is a strand description and a set of overall expectations. The overall expectations provide a summary of the understandings and subsequent learning being developed in each phase within a strand.
Please see the tables attached for explanation of the four phases used and the Learning Outcomes for each phase of both creating and responding.
Teaching includes, but is not limited to, the following strategies;
The impact will be measured through the following ways:
Role of the Music Teacher
The Co-ordinator’s role is to:
Extra curricular activities
We recognise the importance of PSHE and SMSC in all aspects of the curriculum.
SMSC Music policy:
Different cultures, beliefs, faiths and experiences are explored through the diverse music genres that the children study. They learn about themselves and others in the surrounding world through action songs and rhymes from different cultures. The history of music is explored to give the children a sense of place and for them to study the different influential music movements that have existed through time.
Creativity is encouraged through both group and individual work with a focus on developing imaginations and encouraging ideas to produce compositions that are child-led.
Health and Safety
Refer to the School Health and Safety Policy for requirements regarding visits and fieldwork.
See News blog for further details.