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Marlbrook Primary School

Marlbrook Primary School

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Marlbrook
Primary School

Music

Intent

To ensure children experience a wide range of instruments, musical genres, drama performances and vocals.

Our intent is to ensure that all pupils can;

-perform, listen to, review and evaluate music/drama performances across a range of historical periods, genres, styles and traditions, including the works of great composers and musicians.

-to sing and use their voices, to perform in school productions, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical, as well as dramatic performance excellence

-understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

-play with and experience music and drama within the environment.

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.

Implementation

Our curriculum matches the intention by giving sufficient time to music and drama performance to enable pupils to meet the expectations set out in the National curriculum programme of study through the use of Charanga. This promotes progression by providing a clear and comprehensive scheme of work. The children progress their skills in drama in line with national curriculum objectives outlined in the English strands including speaking and listening for example performance poetry. Music planning is appropriate for the needs of our children; it challenges them and builds on previous learning. To further enhance musicianship, drama performance and creativity, children take part in singing assemblies, music and drama clubs, concert and performance experiences, visiting workshops and informal visits throughout the year. Professional musicians work with appropriate year groups termly. Children are given the opportunity to learn an instrument from peripatetic musicians to widen their understanding of musical structures and instruments. Music and drama are used to support the wider curriculum to improve listening skills, stimulate the imagination and creativity, focus the mind, improve self- confidence, aid memory, encourage collaborative learning and challenge viewpoints. Differentiation is supported through suitable use of cultural capital, linking appropriately selected musicians, playwrights and producers. It is also supported through the complexity of musical instruments and adjusting teaching to suit different learning styles and abilities using content, material and time spent as well as differentiating instructions. This may be through presenting more complex musical principles in different ways for through hearing or visual prompts. Drama is differentiated through aptitude of speaking and listening, delivering parts appropriate to their developmental need, confidence and their engagement to a topic. Specific to EYFS, children will learn the skills outlined through play scenarios, repetitions of nursery rhymes, role play areas in continued provision and access to musical instruments within the environment. 

Impact

Music and drama performance, subject knowledge and skills are consolidated by using a well-planned scheme which builds upon previous understanding and ability and skill sets. These are revisited constantly throughout the year groups to ensure children maintain gradual progression.

Children have the ability to use their skills in cross curricular subjects to become self- aware, self-confident, collaborative learners ensure development of further interests in the future. These skills allow them to become educated citizens, with a well-rounded understanding of culture and history which relate to students individually as well as societies across the world. Music and drama performance give children the opportunity to gain a sense of achievement. In EYFS, children are supported with listening and appraising, forming opinions on genres of music and performance and creating sound effects with toys.

Overview

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Performances

Reception

(Percussion)

(Nursery Rhymes and Action Songs)

 

. Pat-a-cake

·  1, 2, 3, 4, 5, Once I Caught A Fish Alive

· This Old Man

· Five Little Ducks

· Name Song

· Things for Fingers

Enviromental sound experiences.

 

I’m A Little Teapot

The Grand Old Duke Of York

Ring O’ Roses

Hickory Dickory Dock

Not Too Difficult

The ABC Song

Christmas Nativity

·         Wind The Bobbin Up

·         Rock-a-bye Baby

·         Five Little Monkeys Jumping On The Bed

·         Twinkle Twinkle

·         If You're Happy And You Know It

·         Head, Shoulders, Knees and Toes

·         Old Macdonald

·         Incy Wincy Spider

·         Baa Baa Black Sheep

·         Row, Row, Row Your Boat

·         The Wheels On The Bus

·         The Hokey Cokey

Musical and dramatical play opportunities.

Percussion with Charanga

Recap of Songs and Instruments

Earth Wind and Fire

Class Assembly

 

Year 1

(Claves/

tambourines)

Old School Hip Hop

Pharrell Williams

 

Reggae, Hip Hop

Christmas Performance

Blues, Latin, Folk, Funk, Baroque, Bhangra

 

Latin Bossa Nova, Film music, Big Band Jazz, Mashup, Latin fusion

Film,Pop, Musicals

Mary Poppins

 

Western Classical Music

Class Assembly

 

Year 2

(Glockenspiels)

South African styles

Christmas, Big Band, Motown, Elvis, Freedom Songs

Christmas Performance

Hans Christian Andersen

Rock

Sing Spring

Reggae

Bob Marley

Pop, Soul, Film, Musicals

Timberland

Western Classical Music

Count on me Bruno Mars

Class Assembly

Harvest Festival

 

Music and Drama Performance Overview- Marlbrook

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Performances

Year 3

(Glocks and Recorders)

Walt Disney

Andrew Lloyd Webber

 

Glocks Stage 1

R&B, Western Classical, Musicals, Motown, Soul

Glocks Stage 1

Learning basic instrumental skills by playing tunes in varying styles

Reggae

Performance Poetry

Music from around the world

Disney Concert

Disco/Anthem

Western Classical Music

Jon Leifs

 

Class Assembly

 

Year 4

(Ukulele)

Encore to teach 1 term

Calvin Harris

Nile Rodgers

Bedrich Smetana (rivers)

ABBA

Learning basic instrumental skills by playing tunes in varying styles

Grime, Classical, Bhangra, Tango, Latin Fusion

Performance Poetry

 

Gospel

Easter Play

The Beatles

Western Classical Music

Class Assembly

 

Year 5

(Voice)

Encore to teach 1 term

Gustav Holst (The Planets, Naughty Boy,

Shakespeare

Rock

Young Voices

Jazz

Young Voices

Dance performance young voices

Pop Ballads

Young Voices

Performance Poetry

Hip Hop

Motown

Class based drama

Western Classical Music

Rap Workshop

Class Assembly

Harvest Festival

Year 6

(Garage Band App)

Shakespeare

Oscar Wilde

Marshmallow

Edward Elgar

Pop/Motown

Choral speaking

Jazz, Latin, Blues

Benjamin Britten (Western Classical Music), Gospel, Bhangra story mime.

Benjamin Britten (Western Classical Music), Gospel, Bhangra.

The music of Carole King

Western Classical Music

Leavers Production

Class Assembly