Key Concepts and Key Skills

Hillfort Specific
 
Personal development Music has a huge contribution to pupils’ spiritual, moral, social and cultural development (SMSC). It supports health and wellbeing.
Occurs through making, presenting and evaluating music:
making a contribution to cultural life; developing self-esteem and self-confidence; independent learning, problem solving and the ability to use self-evaluation; team work and leadership; and promoting emotional development.
Musical confidence is developed through active engagement with music as performers, music-creators and audience – children will find and develop their musical personalities.
Children develop a lifelong love of music.
Cultural development Music is one of the central building blocks of any culture and the shared knowledge of music is crucial cultural capital in understanding where we came from and our place in the world.
Children develop cultural identity and understanding. Children will be introduced to a wide and diverse range of music, most of which they will not have encountered before.
Pupils develop their appreciation of music, refining their individual taste when exploring:
* Music from local, national and world heritages
* Western classical music, its periods and influences
* Popular music and cross cultural fusions
Embody the school’s values Kindness, resilience, challenge, courage, aspiration
 
Musical Concepts
 
These concepts help to develop MUSICAL UNDERSTANDING. (SM/Music mark)

Musical techniques and building musical knowledge.

Rich, varied musical framework – taught through CHARANGA scheme of work.
 
Understand style, genre and tradition Children gain a knowledge of styles and genres from local, national and world traditions and contemporary practice – including through the work of great composers and musicians. They compare features of music from different periods and traditions and for different purposes.
History and chronology of music Pupils develop their understanding of the history of music through different periods and styles of music, putting the listening repertoire into historical and stylistic context.
Early period, Renaissance, Baroque, Classical, Romantic, Early 20th Century, Contemporary (21st Century)
Interrelated dimensions of music At the centre of all learning – they are musical building blocks: understand pulse, rhythm, pitch, dynamics, tempo, timbre, structure, texture and appropriate musical notations. Using Charanga, with each new song children begin with the foundation learning of finding the pulse, rhythm and pitch of the song. The progression through the dimensions is outlined in the scheme.
See Note 1 for Progression Map.
Notation Use and understand staff and other musical notations
Creativity Music learning is a creative experience for children and creativity is at the heart of all musical learning. Children explore musical expression through all the musical processes. This involves a process of playing and experimenting with ideas; making choices and organising; and finally refining, rehearsing and performing.
Music terminology and language Develop understanding and use of musical terminology.
See MMC Pages 3-7 for Glossary of musical terms.
See Charanga terminology
 
Musical Skills/Processes

Music is a skills based subject and is taught practically.

Steadily increasing development of musicianship.

Explored experimentally, through vocally or through music technology.

Key areas work together /alongside one another.
 
Listening (and appraising) Listening is at the heart of musical activities; we develop our musical understanding through listening.
Active and critical listening is key. This inspires creative responses, both verbally and musically. By learning to listen critically, pupils will not only expand their musical horizons but also gain a deeper understanding of how music is constructed and the impact it can have on the listener.
Children listen to each other, their own music and a repertoire of music.
Listen with attention to detail and recall sounds with increasing aural memory.
Composing To be able to create own original music through:
Improvising, creating, organising, and refining rhythmic and melodic patterns and harmonies, using textures and structures as appropriate
Children experience practical music making and develop musical expression.
Performing Perform musically with authenticity.
Play tuned and untuned instruments – develop technical control.
Develop an awareness and sense of audience with regular opportunities for performance in lessons and wider school events
Ensemble: performing with others
Singing Use their voices expressively.
Children receive regular singing opportunities.
Through good vocal production, careful listening and well-developed sense of pitch, pupils should be able to sing with musical delivery by the end of Year 6.

Progression Map from EYFS to Year 6