Curriculum aims
Learning and undertaking activities in music contribute to achievement of
the curriculum aims for all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of music
Music is a unique form of communication that can change the way pupils feel,
think and act. Music forms part of an individual's identity and positive interaction
with music develops pupils' competence as learners and increases their self-esteem.
It brings together intellect and feeling and enables personal expression,
reflection and emotional development. As an integral part of culture, past
and present, music helps pupils understand themselves, relate to others, and
develop their cultural understanding, forging important links between the
home, school and the wider world.
Music education encourages active involvement in different forms of music
making, both individual and communal, helping to develop a sense of group
identity and togetherness. Music can influence pupils' development in and
out of school; it can help foster personal development and maturity, a sense
of achievement and self-worth, and the ability to work with others in a group
context.
Music learning develops pupils' critical skills: their ability to listen,
to appreciate a wide variety of music, and to make judgements about musical
quality. It also increases self-discipline, creativity, aesthetic sensitivity
and fulfilment.
Key concepts
There are a number of key concepts that underpin the study of music. Pupils
need to understand these concepts in order to deepen and broaden their knowledge,
skills and understanding.
Integration of practice
- Developing knowledge, skills and understanding through the integration
of performing, composing and listening.
- Participating, collaborating and working with others as musicians, adapting
to different musical roles and respecting the values and benefits others
bring to musical learning.
Cultural understanding
- Understanding musical traditions (IE5 consider the influence of circumstance, beliefs and feelings on decisions and events) and the part music plays in national
and global culture and personal identity.
- Exploring how ideas, experiences and emotions are conveyed in a range
of music from different times and cultures ( IE3 explore issues, events or problems from different perspectives).
Critical understanding
- Engaging with music, developing views and justifying opinions (IE6 support conclusions, using reasoned arguments and evidence).
- Drawing on experience of a wide range of musical contexts and styles (IE3 explore issues, events or problems from different perspectives) to
inform judgements.
Creativity
- Using existing musical knowledge, skills and understanding for new purposes
and in new contexts.
- Exploring ways music can be combined with other art forms and other subject
disciplines (IE3 explore issues, events or problems from different perspectives).
Communication
- Exploring how thoughts, feelings, ideas and emotions can be expressed
through music (IE1 identify questions to answer and problems to solve).
Key processes
These are the essential skills and processes in music that pupils need to
learn to make progress.
Performing, composing and listening
Pupils should be able to:
- sing in a solo or group context, developing vocal techniques and musical
expression
- perform with increasing control of instrument-specific techniques and
musical expression
- practise, rehearse and perform with awareness of different parts, the
roles and contributions of different members of the group, the audience
and venue
- create, develop and extend musical ideas by selecting and combining resources
within musical structures, styles, genres and traditions
- improvise, explore and develop musical ideas when performing
- listen with discrimination and internalise and recall sounds
- identify the expressive use of musical elements, devices, tonalities and
structures (IE3 explore issues, events or problems from different perspectives).
Reviewing and evaluating
Pupils should be able to:
- analyse, review, evaluate and compare pieces of music (IE4 analyse and evaluate information, judging its relevance and value)
- identify conventions and contextual influences in music of different styles,
genres and traditions (IE3 explore issues, events or problems from different perspectives)
- communicate ideas and feelings about music using expressive language and
musical vocabulary to justify their opinions (IE6 support conclusions, using reasoned argument and evidence)
- adapt their own musical ideas and refine and improve their own and others'
work.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and key processes.
The study of music should include:
- performance activities in a range of contexts within and beyond the classroom
- a range of live and recorded music from different times and cultures (IE3 explore issues, events or problems from different perspectives)
- a range of classical and popular traditions and current trends in music
that reflect cultural diversity and a global dimension (IE3 explore issues, events or problems from different perspectives)
- staff notation and other relevant notations in a range of musical genres,
styles and traditions (IE3 explore issues, events or problems from different perspectives)
- the consideration of contextual influences that affect the way music is
created, performed and heard (IE5 consider the influence of circumstances, beliefs and feelings on decisions and events)
- the use of ICT and music technologies to create, manipulate and refine
sounds
- the role of music and musicians in society, the music industry and of
artistic and intellectual property rights.
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- develop individual performance skills both vocal and instrumental, including
the use of music technology
- develop listening and aural perception skills in practical activities,
including composing and performing
- develop creative and compositional skills, including song writing, arranging
and improvising
- work with a range of musicians and watch and listen to live musical performances
where possible, to extend pupils' musical learning
- work individually, in musical groups of different sizes and as a class
- build on their own interests and skills and develop music leadership skills
- make links between music and other subjects and areas of the curriculum.
