Music

 Music at John Perryn

 

‘The quality of life is improved by physical, emotional, social and cognitive growth experiences through a meaningful, sequential study in music.

A comprehensive music education engages learners in developing self-esteem, self-discipline, cooperation, creativity, and self-motivation necessary for success.’

 

Intent

At the end of the school journey at our school, pupils will be able to understand all basic concepts of music like: beat, rhythm, duration of the notes or tempo. They will be familiar with the concepts of articulation, dynamics and phrasing, which will majorly extend their understanding of the music they listen to and will give opportunities to broaden their musical interests.

A wide range of music will be discussed and performed throughout years: from classical, through jazz and world music to popular genres.

In Key Stage 2, children will have an opportunity to explore composition. We will discuss how to create an interesting piece of music/melody, we will create their own songs and music pieces using available instruments or computer programs; we will create music soundscapes linking to the themes such as: Rainforest, World Word II and Space. 

Along with studying music and music theory we will explore singing, drama and dance.

All introduced musical concepts will be supported with movement, singing with elements of acting. This process of learning allows us to create amazing musical productions at the end of Year 6, which are always an exciting part of school life and something to look forward to.

 

Implementation

At John Perryn Primary School, we focus on exploring music and its concepts through body movement. Music and performing arts lessons are based on the Dalcroze Method, also known as Dalcroze Eurhythmics.

 

This is the approach music educators use to foster: music appreciation, ear-training and improvisation whilst also improving musical abilities.

In this method the pupil’s body is the main instrument.

Pupils listen to music focusing on particular concepts of music earlier discussed (such as: duration, pitch, dynamics, texture, tone colour, structure) and express what they hear through movement.

Lessons are often led with a piano accompaniment and supported by different resources - scarves, percussion instruments, ribbons, balloons etc.

 

This approach connects music, movement, mind, and body but also develops many more aspects: Coordination, concentration, imagination, flexibility, inner hearing, understanding of musical concepts.

This is a great base for future instrumental and performing arts development.

 

Miss Aggie, John Perryn’s specialist teacher says:

‘Our subject vision is to give opportunities to all children to discover and develop their talents and passion. Thanks to music and performing arts sessions, pupils learn how to appreciate all genres of music: from classical through to jazz to world music amongst many others. They learn how to actively listen to music pieces and analyse them using prior gained knowledge. They also develop their creativity with the help of constant encouragement to improvise and compose. Our music sessions are filled with elements of drama, singing and dance (not to mention laughter) giving students a wider spectrum of arts they can cherish in their lives but also shaping sensitive, fulfilled and happier human beings.’

 

Music

 

To find out more about the music curriculum, please contact either the school office, speak to your child's class teacher or to the music

 subject coordinator Ms. Aggie.

 

Music