Music
Why Music matters:
A high-quality music education engages and inspires pupils to develop a love of music and their talent as musicians, and so increases their self-confidence, creativity and sense of achievement. As pupils progress through the school, they develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The study of Music in our school enables us to realise our vision of life in all its fullness by:
Creativity - In order to be the best they can be, children need to challenge themselves and think big! At St John’s, we provide numerous creative opportunities - assemblies, productions, church services and more - which help them to develop their confidence in performing and their pride in what they can achieve. Additionally, as well as giving children the opportunity to experiment with musical instruments and to make music for themselves, we believe it is important to encourage them to develop an appreciation of music. This not only helps to nurture their wellbeing but can stimulate their creative side.
Kindness - Music encourages empathic communication: we aim to encourage and develop this capacity for empathy in children when teaching Music at St. John’s. Everyone receives and enjoys respect, acceptance, and personal fulfilment in and through music making, be it music appreciation or the simple act of performing together.
Growth - At St. John’s, music plays an important part in fostering resilience. Whether explicitly taught in music lessons or through encountering music elsewhere in their school lives, the subject helps to develop the sense of confidence and character which is required in everyday life.
Joy - Music is an excellent tool for encouraging respect through attentive listening. Children can reflect on their own learning behaviours and their effects on others, connecting listening with values, and practising attentive listening to their surroundings and to others’ work.
How we deliver it:
Music is taught discretely each week by a subject specialist. We use the scheme ‘Music Express’ for resources and planning as a starting point, but adapt every unit to meet the interests, passions and needs of each class.
Our Music Subject Overview identifies the five key areas of our music curriculum: performance, composition, musical notation, listening and the history of music that will be woven into every unit of teaching and revisited every year, so that children become increasingly more confident with them.
Singing is at the heart of our school music provision: it supports wider musical understanding, contributes to enhanced wellbeing and increases confidence. Just as assemblies are an integral part of our school vision, singing (and music) plays an important part in our assemblies. A weekly singing assembly allows the children opportunities to develop their singing skills and gain an understanding of how ensembles work.
Performances, such as Christmas plays and nativities, and end of year shows, further demonstrate that music is important to the life of the school.
Extracurricular activities, such as choir and peripatetic music lessons, also provide children with experience of making music.
Learning is further enriched with the BBC programme entitled '10 Pieces'. This focuses on 10 artists each year to promote a love of music and understanding of the history in which each composer lived and wrote their music, influenced by world events of the time.
How we know we are doing it well:
The impact of teaching music will be seen across the school with an increase in the profile of music.
The subject leader will monitor the teaching and progress of children in the subject through learning walks and discussions with teachers and children. Feedback will be given to teachers and children as appropriate.
Surveys of children and teachers will be used to monitor attitudes to the subject, with participation in music increasing wellbeing, promoting listening and improving concentration.
Whole-school and parental engagement will be improved through attendance at performances, and engagement in extracurricular activities.