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Music - Panaga School

Music - Panaga School

Music - Panaga

f ISSUE 7 December 2010 Panaga School’s Half-Termly Educational Supplement Curriculum Focus Featuring: Panaga School’s Music Leader for Learning Imogen Piccirilli Background: I am half Italian and half Scottish, born and raised in London, UK. I am married and have two young children, Daisy and Skyler. Education: I hold a four year degree in music education and performance from Reading University, UK. Teaching experience: I have been a Milepost One class teacher and Music specialist for the last 14 years. This is my second year of teaching Music across the school from Nursery to Primary 8. Teaching philosophy: Music has the power of raising selfconfidence and self-esteem in all children, particularly SEN and EAL learners. It is a creative subject that enables children to be expressive, take risks and experiment with their own music making. Children should be seen as ‘sound creators’ not just ‘musicians’. Simple but recommended musical resources for children: An outdoor music area hanging old pots, pans, sieves, wooden spoons etc from a tree, an old tape player and blank tapes for your child to record their own music making on, experimenting with sound effects on a keyboard, making own percussion instruments out of junk modeling materials, sing, dance, mime and paint along to music from different periods, styles and cultures. Websites I recommend: www.topmarks.co.uk (Click on ‘Music’ – various games and activities ranging from Early Years to Milepost 3.) www.sfskids.org (Learn about orchestral instruments, orchestral music and composing from the San Francisco Symphony Kids’ site.) www.youtube.com (Has a wealth of live concerts your child can watch of his/her favourite musicians and performers. It also has a range of instrumental music lessons e.g. guitar and drums. Always use this site with adult supervision.) Curriculum Focus designed and edited by Damian Brady Music lessons at Panaga School incorporate many units, themes, and objectives of the International Primary Curriculum (IPC). Music is taught primarily as a discreet subject, however many lessons are impacted by an integration of the IPC tasks and learning targets. Children’s progress is also regularly evaluated under the IPC’s Assessment for Learning guidelines. As is the case with the IPC after completing key activities, children are encouraged to self-assess whether they feel they are at a ‘Beginning’, ‘Developing’ or ‘Mastering’ stage in that particular element of their Music leaning. Music and the IPC numeracy; and incorporates these into her own lessons. “This integration has been possible all the way from Nursery to Primary 8,” says Miss Imogen. Her own 14 years experience as a classroom practitioner have also enabled this opportunity to amalgamate, with Music, IPC-related themes and learning targets. An example of this IPC-Music partnership was seen with the P8 unit, Impressionist Art. For their art task, the children had to recreate a photo or a still figure using Impressionist techniques. Using their artwork they created their own ‘soundscapes’ (sounds in pictures) The Four Elements of Music Education There is often confusion about what Music as a curriculum subject entails. Music, as a subject, is about giving children the opportunity, experience and confidence to develop themselves as Listeners, Performers, Composers and Appraisers. Listening Listening in Music is not just about ‘hearing’ different extracts of music. In each Music lesson the children are encouraged to listen to each other as performers and composers. They talk about and analyse particular musical details which were expressively used and decide how they are able to make improvements on their compositions and performances; e.g. using a range of dynamics, adding vocal and body percussion sounds to add interest and ‘texture’ to their own music. Composing Most children love to play instruments but composing is about getting them to be creatively selective in the kinds of sound effects they wish to produce. In the Primary 3s IPC Music Task, The Senses, children worked in groups to The IPC Personal Goals are also a key focus. “Resilience”, a goal every musician would attest to, is a very commonly appearing one throughout each unit of work. By attending and giving her input to planning meetings across all year groups, the Music Leader for Learning, Miss Imogen, is able to derive which IPC lessons may be best taught in her separate music sessions. Plus, she offers her support to teachers on how to approach and incorporate musicrelated aspects of the curriculum in their own classes. Furthermore, she chooses which lessons may encounter cross-curricula links with other learning areas, e.g., science, literacy and explore vocal, body percussion and instrumental sounds to create a ‘soundscape’ of a chosen animal. As composers, they were encouraged to structure their ideas through a graphic score (a pictorial score using symbols). A graphic score from Primary 2’s IPC Celebrations compositions - Diwali A good number of IPC Personal Goals are always shown when the children are composing – Cooperation, Adaptability, Resilience, Respect, Thoughtfulness and Communication! This issue: Music expressing the moods, feelings and colours. They appraised each others’ compositions and chose their favourite piece to share in assembly. In Milepost One, P2 children composed their own compositions based on the IPC unit, Celebrations. Examples of these included, Sinterklaas, Diwali, Chinese New Year and Christmas. The children were encouraged to use a range of percussion instruments, vocal sounds and body percussion. They then recorded their ideas onto graphic scores. Here again, the appraising and reflective elements of Music and the IPC, shared a successful international learning link. By Damian Brady and Imogen Piccirilli Listening Composing The 4 elements of Music Education Performing Appraising Appraising The children are encouraged to evaluate their music making and performances continuously in Music lessons. Appraising is the element that develops the children’s musical skills. The Primary 8s explored different ‘styles’ (beats) on the keyboard in four time to accompany the melodic ostinato from Pachelbel’s Canon in D. In their groups they talked about beats that were suitable for the style and tempo of the music. Performing The children have many opportunities to perform to different audiences in and around the school. This can range from solo, duet, group and class performers to performances on a grander scale like the Milepost productions. Music making should be celebrated, no matter how big or small! Milepost One Concert: Stella the Starfish The children are given the opportunity to perform in weekly assemblies. IP6S enjoyed sharing their learning of African cyclic patterns and African dance to the Teraja children. IP6S performing African cyclic patterns and an African dance in assembly By Imogen Piccirilli

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