The Model Music Curriculum delivered through Music ...

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1

The Model Music Curriculum

delivered through

Music Knowledge Mats

Nicola Hutton

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Welcome

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Tim Nelson@Focustn

Sarah Quinn@SarahQED

Housekeeping

and

zoom protocols



This course is underpinned by rigorous scholarship and supported by

continual development and support. It meets the DfE’s Standards for

Teachers’ Professional Development in the following ways:

• This professional development course has a focus on improving

and evaluating pupil outcomes;

• It is underpinned by robust evidence and expertise, and is clear on

intended outcomes and objectives;

• There is an expectation of collaboration and there will be expert

challenge;

• The course is part of a CPD programme designed to equip staff

with the knowledge and skills required to effectively implement

within their school, and sustain improvements over time.

Standards for Teachers’

Professional Development Statement

Core aims

• Look at the key messages and curriculum intent in the MMC and the

implications for your school

• Enable you to understand progression in the key themes of singing,

performance, notation, improvising, composing and listening

• Look at how knowledge features in the music curriculum

• Consider how musical vocabulary can support teaching and learning.

• Explore how the MMC and the Focus Education Music Knowledge Mats align in

content and progression


Overview of the daySession Questions/content Sources Participation

1

The Model Music Curriculum

What is the history behind the creation of the MMC?What are they key messages from the MMC?What is the structure of the MMC?

The importance of music- The

national plan for Music 2011

The national Curriculum for music

2014

The state of the nation report – ISM

2019

The Music Commission Report-

Retuning our ambition for music

learning – ABRSM 2019

Ofsted framework 2019

Break out room discussion

Individual school setting reflection

sheet

2.

The Music Knowledge Mats

What is a knowledge curriculum?

How does knowledge feature in the

music curriculum?

How are the knowledge mats

constructed?

How is progression built in to the

Knowledge mats?

Ofsted Framework 2019

National Curriculum for music 2014

The Model Music Curriculum 2021

Marzano’s Taxonomy

Ofsted curriculum indicators

Discussion

Musical Vocabulary self assessment

Video – An approach to notation

progression

3.

In depth analysis of Three Music

Knowledge Mats/ MMC

Conclusions, questions and

feedback

KS1.LKS2.UKS2 mats are

deconstructed to practically

demonstrate the approach in

action and how it links with the

MMC

Were course aims met?

The Model Music Curriculum 2021

Music Knowledge Mats

Listening excerpts

Chrome Music Lab

Listening/ performing composing

activities based upon Music

Knowledge Mats

Actions to take forward

Reflection on how the course will

impact on current practices in

school setting


SESSION 1


Timeline


Structure


List

en

ing

SINGING

PERFORMING

AND

NOTATION



Progression pg. 19/20


Contemporary

Year SingingPitch range/parts

InstrumentsPitch range/parts

Rhythm/ notationreading

1 Mi-So(3 notes)Pentatonic

Short pitched patterns Word rhythmsPicturessymbols

2 Do-So ( 5 notes) 3 notes Dot notationStick notationChanted rhythms

3 Do-So ( 5 notes) Do-Mi ( 5 notes)Stepwise

Word chants-rhythmStaff notation

4 Octave( 8 notes)Small & large leapsSecond part

Do-So ( 5 notes)2 or more partsPentatonic

Simple notationPitched notation

5 3 part roundsPartner songsVerse chorus

Octave ( 8 notes)TriadsChords

Staff notation on staveRhythmic phrasesTime signatures

6 3 and 4 part roundsPartner songsSyncopated rhythms

Octave ( 8 notes)Bass lineChords

4 part rhythmic scoreFour bar pitch/ rhythmic phase

Whole class Instrumental lessons


Year 6

Year 5

Year 4

Year 3

•Option to continue playing in an extra curricular group

•Curriculum music lessons

•Option to continue playing in an extra curricular group


•Whole class Instrumental lessons


Whole class Instrumental lessons continuedCurriculum music lessons continued

COMPOSING

AND

IMPROVISING



LISTENING


Outcomes


Musical periods and genres


Western classical musicEarly period

Renaissance periodBaroque periodClassical periodRomantic period

Western Classical

music plus popular

genres20th century21st Century

Musical traditionsIncluding music from specific countries and traditions such

as folk music

Contemporary

Foundation listening


Year 1 Year 2 Year 3

Rondo alla Turka – Mozart

Mars from Planets – Holst

Wild Man – Kate Bush

Brazil-Samba- Fanfarra Cabua- Le -

le) (Sergio Mendes/Carlinhos

Brown

Bolero – Ravel

Hound dog- Elvis Presley

For the beauty of the earth –

Rutter

Night Ferry – Anna Clyne

Indonesia – Gamelan- Baris- Gong

Kebyar of Pelitan

Hallelujah for messiah – Handel

Night on a bare mountain-

Mussorgsky

I got you (I feel good) James

Brown

Le Freak (Chic)

India – North Indian Classical –

Sahela Re- Kishori Amonkar

Year 4 Year 5 Year 6

O Euchari – Hildegard

4th movement Symphony number 5

Beethoven

Take the A train – Duke Ellington

With a little help from my friends –

Beatles

Ceremony of carols – Britten

Est Indies -Calypso- Tropical bird

(Trinidad steel band)

Punjabi/UK – Bhangra-Bhabiye Akh

Larr Gayee

Symphonics variations on an

African Air – Coleridge Taylor

English Folk song suite – Vaughan

Williams

Small-town boy (Bronski beat

Play dead (Bjork)

Jai Ho Slumdog Millionaire

S Africa- African Choral –

Inkanyezi Nezazi- Ladysmith Black

Mambazo

Nigeria- Drumming – Jin-Go-Lo-

Ba- Babatunde Olatunji

Mazurkas op 24 -Chopin

1812 overture -Tchaikovsky

Runaway blues – (Ma Rainey)

Libertango (Piazolla)

Say my name Destiny’s child

Connect it – Anna Meredith

Middle East – Folk-Sprinting

Gazelle – Reem Kelani

Case Studies pg. 78


Key words

Highlights musical vocabulary that can be found in the Glossary

Context

Similar to the information given in Foundation listening

Getting to know the music

Deconstructing the music and recognising musical features

(dimensions)Demonstrating understanding through musical and

extra musical responses e.g. Clapping/ moving to beat or

answering questions/ drawing responses

Building skills and understanding

Using this knowledge to compose (re- construct) your own music

using the features identified above.

Or, perform parts of the piece independently e.g. play the main

melody(tune) of the piece of music

OVERVIEW

AND

SUMMARY


KS1 Overview


LKS2 Overview


UKS2 Overview


Summary of key messages

• Non- statutory

• MINIMUM of 1 hour per week (Can be broken up)

• Progression in singing is explicit

• Improvisation is given a prominent place in both KS1 & 2

• Reading notation is a key component of the curriculum

• Wide ranging listening is advised in a range of contexts

• Performing opportunities, both singing and instrumental

should be within and outside school

• Whole class instrumental lessons (Tuned instruments)in Y3 & Y4

of a minimum of a term (option to carry on to Y5/6)

• Transition project between Y6 and Y7


Key questions

• If you were to adopt the principles of the MMC in

your school setting what would be the implications

for:

• Staffing

• Resources

• Timetabling

• CPD


Reflection on the

implications of the MMC

Challenges Actions

Staffing

Resources

Timetabling

CPD


Starter Questions

• Is a knowledge curriculum applicable to

arts subjects?

• Can a knowledge curriculum follow a

cross-curricular pedagogy?


A Knowledge Curriculum

National Curriculum 2014

• The national curriculum provides pupils with an introduction to the essential

knowledge that they need to be educated citizens. It introduces pupils to the

best that has been thought and said; and helps engender an appreciation of

human creativity and achievement

Ofsted 2019

• As part of making the judgement about the quality of education, inspectors will

consider the extent to which schools are equipping pupils with the knowledge

and cultural capital they need to succeed in life

MMC 2021

• 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. An inclusive approach to this cultural capital is

represented in this document to encourage pupils to be open minded in their

listening as well as knowledgeable about the breadth of musical genres in the

world today.


“A knowledge-based art classroom with increased emphasis on technical discipline requires schools

to be less immediately demonstrative of the value of free expression, but, ultimately provides

learners with greater ability to be in command of their desire to express themselves.”

Mark Londesborough – Associate Director Creative Learning and Development. – RSA Blog 2018


Music NC Aims

Music programmes of study: key stages 1 and 2 National curriculum in England

Aims: The national curriculum for music aims to ensure that all pupils:

• perform, listen to, review and evaluate music across a range of historical periods,

genres, styles and traditions, including the works of the great composers and musicians

• learn to sing and to use their voices, to create and compose music on their own

and with others, have the opportunity to learn a musical instrument, use

technology appropriately and have the opportunity to progress to the next level of musical excellence

• understand and explore how music is created, produced and communicated,

including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.


Music NC Content

Performing Composing Listening and Appraising

KS1 use their voices

expressively and

creatively by singing

songs and speaking

chants and rhymes

play tuned and

untuned instruments

musically

experiment with, create,

select and combine

sounds using the inter-

related dimensions of

music.

listen with concentration

and understanding to a

range of high-quality live

and recorded music

KS2 play and perform in

solo and ensemble

contexts, using their

voices and playing

musical instruments

with increasing

accuracy, fluency,

control and

expression

use and understand

staff and other

musical notations

improvise and compose

music for a range of

purposes using the inter-

related dimensions of

music

use and understand

staff and other musical

notations

listen with attention to

detail and recall sounds

with increasing aural

memory

appreciate and

understand a wide range

of high-quality live and

recorded music drawn

from different traditions

and from great composers

and musicians develop

an understanding of the

history of music.


Marzano Taxonomy


Knowledge mat model

Know what

Know howKnow that


create

inform practise

Mental

procedures

Information Physical procedures

Knowledge Mats

Progression


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