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Music in primary education, Not a barrier, more a different structure is…
Music in primary education
What does the NC require?
Rhythmic Activities
Chanting
Awareness of musical history
Using the voice
Confidence with rhythm
Pitch
Listening to live/recorded music
Creativity
Solo and ensemble work
Listening, performing, composition
Singing in parts
Harmony
Call and response
Dynamics
using tuned and untuned instruments
Children being able to discover their voice.
Appreciation of music
To be able to sing in two stages
access to instruments - tuned and untuned
What are the holistic benefits of music in primary school?
Confidence
Ways of releasing aggression and emotional issues
team work
Help improve confidence
Team work
well-being
Class Bonding
passion/tslent for music
good for the soul - wellbeing
express themselves
Celebrating differences within music
mindfulness
Good for emotional growth and wellbeing of children
therapeutic
helps build teacher pupil reltionship
Self-Belief in ability to try and discover new things
Realisation of cultural differences and connecting different cultures to that with which they are familiar.
Children being confident to recognise their potential and abilities through encouragement.
helps children to focus - music playing in background
What are the potential barriers to learning?
Not enough resources
Might not go with cultural or religious beliefs
Subject knowledge
Not being able to play an instrument
Not enough subject knowledge
Lack of confidence
Children embarrassed/shy to participate
Teacher involvement may be limited
Behaviour management with instruments
Lack of confidence in teachers
Teacher making it as enjoyable and inclusive as possible
unconfident children
Some schools might not have resources or time
Some children may be a bit reluctant to sing
Children with SEND/sensory overload
focus on traditional element of music
Not a barrier, more a different structure is required to incorporate child's needs into lesson.