Teach Primary Issue 18.2

www.teachwire.net | 57 Sally-Anne Brown and Vic Holmes are directors of Note Weavers CIC. The BBC TeachMusical Storyland films and resources can be found at www.bbc. co.uk/teach needs of the children during the lesson. If an activity isn’t working, change it. During both led and free-play activities, observe how the children engage and interact throughout. Getting extra support There are many brilliant free resources available online to help sprinkle a bit of musical magic in the classroom. We’ve worked with the BBC Teach team on its Musical Storyland resources. By the end of the spring term, there will be 10 short musical stories showcasing musicians of the BBC Philharmonic Orchestra. The music for these films has been written specifically for young children. There are great melodies, repeated songs and chants, as well as plenty of opportunity for musical engagement. The learning resources have been designed so that everyone starts on a foundation level. This allows teachers to assess how quickly children progress, and to move on only when they are ready to do so. The lesson plans are relevant for all nations across the UK. Musical Storyland also introduces children to an array of musical instruments. The viola, horn, double bass and oboe have all been described as ‘endangered instruments’ by the Royal Northern College of Music. Introducing children to these instruments will not only help to increase their awareness, but may even lead to a child deciding to learn one in the future. TP activities by singing faster and slower, higher and lower, louder and softer. Finally, make sure you record the children’s music to show progress. Making some noise Music, by its very nature, involves sound, but it doesn’t have to be ‘out of control’. If you are organising a music play time in your class, you could use quieter instruments or resources. Tell classrooms nearby that you are having a music session and how long it will last. If the play is getting too loud, you can have a signal for the children to stop and listen, such as tapping a tambourine or a short whistle. For louder instruments, why not go outside? Managing behaviour Planning your lesson carefully will reduce the risk of behaviour issues. Choose appropriate repertoire and resources . Consider the purpose of each activity, so you are clear what you are using and why. Allow for flexibility in planning so you can adapt and change plans to meet the Singing should be at the heart of music lessons in lower primary. When singing with young children, choose songs with small pitch ranges. When modelling the songs, sing them slowly and at a higher pitch than you would normally, to match the children’s vocal ability. You can find plenty of free, appropriate resources on the National Youth Choir of Scotland website ( nycos.co.uk ) . Being able to feel and find the pulse of a piece of music and keep a beat is essential. Disco music can be helpful in this regard, as it has a regular beat. Let the children ‘find’ the beat, clapping along to it, then ask them to show other moves they can do on the beat. Give children the opportunity to listen to a wide variety of music, including styles from different cultures. Visit mamalisa.com for great music from all around the world. Don’t be afraid to repeat , repeat and repeat. Go over songs again and again until they are well established. You can then extend the HOW TO BUILD A MUSICAL SCHOOL 1 Incorporate singing and music into every aspect of school life. Sing a song when children line up for lunch or when they put their coats on. Use recorded music at different points in the day. Ask families what they listen to at home and curate a ‘school playlist’. 2 Acknowledge, encourage and support children’s musical play, as you would art. 3 Explore the free resources available online, such as BBC Musical Storyland, BBC Bring the Noise and BBC Ten Pieces – use them as jumping-off points. 4 Embrace apps. Children are often better than adults with their use of technology, and there are more and more free music apps, such as Chrome Music Lab or Patatap that they can experiment with when composing and improvising their own music. 5 Connect with your local Music Hub. The National Plan for Music Education (2022) set out that Music Hubs should support schools to ensure that all children have the opportunity to engage in music making – singing, playing an instrument and creating music together. They are there to work with you and the children in your school. MUS I C S P E C I A L “Non-specialist teachers enter the profession with little or no music teaching knowledge”