Teach Primary Issue 18.2

a melody, no matter how simple. Examples within an orchestra include any instrument from the string, woodwind or brass sections, and some parts of the percussion section (xylophone, marimba, glockenspiel). Examples in a primary classroom would be recorders, ukuleles, glockenspiels and chime bars. An untuned instrument can be used to create a beat or rhythm, but not a melody. It’s often played through hitting with sticks, beaters, or hands and fingers. Examples within an orchestra would be the majority of the percussion section (timpani, bass drum, drum kit). Examples in a primary classroom include wood blocks, claves, cymbals and tambourines. Unless children are composing, lessons should be taught using either tuned or untuned instruments. Using both at the same time can be confusing. Untuned T he national curriculum states that KS1 pupils should be taught to play tuned and untuned instruments musically, while in KS2, children should ‘play and perform in solo and ensemble contexts playing musical instruments with increasing accuracy, fluency, control and expression’. These days, however, music is often taught through online schemes of work or portals that rely heavily on listening, responding to music, and singing. There are many reasons why instruments are not used in the classroom, including a lack of teacher confidence or physical resources, and issues with planning or schemes of work. However, with a few simple ideas and some clear routines, you can still introduce instruments to your class effectively. Tuned or untuned To start with, it’s important both you and the pupils understand what the difference is between tuned and untuned instruments. Simply put, a tuned instrument, when played, can produce a melody or tune. It has keys, finger holes or strings that allow the musician to perform instruments are best used when teaching about beat and rhythm, whereas tuned instruments are used to teach about pitch and melody. Lesson ideas When using any instruments, classroom management is key. See the ‘Quick tips...’ panel for ideas on how to structure the start of an instrument lesson. Once you have established how the creation of sound will be controlled by the teacher, it’s time to start using the instruments. Untuned instruments When introducing instruments to your class it helps to break what makes a piece of music down into some of its component parts, and explore each of them one by one. The beat is the steady pulse of a piece of music; I describe it to the children as the heartbeat. Music can be written with different beats to create a different feel to the music. Most music is built around a four-beat pulse. Challenge the pupils to quietly play their instrument on the beats of the pulse. Count the pulse aloud yourself to support and emphasise the first beat of every set. Once THE NOISE! Bring on Worried that handing your children instruments might unleash chaos? Be not afraid, says Ben Connor “You can achieve a lot by implementing a few simple ideas and developing clear routines for the use of instruments” 62 | www.teachwire.net