Music

Vision

Music is a universal language that embodies one of the highest forms of creativity. A high-quality musical education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
 

Music at Sunnyfields

Children love music at Sunnyfields and it plays a very important role in helping to develop their confidence and musicality. It allows them to perform in front of an audience and to have the opportunity to learn a musical instrument.
 
Children are encouraged to think like a musician. This means that they learn to explore, perform, play, rehearse, improvise and compose. They also learn about music history and have the opportunity to listen and respond to different types of music.
 
Singing is an important part of Music and children in both Key Stages are able to take part in music festivals and concerts. We have regular assemblies and performances throughout the year where singing plays an invaluable role. 
 
Musical Achievements 
 
At Sunnyfields, we value music highly and we ensure that children have every opportunity to showcase their talents.
 
In 2014, Year 6 children worked with students at The Royal College of Music, producing their own piece of music connected to musicians who had been interred in concentration camps throughout World War 2. 
In 2015, our Year 6 children had the exciting opportunity to perform at the Royal Albert Hall with English Pocket Opera
In October 2016 we hosted the Infant Music Festival and annually participate in the Junior Music Festival at the Arts Depot. 
 
 
Curriculum Map
 
 

Autumn Term

Spring Term

Summer Term

 

1st Half

2nd Half

1st Half

2nd Half

1st Half

2nd Half

Maple Class

Long and short sounds; name rhythms; seasonal songs.

Clock sounds; tapping Viennese musical clock. Songs for Christmas.

Recognising Familiar rhythms; Plucking/ Strumming; Vibrating Instruments.

Exploring timbre, tempo and dynamics (The Storm) with simple graphic scores.

Texture - Identifying sounds (Voices/ Instruments)

Controlling Instruments following signlas (Tempo & Dynamics); Exploring Instruments / Symbols. 

Dynamics and pitch through creating sound effects to illustrate traditional stories. 

Cherry Class

Infant Music Festival and songs. Songs for Harvest Festival.

Listening to music Snowflakes by Debussy. Looking at Tempo and rhythm.

Pied Piper songs. Pitch and texture and rhythm in music.

Fire of London composition

Fireworks by Handel

Exploring duration of sound value notes

Songs for end of year concert

Birch Class

Exploring rhythmic patterns,

Rhythmic notation. Song connected  with Stone Age.

British melting pot, Songs for Christmas British Composers Rhythm and notation

Egyptian songs. Exploring pentatonic scales. Performing musically, Chinese lanterns (Unit)

River soundscape, Pitch, Rippling rhythms

 

Improvise and compose high quality recorded music. Creating images in music

Musical notation and the stave. Songs for summer concert

Beech Class

Musical instruments played by Romans, Entry of the Gladiators by Fucik, Developing rhythmic patterns

Exploring dynamics, pitch and rhythm Improvising and composing music for volcanoes Rhythmic ostinati 

Music & ostinati linked to Habits.

Using dynamics, Pitch tempo in performance

Myths & Legends. In the Montain King. Night on Bare Mountain. Creating music with Structure.

Clarinets

for the Summer Term. 

Wider Opps.

Clarinets

for the Summer Term. 

Wider Opps.

Songs for final Show.

 

Ash Class

Music about the Mayas. Rap about the Mayas

Exploring shape and structure in music

Ah vous dirai – je Maman

ABA structure

The Tudors

Fanfares notation rhythm,

Composing fanfares.

Listening – The Planet Mars, Venus, Jupiter.

Ostinato rhythmic patterns

Sounds in space

The Yellow River  from Creating music round the world.

Notation and rhythm work

Composing rounds.

Accom-panying words with sounds linked to Haiku  Alligator Raggedy mouth

I’m a Hip hoppy kid rap

Songs for end of year concert.

Oak Class

Songs about Harvest

Music during World war 2

Jazz musicians and people associated with the 20th century

 

Texture and dynamics

Nanuma Singing in rounds

Irregular rhythmic groupings. Timbre: different ensemble combi-nations, eg jazz band.

Work on Verdi Macbeth Pavillion Opera.

Story , listening Composing

Songs for end of year show and concert

Sunnyfields Choir

Children love music at Sunnyfields and it plays a very important part in helping to develop their confidence and musicality. It allows them to perform in front of an audience and gives them the opportunity to learn a musical instrument.

Would you like to learn a musical instrument?

Sunnyfields offers music tuition in Brass- Trumpet, Tenor Horn or Trombone, Clarinet and Piano. Children are taught in groups for Brass and Woodwind and have individual Piano lessons. They have the opportunity of taking music medals and exams and this encourages them greatly. They also perform to their parents in assemblies and concerts.

The Choir which is made up of children from Ash and Oak class, meet every Thursday afternoon. They perform at all concerts including the Barnet Music Festival at the Arts Depot. They have beautiful voices and produce a lovely sound. 

 Watch our choir here

Music plays a very important role in class assemblies. Over the past term, we have seen in different ways how the curriculum incorporates music. Maple class acted out Jack and the Beanstalk. They sang songs and produced their own music to accompany the story, ably conducted by children in the class.

The national curriculum for music aims to ensure that all pupils

  • Perform, listen to, review and evaluate music across 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.

Attainment targets

  • By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study

In Middle phase, pupils are taught to:

  • Use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • Play tuned and untuned instruments musically
  • Listen with concentration and understanding to a range of high-quality live and recorded music
  • Experiment with, create, select and combine sounds using the inter-related dimensions of music
At Sunnyfields Primary School, pupils develop knowledge, understanding and skills through musical practices focusing on:
  • Pitch - direction of pitch (ascending and descending), high/low, pitch matching, singing in unison
  • Dynamics and expression - loud (forte) f and soft (piano) p
  • Rhythm - long/short, fast/slow sound/silence, beat and rhythm, , ostinato, tempo,
  • Form - patterns, repetition, echo, introduction, verse, chorus, round
  • Timbre - every voice and instrument has its own distinct sound -how sound is produced including hit, blown, plucked and shaken
  • Texture singing together in unison, singing in rounds, drone
  • Skills

 

  • Learning to differentiate between sounds and silence
  • Moving and performing with an understanding of beat and tempo
  • Demonstrating the difference between singing and speaking voice
  • Distinguishing between loud and soft, long and short, high and low
  • Using technology as a tool for music learning
  • Holding and playing classroom instruments safely and correctly
  • Understanding turn-taking in group music making
  • Playing in time

In the Upper phase

  • Pupils should be taught to sing and play musically with increasing confidence and control.
  • They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory sing and play independent parts against contrasting parts
  • Pupils should be taught to: ­ play and perform in solo and ensemble groups, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the inter­related dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations ­
  • 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
The children develop their knowledge, skills and understanding of music though:
  • Rhythm using time signatures, different value notes and rests, the use of ostinato and tempo changes (faster and slower)
  • The use of semibreve, minim , crotchet , crotchet rest , quaver , and associated rests, semiquaver
  • Pitch - pentatonic patterns, melodic shape, treble clef, staff
  • Dynamics and expression - very soft (pianissimo) pp and very loud (fortissimo) ff, gradually getting louder (crescendo), gradually getting softer (decrescendo),
  • Form - question and answer (call and response), repeat
  • signs, binary (AB) and ternary (ABA) rondo (ABACA),
  • Timbre - recognising familiar instrumental sounds separately and combine

 

  • Combining two or more rhythmic or melodic pattern
  • Matching pitch and showing the direction of a tune with gesture or drawings
  • Recognising the differences between notes moving by steps and leaps
  • Discriminating between rhythm and beat
  • Demonstrating beat and tempo changes
  • Matching and varying dynamics
  • Varying instrumental timbres to create expressive effects using instruments and voices
  • Taking on different roles in group music making, for example, leading / conducting
  • Using technology as a tool for music making and performance.