Music
Ethos and Aims
“I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning.” Plato
If the brain is a muscle, then learning to play an instrument and read music is the ultimate exercise. Two new studies from the Brain and Creativity Institute at USC show that as little as two years of music instruction has multiple benefits. Music training can change both the structure of the brain’s white matter, which carries signals through the brain, and gray matter, which contains most of the brain’s neurons that are active in processing information. Music instruction also boosts the engagement of brain networks that are responsible for decision making and the ability to focus attention and inhibit impulses.
Music stimulates the brain which in turn helps with pain relief, reducing stress and memory. A study from Harvard has shown that relaxing music may lower blood pressure and heart rate after physical exertion. It can also improve mood and reduce anxiety and through bringing people together, can be an antidote to loneliness and social isolation.
Learning a musical instrument also provides a platform for people to achieve through discipline and perseverance. There are many skills required to learn how to play a musical instrument: technique; reading music; expression; listening; and as you continue to perfect these skills, you build resilience.
Similarly, as a member of an ensemble you will develop strong teamwork and leadership skills, and a real sense of achievement and pride when performing/mastering difficult passages of music, all of which come together to build confidence. These are not only skills required to learn music but important life skills that can also be used in employment and your wider social life.
It provides an opportunity for people from all social and cultural backgrounds to express themselves. Whether it’s to convey a political message, a particular emotion or just for the sheer joy, musicians have used sound and music since the dawn of primitive man as a way of expressing themselves and getting their voices heard.
Staffing
Mr O Alcorn – Head of Music and Music Technology
Mrs H Blythe – Head of Community Music
Mrs A Sahota – Teacher of Music and Music Technology
Intention
Music is studied by all students in year 7 and 8. Students in year 9 that choose music as an option will continue to get two 50-minute lessons a week and students that continue in years 10 and 11 get three.
Curriculum Sequencing
We have worked hard to review our provision and identify a music programme that responds to and is meaningful and relevant to our students. In year 7, we strive to create a love for music through providing experiences of a wide variety of musical activities and developing respectful relationships. Year 8 builds on this through broadening experiences and embedding skills through applying techniques and styles into a range of musical genres. This is further developed in year 9 by applying more advanced skills and consistently and effectively using terminology from our accredited key stage 4 courses. We recognize the importance of independence and choice and introduce the concept of a performance or production pathway towards the end of KS3. Our accredited courses incorporate practical and theory elements, with students being able to select the instruments or areas they wish to specialize in, having been introduced to a wide range earlier in their learning journey.
The music curriculum focuses on broadening knowledge, skills, and understanding across a range of musical areas. Each year group has the opportunity to develop skill selection and application of techniques, strategies, and compositional ideas that relate to specific musical activities. Students will understand the importance of resilience, build upon their skill levels, and apply themselves in a range of creative, performance, and production activities.
Curriculum opportunities are broad and varied following national curriculum guidelines. This enables students to consider the pathway they want to follow during key stage 4 and specialize in specific activities and roles. The varied activities that are taught on a rotational basis throughout the year are determined by the musical seasons and specific inter-school competitions that are on our Wyre Forest Music Partnership and School Music calendar. With equality at the forefront of our planning, all activities taught within the music programme are available and accessible for all students, regardless of gender, ability or other factors.
Our choice of curriculum activities provides a springboard for the practical performance assessment criteria from our accredited courses which look at skills in isolation and the application of skills, techniques, and decision-making. Students can progress and improve their knowledge and understanding in key musical activities, refine and adapt skills, and develop their musicality. This occurs through the use of progressive rehearsals, modified performances, and supportive experiences in both mainstream and inclusive music settings, fostering equality and inclusion. In addition to core music, this is developed explicitly in examination music practical lessons.
Basic theoretical aspects of the examination music courses are applied and supplement practical lessons at both Key Stage 3 and Key Stage 4. This enables students to gain an understanding of the link between theory and practice. This also includes reading about different musical genres and the rules and structures that apply to them.
The assessments for music in key stage 3 provide a meaningful insight into a student’s ability across the range of activities experienced and can inform suitability for GCSE Music or BTEC Level 1/2 Tech Award in Music Practice as one of their options.
BTEC, GCSE, and RSL Level 3 Music course contents are sequenced in accordance with the exam board specifications. Practical work is scheduled to maximize learning time prior to assessment and to give sufficient time for recorded performances to be gathered and reviewed. Tasks are scheduled to fall at the point where knowledge and understanding of necessary theoretical topics have been taught, understood, and revisited, to ensure confident and comprehensive work.
Implementation
Studies have provided evidence that engaging in musical activities and higher levels of music education are beneficial for cognitive function in adolescents.
The activity areas incorporated within our curriculum map (sequencing) at key stage 3 are driven by National Curriculum music requirements. Working within the restrictions of our site and facilities, we offer a balance of activities to include instrumental practice, music theory, composition, and performance. Ensuring breadth and depth of experiences within these activities (e.g., orchestral instruments, choir, band, solo performances, music technology) prepares students to undertake the challenge of assessment in GCSE and BTEC courses and successful participation in key stage 4 music.
As students arrive with vastly different key stage 2 music experiences, a focus upon fundamental musical skills at the start of year 7 enables us to benchmark students’ knowledge, skills, and understanding. This informs our planning to develop generic skills within activities through small group work and individual practice sessions into techniques required for specific instruments and recognized musical styles. Complexity of skills develops gradually to ensure that musical proficiency can be built upon successfully.
As specialist music teachers, we understand the skills involved in different musical activities and need to enable pupils to connect the content; therefore, the sequencing of our lessons and activities is paramount. We would not deliver a lesson on advanced composition techniques until we have taught basic chord progressions, nor would we teach complex rhythms before simple beats.
Our current timetable provides KS3 students with two single music lessons per week (100 minutes total) and KS4 students with one single and one double (150 minutes total). Our students sustain a positive interest in activities when given short units of work to complete. The range of activities we have selected for our students to experience offer a balance between being creative and performance-oriented and provide opportunities for the development of their planning, performing, analyzing, and evaluating skills. Activities also meet local needs as they have direct pathways for students to follow. House competitions are included as an extra-curricular offer to ensure students can develop the sense of achievement and confidence building associated with these activities.
Pearson BTEC Level 1/2 Tech Award in Music Practice
This is a brand-new course to the school which has been selected to fit the widest range of students at The Bewdley School and provide them with highly engaging, meaningful musical experiences and development leading to a level 2 qualification, with all grades achievable regardless of their previous level of musical and/or instrumental experience.
BTEC Component 1: Exploring Music Products and Styles
Exploration of the techniques used in the creation of different musical products and investigation of the key features of different musical styles and genres.
BTEC Component 2: Music Skills Development
Development of two musical disciplines through engagement in practical tasks, while documenting their progress and planning for further improvement.
BTEC Component 3: Responding to a Music Brief
Developing and presenting a cover version or remix of a song in response to a given music brief to a different genre.
Impact
By the end of KS3, students will have been given an opportunity to participate in and be successful when performing in a range of musical activities and developed confidence when performing music. By the end of KS4, students should take ownership of their musical activity alongside being able to understand and enjoy the artistic, social, and mental benefits of engaging in music. The music department wants to support each and every pupil to have the opportunity to participate in a range of musical activities with the view of encouraging them to participate in lifelong music-making. Each student at Bewdley school will have the ability to be successful in music of some kind, it is our responsibility to encourage each and every student with this opportunity. We aim to encourage ambition in each and every student through implementing practices that stretch and challenge students as well as encourage success, with the ultimate aim of students opting to take music in KS4 and KS5 and take up extra-curricular opportunities provided to be musically active outside of school hours. Those students who do not follow an examination pathway are still able to be included in the music ‘life’ at The Bewdley School including using practise rooms, taking part in concerts, clubs and music trips.
Through our curriculum design, we have cohorts of students wanting to take examination courses and students staying on to do music at the Sixth Form. We have many students wanting to represent the school outside of school. Our curriculum is sequenced and tailored not only to the needs of our students but to the facilities available to us throughout the year. ‘Winter’ activities such as choir and indoor ensembles are focused upon during the winter terms, with outdoor performances and music festivals being the primary focus during the summer term.