Start With Singing presentation January - PowerPoint Presentation

Slide1

Start With Singing

presentation January – June 2018 (pilot group)at Minerva Primary AcademySlide2

Start with Singing

Aims of projectPupils prior experienceStructure of projectProgress madePupil Voice Next steps

Ranu

(Y2 pupil) – ‘’I loved showing my mum all I’ve learned.’’Slide3

1. Aims of

projectTo encourage an understanding and appreciation of the elements of music through singingTo encourage confidence and enjoyment in performing in small groups and in front of an audience

To prepare Year 2 learners for

whole class ensemble tuition

in

KS2

Elements of music

Rhythm

. - The duration of sound (how long or short the 

notes

 are) ...Melody. - The tune; an organized sequence of pitches. ...Harmony. - The combination of two or more pitches. ...Timbre. - Tone colour/ tone quality. ...Form. - The structure of music. ...Texture. ...Dynamics.

Noah (Y2) – ‘Before we started I only knew about pulse and rhythm but now I know about melody, dynamics – that’s loud and quiet! – too.’’Slide4

2. Pupils prior experience

‘Charanga’ scheme – focus on pulse Christmas shows and Summer Showcases – learning and performing given songsSinging activities in Early YearsSinging assemblies

Manha

(Y2 pupil) – ‘’ I only knew about ‘pulse’ before working with Miss

Tabbush

.’’Slide5

3. Structure of

project sessionsWeekly 30 minute sessions Activities regularly repeated and added to – the language of the relevant elements of music introduced and referred to throughout each session.Observations of individual learners progress noted throughout sessions – pupils learning needs met ( and next steps planned for) through the analysis of these assessments.On going assessment of ‘Start with Singing’ learning goals.Learning presented to other classes and parents/carers at the end of the project.

Elements of Music

Rhythm

. - The duration of sound (how long or short the notes are) ...

Melody

. - The tune; an organized sequence of pitches. ...

Harmony

. - The combination of two or more pitches. ...

Timbre

. - Tone colour/ tone quality. ...Form. - The structure of music. ...Texture. ... The quality of soundDynamics … The use of volume….Harvey (Y2 pupil) – ‘’ Because we sang some songs lots we could understand them more and guess what we were learning – like pitch.’’Slide6

KS

1 pupils and adults in this pilot group1. Total number of pupils that participated: 33

a. Boys: 18b

. Girls: 15

c

. Pupil

Premium

: 10

d

. SEN : 3

e. Disabled: 0f. BAME: 21g. Not BAME: 122. Total number of adults: 1 male: not BAME, 4 female: 3 not BAME, 1 BAME/DisabledSlide7

Start

with Singing learning goals: end of term outcomesSolo Singing

- do the children have the confidence to sing in front of their class mates

on

their own

?

Term

3

= 4/12

%Term 4 = 9/27%Term 6 = 30/90%Relative Pitch - can the children independently sing in tune relative to the other notes they are singing?

Term 3 = 2/6%

Term

4 =

12/36%

Term

6

= 24/72%

4. ProgressSlide8

Pitch

Mirroring- can the children independently repeat back the same pitch that I sing to them?Term 3 = 4/12% Term 4 =

18/54%

Term

6

= 27/81%

Pitch

Recognition-

can the children recognise if the pitch has gone higher or lower

?

Term 3 = 7/21% Term 4 = 16/48% Term

6 = 31/93%

Start

with Singing

learning goals

: end of term outcomes

4. ProgressSlide9

Pulse

- can the children tap or move to a steady pulse while singing a song?Term 3 = 22/66% Term 4 = 28/84%

Term

6 =

33/100%

Rhythm

-

can the children tap the rhythm of a song

?

Term

3 = 4/12% Term 4 = 5/15%

Term 6 = 28/84%

Directional

Listening

- Can the children locate where a sound is coming

from?

Term

3

= 1/3%

Term

4 =

5/15%

Term

6 =

22/66

%

4.

Progress

Start

with Singing

learning goals

: end of term outcomesSlide10

Timbre

- can the children identify different timbres of instruments?Term 3 = 0/0% Term 4 = 7/21%

Term

6 =

22/66%

Phrasing-

can the children use phrase rainbows and breath control to depict the phrases within a song

?

Term

3 = 2/6% Term 4 = 10/30%

Term 6 = 26/78%

Internalising

Song-

are the children able to accurately put a song in their thinking voices in order to still carry out the actions or pulse or rhythm without singing

?

Term

3 = 5/15%

Term

4 =

8/24%

Term

6 =

24/72

%

4.

Progress

Start

with Singing

learning goals

: end of term outcomesSlide11

4. Progress

ReadingWritingMaths2017: 55%

2017: 48%2017: 64%

2018: 81%

2018: 74%

2018: 81%

+26%

+26%

+17%

Changes in % of Minerva pupils reaching end of Key Stage 1 (Y2)

expectations“All Year 1 pupils taking part fully in ‘Start with Singing’ learning at Minerva, in Terms 3, 4, 5 and 6 in 2018 were working securely at Phase 5 level phonics in Term 6 statutory phonic assessments”. Slide12

Madhav

(Y2 pupil) – ‘’I’m happier to sing in front of my friends, on my own sometimes, because there weren’t that much people in class.’’ - Can recognise, match and mirror pitchAva (Y2 pupil) – ‘’Doing the songs over again made me happy to sing solo. I want to sing solo in the next assembly or show.’’ - Can internalise rhythmic and melodic phrasesKeshav (Y2 pupil) – ‘’I liked learning new songs. I liked using the toys and instruments Miss Tabbush brought in.’’ – Can control dynamic variation on instruments / percussion

5. Pupil Voice

Ruben (Y2 pupil) –’’ Timbre means that sounds can be darker and lighter made happier if you want.’

’ - Can recognise changes in timbreSlide13

Manha

(Y2 pupil) - ‘’I liked the bumblebee song that we did to learn how to repeat the tune Miss sang. ‘’Robin (Y2 pupil) – ‘’We used our work with Miss to learn the songs for the Colston Hall show. I like ‘’1, 2, 3 – its good to be me!’’Godfred (Y2 pupil) – ‘’ It helped me to sing better – to hear the tune.’’

David – ‘’Because rhythm is when you clap the beats but pulse is when your heartbeat goes through the music.’’

5

. Pupil VoiceSlide14

Megan (Y2 pupil) – ‘’I used to never be able to sing but now I can and I can hear different tunes and sing them back.’’

Kavel (Y2 pupil) ‘’Now I know the difference between the speed – fast and slow- when I sing.’’Subhaan (Y2 pupil) – ‘’I can now spot the difference between high and low notes.’’ Maizie – ‘’I can hear the phrases Miss

Tabbush sings, remember them and sing them on my own.’’

Diego (Y2 pupil) – ‘’I know that tempo is fast and slow and pitch is high and low.’’

4.

Pupil VoiceSlide15

5 :Next steps

Actions to follow in 2018-19Progress in learning the violin next year (with Y2 Start with Singing pupils moving to Y3 in September 2018) and the future uptake of the learning of instruments, measured against the similar progress and up take of

this year’s Y3 pupils.Lower Key Stage 2 choir activities building on this years learning established.

New Minerva, Key Stage 1, Music Scheme of Work

to include Start with Singing learning.