![]() They use technologies appropriately and appreciate and understand a wide range of musical contexts and styles. They listen with increasing discrimination and awareness to inform their practice as musicians. They develop their vocal and/or instrumental fluency, accuracy and expressiveness and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. Pupils build on their previous knowledge and skills through performing, composing and listening. Musical performances lend to developing community cohesion, lift the spirit, improve mental and emotional wellbeing, hence supporting those at a disadvantage.Pupils learn that music is a powerful means to communicate and raise awareness of ideas and peoples’ contexts throughout history.Music education enables pupils to become more aware of cultures and social contexts at both micro and macro levels.Music will be a source of comfort through difficult times and help them to manage their emotional and spiritual wellbeing.Teachers emphasise that the music they love will be part of the narrative of their lives and bring colour to the experiences that shape them.They can improvise and compose and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.Music teachers enable pupils to play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. ![]() There are three guiding elements which are brought to life in the faith music curriculum: Intellectual, personal, faith and social maturity are the goal of these structured layers of learning at the school. The three individual elements of learning provide a different component to the education of every pupil. The whole-school curriculum operates at three levels and addresses pupils’ academic, personal, faith and social development.
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