The importance of music is undeniable in today's society. '[It] plays an important part in everyday life: we notice it on the radio, on the television, in churches, in the supermarket; we dance to it, relax to it and are rejuvenated by it. We appear to need it; in fact it is difficult to imagine society without some form of music. This essential need would justify its addition in any school curriculum' (Gilbert 1992, p. 6).
The key skills that underpin music as a primary subject matter are transferable to an array of other curriculum areas. Regarding the countrywide curriculum 'Coaching should ensure that hearing, and applying knowledge and understanding, are developed through the interrelated skills of 'executing', 'composing' and 'appraising" (DfEE/QCA, 1999). Being attentive is fundamental skill within all countrywide curriculum subjects, in particular literacy, to which tuning in is a major part of the knowledge, skills and understanding content. Hearing is a skill to which children must develop if they are to communicate effectively. In every aspect of the principal curriculum, being attentive is a skill that needs continuous development.
Appraising is the tem used to by the countrywide curriculum for assessing music. To appraise effectively, in a musical sense, a child must apply their hearing skills. Boys and Spink agree that "appraisal implies active listening with a particular purpose in mind and is a means of coming to learn and understand music". Appraisal is an individual involvement with a piece of music, comparing and contrasting, means of improving and how it makes you feel. This skill can be transferred into many curriculum areas such as expressing an view on a piece of poetry in literacy, checking one balance to some other in gymnastics and both celebrities and wish system of peer diagnosis.
Composing is the creative facet of music within the nationwide curriculum. 'It consists of creating a bit of music with an intension. It consists of ideas, possibilities, drafting and re drafting to reach a desired outcome and making judgements in what is successful and why' (Jones and Robson, 2008). The skills that are essential for composing music are further highlighted by Guys and Spink, 'Pupils have purchased a huge selection of transferable skills such as teamwork, co-operation and attempting to a short or deadline as well as saved proof their achievement' (2008).
The most successful music lessons manage to incorporate all of these components of skill within the main one lesson resulting in a performance of some explanation. The culmination of hearing, appraising and composing causes a performance. Whilst on functional teaching placement I were able to watch several music lessons in a Year One class that comprised these elements. Firstly the children listened to their educator say her name differing the pitch high and low and using long and short notes. The course then had to repeat back using the same pitch. The kids could then suggest there own way of performing their full name, varying the pitch and tone with their voices. The children then sang their own name to the category if they wished to, in a safe setting up, encouraging the less self-assured children to take action, reassuring the kids that they cannot get it wrong. Music has an exceptional way of pushing children as a child doesn't have to be musically proficient to be successful. One little bit of music may make a child feel unfortunate whilst make another child happy.
Music is an extremely adaptable subject you can use to develop skills in the areas of the curriculum. A bit of traditional music can be utilized in an art work lessons to 'color a tune', allowing children artistic flexibility, to use different brush strokes, colours and forms. Music can even be used with themes that aren't within the same cluster such as geography. The nationwide curriculum areas in its breathing of research that 'during the main element stage, pupils should be educated the knowledge, skills and understanding through: a range of live and registered music from differing times and cultures' (DfEE/QCA, 1999). This allows a strong cross-curricular link to geography. It's important that children explore other countries and their culture, specifically its arts and music. Music is a cornerstone of many societies which may lead us to a larger understanding about this culture. Children can experience this through listening to music native of varied countries worldwide and experimenting with different tools.
In today's multicultural modern culture it is vital that children are exposed to a number of cultures to allow them to exercise admiration and develop knowledge and intrigue. Jones and Robson concur, saying that "the guidelines underpinning this aren't simply that the kids themselves in the category that you educate will be drawn from diverse backgrounds that all children growing up in a multicultural contemporary society have entitlement to a curriculum that reflects the diversity of the country, further than that, children are progressively necessary to grasps the global sizing of issues and some appreciation of ethnic variety will allow this wider understanding" (2008).
Geography it seems has an uncertain future regarding to Tilbury and Williams, 'In some countries the split identity of the topic is not identified while in others it is often squeezed into elective buildings as pressures attach on the limited amount of curriculum time' (1997). Geography has a lot to offer in enriching the principal curriculum, the skills that are taught and developed are especially wide ranging. Their spatial consciousness is developed by rehearsing their map reading and making skills this is a strong connect to the understanding properties of position and motion region of mathematics in the National Curriculum also when collecting and interpreting data when reading graphs and surveys. Thus giving the handling data area mathematics and true to life situation which it is used in geography when learning information about other countries. Children hold the chance to develop their observational skills through secondary resources such as artefacts, experiences, pictures and photos. Not only will this connect to developing other humanities topics such as background but also in creative themes such as art work. Having the ability to describe and describe and criticise using various artefacts is a very important tool.
Although the expertise from geography is effective to children, in today's quickly changing world, it is becoming ever more critical to be sparking interesting in geographical and environmental knowledge. It may be a child that takes an interest in the environment and sustainable development inside a primary classroom, who have that concern nurtured throughout their education and is also the the one that developed a ecological gas we can all live with, essentially changing the world.
English speaking and hearing programmes which aim for the National Curriculum (as well as the new Curriculum for Superiority in Scotland) as well as the objectives of the Country wide Literacy Strategy (NLS) framework. Teachers' notes are also available.
Geography promotes attitudes and esteem.
The sameness between countries to eliminate