In our last workbook for this half term, we have a variety of learning experiences for our Year 5 children. The main aim to to play a variety of different African rhythms (like the “Fanga”), create our own and perform different one bar ostinati repeatedly … Continue reading African Drumming
The next workbook I am sharing is for our Year 4 students. This is quite an ambitious six week course on rhythm, culminating in a four part rhythmic piece entitled “The Biggest Battle”. The students are in four teams, one on bass drums, one on … Continue reading Rhythmic Battle
The second workbook I have made is for our Year 3 students. It is primarily a recorder unit and builds on the Recorder Karate work the children accomplished in Year 2. The assessment piece is the Brown Belt in Recorder Karate so there is an … Continue reading Melody and Harmony
I have made a series of workbooks for our curriculum and will be sharing them online for anyone who is interested. We start Year 6 with “Chordal Chaos” which is basically a ukulele and keyboard unit where children learn to play four chords – C, … Continue reading Chordal Chaos
I wrote a song about Harvest. If you celebrate thanksgiving, you can just change the word “harvest” for “thanksgiving”. Feel free to download the audio and score. Harvest_Time_is_Here-Piano Harvest_Time_is_Here-Score_and_Parts Harvest_Time_is_Here-Voice Here is the MuseScore file: https://musescore.com/user/7014231/scores/5674405
I am fortunate to work in a school with a large budget. However, this hasn’t always been the case. My budget most of the time when I worked in the UK was zero to fifty pounds annually. You end up finding some very innovative ways of working when you have no money. Here is one way that you can run a good department with no cash. What you will have to do is get approval from your headteacher to raise money and insist ALL of it is the Music Department’s to keep. If you can do this, you will succeed!
So you start a new job and let’s say you are horrified to find there are half a dozen broken instruments and a few dusty songbooks. What do you do now? Always remember, your best resource are the children themselves – use them wisely and they will get educated and help build your department. The first thing to do is get singing. This costs zero and can be incredibly fun. Start off with singing games in September, it will help you to learn the children’s names if you don’t know them already. Incorporate Kodaly methods and the hand signs and work hard on aural, unison singing and rounds.
You now need to send a survey to parents to find out what instruments the children play. You could just ask the kids, but as we all know, they don’t always tell you everything. I remember finding out that one of the kids I taught was actually in a family bagpipe band and they played at a whole load of functions nationwide. And I also found out another kid was in a relatively successful rock band with his dad and some of his dad’s friends and played at pubs. I even saw them at New Year one year. Did these kids tell me what they played? Nope. The survey got them though. You will do a Spring Concert. Make sure parents know their children are going to be playing and tell them the date.
Next is a trip to a hardware store like Jewson’s. You need a set of claves and if you take one with you, explain you want a set of 60 sticks for the local school and could someone please make them for you for free. I have never done this before, but a colleague has and she says it worked for her multiple times. Now you can do some simple rhythm work. You will also need some shakers. Make some shakers with the children using yoghurt pots and rice. You won’t be using these instruments for long but you need something and you’ve got no money so this is how you can get a set of 30 shakers quickly. Use plastic buckets for drums and hit them with your sticks if you haven’t got any drumsticks. You can now do some Graphic Score work and learn rhythmic notation. I’ve got a set of 12 graphic score cards and some rhythm cards you can have for free. You will need some triangles. If you have none hit suspended metal with forks or spoons.
The next step is an instrument amnesty. With permission from your headteacher, write a letter and ask for instruments. If you work in a church school, ask if they could be brought to school at the same time as the Harvest Festival (kills two birds with one stone). Label everything. If you have a trolley, put instruments in tidily but I would recommend getting a cupboard. You will get a whole load of Early Years toys, you’re probably best off giving these to Early Years. Keep the instruments that you know will be used properly. If you can’t fix the instrument and no one else can, bin it.
This is now the time to start your choir (around October). Choir is incredibly important. Not only is it a fun, collaborative, social, educational activity for children that makes you cleverer, and happier but it is an entrepreneurial, market-driven, capitalist revenue-generating machine. You need cash. So now it’s time to go busking. You want to make sure you can book a spot at a supermarket or mall where you can sing and get people to put cash in a bucket. I have done this many times but you need to get in quick as the Salvation Army normally has a monopoly. You want to sing in the first two weeks of December if you can. The week before a Christmas everyone is running around like a lunatic and they have spent all their money. If you are feeling brave sign up for Christmas lights opening ceremonies. Ask permission to raise money for musical instruments, I have never had any problems doing this in the past. Accompany the children on a guitar if you can. If you know half a dozen chords you’re pretty sorted. Otherwise use backing tracks (always causes some difficulties with technology) or sing unaccompanied.
Also see if you can sing at an old people’s home. This can sometimes be upsetting for the children but I have found it a worthwhile experience. Kids need to know old people exist and some are not always well and sprightly. You aren’t making any cash here! You are giving back to the community and using it as an opportunity to practice. So in the lead up to your Christmas concert you have a gig at an old people’s home, and busking outside in the local community. The final one is a concert at your own school. Put on at least one nativity or Christmas show. If you can’t afford one, email me and I will give you one of mine for free with the script and all the music. I’ve written three nativities, one about a polar bear, one about Scrooge and a bizarre one where the shepherds are ninjas, the angels are aliens, the wise men are pirates and Mary rides into Bethlehem on a dragon! I never charged but always left a bucket in the corner for donations. It might seem mercenary but everyone knows schools have no budgets and people will try to give back (especially if it was awesome!). Make sure you invite whole families to your show; you want uncles and aunts to come, especially if they have no kids as they are normally the only people with any cash!
Christmas has now ended and you should have some money. I would invest in some resources for Early Years and Key Stage 1 with the proceeds. You want a parachute for parachute games, some beanbags (you can always borrow these off P.E.), some scarves and some ribbon wands and five sets of diatonic handbells (the brightly colored ones). This is your big expense but I will explain why you want these. Some of these items you could make yourselves, or you could argue that they would be useful outside of music lessons. You might already have some somewhere in your school. I always think that the priority is Early Years and Key Stage 1, as if you get this right then everything else should follow.
The handbells are for your new handbell club and to relatively cheaply learn about pitched instruments without the expensive cost of xylophones. This is also another revenue making enterprise and really good for collaboration and team work. You put the children into six groups (C to A) and you play a load of songs that use the first six notes. There are hundreds of them. I can send you a PowerPoint with some to get you started. Your handbell group is for Year 2 or 3. I have done Year 1 but I think if I suggest them you will end up with a weekly headache! You can use handbells in the curriculum and in your club. They are also good to play outside (when you have memorized the melodies). Your aim is to play handbells in your local park on the bandstand (if there is one). You need to organize an Early Year’s Teddy Bear’s Picnic and this is going to be one of the highlights. The choir will also sing and hopefully there will be other children playing from your September survey. You don’t need to do this in the park, you can also do it at school but if you do it in the park then people can contribute in the bucket and so you aren’t always trying to get funding from parents. And concerts in the park are awesome. Invite the Scouts and the Salvation Army to come. This is how you will get your brass for your future school orchestra. These incredible people train your kids to play brass instruments for free (or 50p in my old scout troop). Also invite any other performers and groups – you want a crowd and you don’t want only parents at your functions. You want other people from the community to give you some money. Don’t always try to get it off the parents, they are often as broke as your school! This is your Easter Concert and make it fun and colorful – the brightly colored scarves, handbells, ribbons and parachute will bring Spring to everyone and banish the dark, cold winter months from memory.
You are probably past Easter now and everyone is going mental preparing for SATS. In traditional schools you might have a Maypole. This is the time to do some old fashioned country dances even if you don’t have one. The Year 6’s might moan about this but they will do anything to get out up from their desks and this might de-stress them and who knows, might even make them happy unless they are Class A misery-guts. Years 1-4 will think this is the greatest thing that has ever happened to them since Minecraft was invented. Dancing is something you need to become normal in your school, I taught in Helton in Cornwall many years ago where they have Flora Day and everyone dances. It is abnormal if you don’t dance. I teach about three or four country dances for kids every year but there are loads and you can get the dances and the music for free. I would suggest you put on a ceilidh in your school or community hall and charge two quid for entry. It’s always fun and the kids can show off some of the dances to their parents. If you are not comfortable calling the dances, make a few phone calls and I bet you can find someone to come in – these dances were actually a compulsory part of the curriculum in some counties of the UK many, many years ago and we could really do with reviving them nationwide. I teach them in China now and when I was in Thailand and the kids have always loved them but beware in some Muslim countries – when I was in Kuwait we were not allowed to do any dancing. The children love the Grand Circle Dance, Patacake Polka and especially Bridge of Athlone the best where you make tunnels. Oxo Reel is also fun but takes a bit more organization. I’ve seen some Year 6’s do Black Nag in medieval dress. This is an ancient dance and it was very special seeing this performed but I’ve never done it myself.
You now need to plan your summer show. If you’ve got no cash I’ve got a pirate musical for KS1 you can have for free and if you need something for KS2, I would recommend you do something like Debbie Campbell’s “Robin Hood and Friends”. It’s always been successful in every school I have worked at. It’s pretty cheap and adaptable. Don’t worry about sacking the curriculum to do a show; when I talk to grown up kids that I used to teach, it is always the thing they remember the most about Primary School. Shows are important and really powerful as far as musical identity goes. If I was to do a PhD, I think this would be the area I would choose. Put your show on over a couple of nights and a matinee and leave that bucket out for donations.
After your show has ended it is time to wind down. Don’t go mad with curriculum in the last few weeks of term, do some games and perhaps get the children if they are able to write down what they most enjoyed about music and what they would like to do in the future. Quite a lot of choir content comes from talking to the children.
You have now got through your first year teaching music with no budget. Year 2 is where you bring in recorders if you haven’t done so already and in Year 3 you will get your set of 30 ukuleles. But that’s for another post, another time.
I am no sociologist. I’m not even 100% sure what “cultural capital” means. But if these terms get bandied around, I wonder if other teachers might think it means the same as I do. When I hear the two words together I think it means all the stuff that most people would expect you to know or be able to do. And by “cultural” I guess that would also mean national and regional factors come in to play. So you would expect someone from Derby to know what a “cob shop” is, but someone from down south might not understand what on earth that could be. There are national expectations, so you could possibly forgive a French child for not knowing the British National Anthem but you would expect that a British kid would know it. And there are international expectations, so you would expect every single child in the world to know what a river is (except in Kuwait where there aren’t any). Not all these expectations are true which is why they are “expectations”. I know there are thousands of children in Britain who don’t know the British National Anthem but really it is something that is expected of every person in the country. Which is why we should teach it – we shouldn’t just expect it to be known.
As far as music goes there are some things that would be expected and some that are around the edges. So I would expect every child to have played an instrument in Primary School but I wouldn’t be so sure that they could play the recorder. But if you talk to anyone in a school staff room or even outside of education about playing the recorder in school there is normally some sort of recognition that this is something that most people have had a go at. And I guess this is what is meant by “shared cultural capital”. Some people would say it isn’t important but I am not so sure. It’s like being in the staff room where people are talking about TV programs and you can’t take part because you were only allowed to watch the news on the BBC. You can’t be part of the conversation and you feel on the fringes because you just don’t know what everybody else knows. For example, I went to a boarding school where we had lessons on Saturday mornings. I simply don’t know anything about Saturday morning TV like the majority of my colleagues because there was no possible way I could have watched any. Of course this is a pretty mundane example and isn’t cross-generational but if you are to engage with people in society then there are a set of inferences that you will be expected to know. E.D. Hirsch Jnr. talks about the sort of knowledge that would be expected for anyone to understand the majority of a broadsheet newspaper article. To me that seems quite sensible. Also, he mentions many idioms and cultural expressions that people should be expected to know; for example, “it’s raining cats and dogs”. If you are to understand a great wealth of literature then you need to have come into contact with the expectations of writers. Should we just rely on parents and communities to teach these things or is it also the responsibility of schools?
As far as music goes, what would we expect children from Britain to know? I’m not taking a local or an international perspective here although much of this would overlap. I’m talking about the expectations of a journalist of a British broadsheet newspaper. I think there would be an expectation that we know about instruments, especially the major instruments in a rock band and in an orchestra. There would be an expectation that we would know the names, instrument families they belong to and some idea of what they sound like. I think there would be an expectation that we would have played the recorder or know someone who did and there would be an expectation that we would have sung songs in assembly. The older generations would be expected to know hymns and the younger generation pop songs but everyone would be expected to know who the Beatles were and a handful of their songs. There would definitely be an expectation that we knew the National Anthem and knew at least twenty well-known nursery rhymes. On technical terms, broadsheet journalists would expect we know what scales and chords are and probably understand the words “dynamics” and “syncopation”. I think they would expect us to know a handful of Italian words for the speed of music and the word “tempo”. They would expect us to know the most famous orchestral pieces of music and who they were written by. They would expect us to know both Mozart and Stormzy but I guess they would also expect we came across Mozart in music lessons but didn’t with Stormzy. Famous shows referred to by name like “The Sound of Music” and the names of certain musicians would be expected. I also think there would be an expectation that most readers would know a little about international music – perhaps not as far as knowing the names of samba instruments but definitely the general idea of what samba is and where it comes from. Interestingly, I don’t think any journalist would expect any readers to have composed any music but I think they would expect people to have some understanding about the feelings that you might have performing in public.
We can’t base our National Curriculum solely on the ideas of journalists but we do need to bear in mind that to be educated is not just a personal thing but a social one too. And we do have a responsibility as educators not to let the people we educate become socially outcast. It might not seem like a big deal with music, but if we did this with every subject I am afraid you would end up with a whole generation of young people who don’t know the basics about how the world is, was and could be.
My main worry about music lessons isn’t actually the conversation about what knowledge that children should have. That is a good question but I am afraid we aren’t even at that level in many British Primary Schools. When you have Year 6 children who don’t know the National Anthem, who don’t know who the Beatles were, who have never picked up a recorder, don’t know at least a dozen instruments by name and think a musical scale is something to do with a dinosaur or a fish then we have a problem. We can’t teach everything and we all know the curriculum has been crowded and teachers are under huge pressure with the foundation subjects but I do worry about the tweet I saw yesterday of a teacher who only realised he hadn’t taught any music in the year when it came to his final end of term reports with an empty box that he needed to fill. He even said it hadn’t made much of a difference if he taught it or not. Everything I have mentioned here can be taught by a generalist classroom teacher but I am afraid so much is not happening. A friend of mine says his son had no music in school but they got away with it by writing a policy that they claimed to follow (which they didn’t) and saying that singing hymns in assembly was “music”. No music clubs, no instruments, no choir, no performances. Not even a teacher who played piano – everything was the Come and Praise CD.
We really can make a difference but we may need to lower our expectations. Perhaps composition in Primary is a step too far, as there are too many teachers who don’t feel they have the capacity to teach it. But let’s make sure that all kids have the opportunity to at least play the recorder or ukulele, sing some Beatles songs, learn the National Anthem and walk into assembly to some varied music from today, yesterday and from around the world. Because that is something that should be shared from generation to generation – it is expected and it should be taught.
We are buying a car.
Cars are expensive.
We need more cash.
I signed up for summer school.
Three weeks long, straight after the end of term.
It’s absolutely wonderful. Here’s why:
1) I can teach what I like. I’m doing an Orff program. Kids are loving it.
2) I have access to all the music departments resources. No borrowing instruments from another colleagues room.
3) I get a Teaching Assistant. First time in nineteen years of teaching.
4) No queues in the canteen.
5) Small classes of under twenty children.
6) No crazy requirements for data that no one will ever look at.
7) I can get jobs done that can’t get done when everyone is in school.
8) No cover or duties (I’m teaching five classes a day, which is one class more than the other teachers so in return I don’t have to do any duties).
9) No emails or email chains to deal with.
10) No suit and tie!
Why can’t normal school be like Summer School?
I trained to be a secondary music teacher in 2000 and started teaching in September 2001. My introduction to the staff room was seeing one teacher say how the Americans had it coming and were to blame for the 9/11 bombings. And other people nodded in agreement. Same day I got berated for using someone else’s mug.
The staff room is a place that some teachers are always in and some teachers will never be seen dead in. In most large schools I have worked in it has been rare to see any of the senior leadership team get a coffee – normally because they actually have a separate machine or even have a budget to get coffees from a coffee shop! Leadership teams seem to have a strange relationship with staff rooms. I think because they don’t use them they don’t see why anyone else would, so I have seen leaders make them smaller or even get rid of them completely. One school I worked in got a designer in and it was a truly awesome room but probably a bit too nice. With a massive TV and comfy chairs it was pretty difficult to do any work on a windy, winter’s afternoon.
Some staff rooms have a constant supply of food because of birthdays and things like “Fat Friday” where everyone brings in something or you take it in turns to spoil each other. If you are trying to lose weight it is probably best to stay away. The staff room fridge is the stuff of legends. Everyone is too polite to take anything out in case it might belong to someone so I have seen some things in the fridge for a year. Milk is a massive issue – ever since Maggie Thatcher’s stint as Education Secretary there has been a lack of milk in the staff room fridge. Thatcher the Milk Snatcher truly left her mark on our schools.
Even in 2006 there were smoking rooms for teacher smokers in some schools. How on earth this was still happening is quite mind boggling. I actually spent quite a lot of time in that horrific yellow cubical although I don’t smoke, simply because the conversation was way more interesting than in the normal staff room. There was this history teacher who smoked a pipe who was fascinating. The kids were absolutely terrified of him and so were most the staff but he knew a heck of a lot about everything.
The seating in a staff room is not as changeable as you might think. I remember sitting on a certain chair in a new school I was at and actually being asked to move as that seat had always been sat on by a certain teacher for the past forty years. You can normally guess people’s ages by who they sit with in the staff room. I would love to say that young and old commune together in harmony and they do in some places but you will often see the usual cliques reside in the usual places and sometimes in a big staffroom will never meet each other. After two months in a big school you realize you don’t actually know their names so you have to avoid them.
The staff room is a place where I have seen news of life and death, wonderful events and horrific circumstances. It’s the place I broke down in tears when I found out my ex-wife was cheating on me and it’s the place I announced my new wife was pregnant. I’ve flooded the staff room by keeping the tap water on all weekend (actually I flooded the school) and I’ve tidied it up and made a staff room library. I’ve nicked books that would never be claimed or read and I’ve given away books that I hope other colleagues will read one day.
If you don’t go into the staff room regularly, make an appearance this week and brighten up your colleagues lives. Leave some home made cookies on the table and a bottle of milk in the fridge. It will be appreciated.
This is a post to explain why we thank colleagues for the work they have done in public for a theatrical production and how to do it. This might seem incredibly basic but the important word is “public” and I have seen in recent years … Continue reading How to thank colleagues in public after a school production