Music
Musical ‘knowledge’ has been described as knowing how to make music, knowing musical practices with critical insight and knowing how music enriches the inner life: in summary music making and music thinking (Toyne, 2021).
This curriculum, which is informed by the Model Music Curriculum (MMC) (2021), develops musical knowledge within this conceptual framework. A knowledge-rich curriculum can be misinterpreted as being about knowing ‘facts’. Within the discipline of music this would be a misconception: an understanding of music can only begin to develop where the language of music is explored through experience. Musical knowledge which is gained through experience (which can be difficult to put into words) is sometimes referred to as ‘tacit’ knowledge. In this curriculum, such experience is developed through singing, listening, composing (including improvising) and performing. These musical practices are woven throughout the curriculum and are carefully sequenced so that pupils can build procedural knowledge and technical skills which allow them to begin to realise and develop their own expressive intentions through music.
Beginning to understand the language of music might be described as becoming more ‘musical’. This is the aim of this curriculum. As such, each unit has a musical focus, such as pulse, rhythm, tempo, pitch, timbre, dynamics, form/structure, texture or harmony or a combination of these. These are sometimes called the elements of music.
Knowledge of the elements is sometimes referred to as ‘constructive’ knowledge. Pupils may explore how music is constructed using the elements of music by listening analytically or using them as components to build their own compositions. Experience of, understanding and use of these elements build gradually throughout the curriculum.
For example, in year one children begin to understand pulse by marching. By the time they reach year 6 they have progressed to learn the difference between simple and
compound metre.
Taken from the PKC music curriculum rationale.
