Plato once said that music “is a more potent instrument than any other for education”. And at Queen’s Park Primary School we agree with him. Recent research has found that music uses both sides of the brain, a fact that makes it valuable in all areas of development. Music affects the growth of a child’s brain academically, emotionally, physically and spiritually. Music participation provides a unique opportunity for literacy preparation. Whether the children are singing, playing, or listening, teachers direct them to listen and hear in new ways which exercises their aural discrimination. Playing instruments and adding movement to the lessons teaches children about sequential learning which is essential in reading comprehension.
Music is academic. For some people, this is the primary reason for providing music lessons to their children. A recent study from the University of California found that music trains the brain for higher forms of thinking. Second graders who were given music lessons scored 27% higher on proportional math and fractions tests than children who received no special instruction. Research indicates that musical training permanently wires a young mind for enhanced performance.
Music is physical. Music can be described as a sport. Learning to sing and keep rhythm develops coordination. The air and wind power necessary to blow a flute, trumpet or saxophone promotes a healthy body.
Music is emotional. Music is an art form. We are emotional beings and every child requires an artistic outlet. Music may be your child’s vehicle of expression.
Music is for life. Most people can’t play soccer, or football at 70 or 80 years of age but they can sing. And they can play piano or some other instrument. Music is a gift you can give your child that will last their entire lives.
We have developed relationships with a range of external providers to ensure that all children receive the highest quality music provision possible.
EYFS and Key Stage 1
In Reception and Years 1 and 2 every children participates in a unique program called the Bridge Project which is run by London Music Masters. This is a music education initiative which provides high quality, long term musical instrument provision to children from diverse communities in inner-city primary schools.
The programme starts in Reception where the children (aged 4 and 5) take part in weekly musicianship sessions. At Key Stage 1 all students (age 5-7) begin to learn the violin with those showing most promise continuing on into Key Stage 2 (age 9-11). The majority of our teaching takes place during the school day to ensure that everyone can participate.
The Bridge Project ethos is one of excellence, inclusion and creativity. Under the guidance of musicianship leader Michele Wolfson, teaching advisor Jillian Leddra and artistic director Prof. Itzhak Rashkovsky Bridge Project has developed a teaching method that embraces the best of Kodaly, Suzuki and contemporary teaching practice. We call it The Bridge Approach™. This repertoire led approach encourages children to make a confident sound and good progress from the start, whether singing or playing an instrument.
To find out more about this project you can click on the following link.
Key Stage 2
In key stage 2 our class teachers and higher level teaching assistants are trained to deliver FIFTHS which is a multi-instrument program focusing on the recorder, guitar and percussion. Children in key stage 2 also have the opportunity to participate in a range of whole class music programs led by specialist instructors including drumming, recorder and singing workshops. We also have some children who currently learn the violin in small groups / pairs during schools hours and some of our children are also learning the Flute through the Royal College of Art Sparks Program which takes place after school.
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In addition to the above children also participate in a wide range of music programs and concerts throughout the school year.