论文部分内容阅读
【Abstract】Music curriculum plays a significant role in pupils’ school education. The connection between National Curriculum and practical classes becomes the most important ability for teachers. This essay will contextualizing my group’s scheme of work at Cleves Junior School relative to influential theory and research surrounding mainstream music education.
【Key words】Music curriculum； UK； Junior school
Generic requirements of the National Curriculum
Music like all other subjects provides opportunities to promote pupils’ spiritual， moral， social and cultural development （DfEE， 1999）. In the music lessons， the ability of pupils’ communication is improved through exchanging views and collaborating with others. In Cleves School， pupils have opportunity to appraise. At the end of the activity in the subgroup， pupils are asked to perform their achievements to each other， and they exchange views and give suggestions to others.
In the music lessons， music game is an important way to improve pupils’ social development. For instance， a warm-up activity in my work at Cleves Junior School. All pupils are situated in a circle， they clap hand with their neighbour by following teacher’s rhythm， and walk to the right with short steps. Then， when pupils hear the word of ’change’ from teacher， they should change the direction of hand and walk in the opposite direction. One of the most important factors of achievement of this activity is the collaboration between neighbours. Pupils can realise the importance of collaboration in the community， and their own responsibility in activity.
Group work also plays a significant role in pupils’ social development. For instance， we organize group work in every lesson in Cleves Junior School. The whole class are divided into four groups： two Celts groups and two Roman groups. According to the story of Romans and Celts， these groups need to improvise movements， rhythms and lyrics that related to the topic. In the process of improving， pupils share their music making and seek opinions of each other， and also decide what instrument to play. Consequently， the relationship between pupils became closer and friendship became better.
Another important part of music lessons is that connected with school and society is performing. In the performance， pupils need to cooperate with each other， they not only learn how to interact with audience but also learn how to become a good audience. In Cleves Junior School， every group have equal time to perform， and have opportunity to share their performance to others. In the process of performing， they help each other to overcome difficulties. It not only promotes pupils’ ability of communication， but only improves their confidence and self-esteem. The music National Curriculum for key stage 2
The programmes of study for key stage 2 states that ’teaching should ensure that listening， and applying knowledge and understanding， are developed through the interrelated skills of performing， composing and appraising’ （DfEE， 1999， p. 18）. We need to understand the term ’knowledge’ in music. Swanwick and Taylor （1982：7） explain four forms of knowledge， ’know how， knowing that， knowing by acquaintance and knowing what’s what’. In Cleves Junior School， we teach pupils how to work as a group， how to communicate musically. Knowing that means pupils know what it is， we teach pupils what ostinato is， what pulse is in school. Knowing by acquaintance means the aesthetic of feeling， in other words knowing him， her or it （Swanwick
【Key words】Music curriculum； UK； Junior school
Generic requirements of the National Curriculum
Music like all other subjects provides opportunities to promote pupils’ spiritual， moral， social and cultural development （DfEE， 1999）. In the music lessons， the ability of pupils’ communication is improved through exchanging views and collaborating with others. In Cleves School， pupils have opportunity to appraise. At the end of the activity in the subgroup， pupils are asked to perform their achievements to each other， and they exchange views and give suggestions to others.
In the music lessons， music game is an important way to improve pupils’ social development. For instance， a warm-up activity in my work at Cleves Junior School. All pupils are situated in a circle， they clap hand with their neighbour by following teacher’s rhythm， and walk to the right with short steps. Then， when pupils hear the word of ’change’ from teacher， they should change the direction of hand and walk in the opposite direction. One of the most important factors of achievement of this activity is the collaboration between neighbours. Pupils can realise the importance of collaboration in the community， and their own responsibility in activity.
Group work also plays a significant role in pupils’ social development. For instance， we organize group work in every lesson in Cleves Junior School. The whole class are divided into four groups： two Celts groups and two Roman groups. According to the story of Romans and Celts， these groups need to improvise movements， rhythms and lyrics that related to the topic. In the process of improving， pupils share their music making and seek opinions of each other， and also decide what instrument to play. Consequently， the relationship between pupils became closer and friendship became better.
Another important part of music lessons is that connected with school and society is performing. In the performance， pupils need to cooperate with each other， they not only learn how to interact with audience but also learn how to become a good audience. In Cleves Junior School， every group have equal time to perform， and have opportunity to share their performance to others. In the process of performing， they help each other to overcome difficulties. It not only promotes pupils’ ability of communication， but only improves their confidence and self-esteem. The music National Curriculum for key stage 2
The programmes of study for key stage 2 states that ’teaching should ensure that listening， and applying knowledge and understanding， are developed through the interrelated skills of performing， composing and appraising’ （DfEE， 1999， p. 18）. We need to understand the term ’knowledge’ in music. Swanwick and Taylor （1982：7） explain four forms of knowledge， ’know how， knowing that， knowing by acquaintance and knowing what’s what’. In Cleves Junior School， we teach pupils how to work as a group， how to communicate musically. Knowing that means pupils know what it is， we teach pupils what ostinato is， what pulse is in school. Knowing by acquaintance means the aesthetic of feeling， in other words knowing him， her or it （Swanwick