Thanks to my Google news alert, I've come across today this study by the University of Helsinki. Previous research has shown that having a music-related hobby can boost language skills and can positively affect the processing of speech in the brain. This new study by the University of Helsinki shows that the reverse is also true: learning another language can positively affect the processing of music in the brain.
In one of my schools I share the PPA coverage with a specialist music teacher, and we often talk about what we are teaching the classes. She told me towards the end of last term about the new Model Music Curriculum (MMC) for Key Stages 1-3 (March 2021).
This document is "non-statuory guidance for the national curriculum [in music] in England", "a practical framework through which the statutory requirements of the [music] curriculum can be met". It's designed for specialist and non-specialist teachers in the primary sector, and specialist teachers in Key Stage 3. I've been having a look at it today to see if there is anything that we as language teachers can contribute, or indeed if it offers any useful advice for us in the languages classroom.
My first thought when reading the document was "I wish we had a document like this for Key Stage 2 Languages!" It is in fact one of the recommendations of the White Paper that we should have some non-statutory guidance for core curriculum content. This is something that came up during the many and varied discussions at the weekend about the DfE's plans for teaching Latin in secondary schools. Those £4 million would be a huge boost to the primary languages community and to ensuring that all children in Key Stage 2 receive a quality languages education. But I digress....
Secondly, it was interesting to note the time recommendation for music in primary schools: "pupils should receive a minimum of one hour a week...may be short sessions across the week." This is the same as the widely accepted recommended time for languages, so we can understand how difficult it can be for primary schools to fit everything into the timetable.
Music, particularly song, features prominently in the Key Stage 2 programme of study for Languages, and I have written before about using songs. Children should be taught to:
- appreciate stories, songs, poems and rhymes in the language
- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
- simple chants and rhymes
- simple songs with a very small range (mi - so) (3 notes)
- pentatonic songs (songs with a 5 note or 5 tone scale)
- call and response songs
- songs with the pitch range do-so (5 notes)
- songs with a small pitch range
- unison songs, do-so range (5 notes)
- perform actions confidently and in time
- unison songs, do-do range (8 notes, 1 octave)
- rounds and partner songs
- broad range of songs
- 3 part rounds and partner songs
- broad range of songs, involving syncopated rhythms
- 3 or 4 part rounds and partner songs
Manuel de
Falla |
1876-1946 |
El amor brujo |
Isaac Albéniz |
1860-1909 |
Suite
Española no.1 and no.2 for piano |
Enrique
Granados |
1867-1916 |
12 danzas
españolas |
Joaquín
Rodrigo |
1907-1999 |
Concierto de
Aranjuez |
Francisco
Tárrega |
1852-1909 |
Recuerdos de
la Alhambra |
Antón García
Abril |
1933-2021 |
film and TV
composer |
Paco de Lucía |
1947-2014 |
virtuoso
guitarist and composer |
Tomás Luis de
Victoria |
c.1548-1611 |
choral music |
Juan del
Encina |
1468-1529/30 |
choral music |
Argentina |
Tango,
Chacarera, Chamamé |
Bolivia |
Kullawada,
Morenada, Caporales |
Chile |
Torada,
Cumbia |
Colombia |
Cumbia,
Vallenato, Currulao |
Costa Rica |
Calypso,
Chiqui Chiqui |
Cuba |
Rumba, Salsa,
Mambo, Cha Cha Chá |
Ecuador |
Yarabi,
Pasacalle, Bomba |
El Salvador |
Cumbia,
Hiphop, Xuc |
Guatemala |
Garifuna,
Marimba music |
Guinea Ecuatorial |
Soukous,
Makossa |
Honduras |
Punta,
Reggaetón |
México |
Mariachi,
Cumbia, Danzón |
Nicaragua |
Soca, Punta,
Chicheros |
Panamá |
Salsa,
Calypso, Saloma |
Paraguay |
Guarania, Paraguayan
Polka |
Perú |
Zamacueca,
Festejo, Cueca |
Puerto Rico |
Guaracha,
Bomba |
República
Dominicana |
Merengue,
Bachata, Salsa |
Uruguay |
Tango,
Milonga, Candombe |
Venezuela |
Jarapo,
Salsa, Calypso |
No comments:
Post a Comment