MCPA 是大曼徹斯特學院信託基金的一部分

Hello, I’m Miss Stobinski and I coordinate the music curriculum at MCPA. I have always enjoyed music from a whole range of genres and

have a background in musical theatre, having performed in musicals from the age of 5 until 16. I am passionate about encouraging

children to explore a range of musical genres and compositions from different cultures.

 

 I aim to instil a love of music in our children and hope to aid them in their musical journey of listening, composing & performing.

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British Values

Democracy - Listening to others opinions and contributions. Working as a team. 

 

Mutual respect  - Behaviour for learning, following instructions and participating to the best of their ability. 

 

Tolerance - Music often has moral messages, and some modules on Charanga are bespoke, written pieces to share certain

morals. Tolerance for different styles of music/different musicians etc - embracing diversity within music and experiencing

lots of different types of sound.

 

Individual Liberty - Ability to perform as individuals, create unique pieces of music, express themselves confidently and independently. 

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Cultural Capital

Music is one of the highest forms of cultural capital - it can help you understand key locations, moments of history

and enable children to tap into and express different emotions. 

SMSC 

Spiritual - Experience of emotional response to the creative process and to pre-existing music.

Reflect on the artistic beauty of music.

 

Moral - Different songs with different contexts- critical discussions of how to deal with moral issues.

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Social - Music is a collective experience and a form of self-expression that everyone can participate in.

Children listen, respond and discuss with each other. 

 

Cultural - Music is one of the highest forms of culture - development of an appreciation of a wide range of

genres of music and the history of music. Make connections between different music styles and cultures.

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Personal Development

Research has found that the comprehension of musical language can benefit a child's overall mental development; further research

reveals that actively engaging in musical learning develops the left side of the brain, known to be involved with processing language

and reasoning. In terms of how music as a curriculum area can support a child’s personal development I’d start by stating that it’s fun!

 

Having grasped the basics of playing an instrument, they are likely to really enjoy playing it; every song they learn is a personal

achievement. Music can also relieve stress and support pupil focus; learning an instrument or taking part in a music lesson requires

total attention. Because of this, pupils can find an improved calmness of mind and enhanced concentration.

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In addition to stress relief, music can also support pupils in managing their feelings and emotions more effectively by expressing

them through non-verbal ways. It gives them the chance to exteriorise their emotions through the instrument they are playing, particularly when they have a go at composing their own music. By experiencing that practice and hard work is essential to reach their goals, children

will learn a very valuable life lesson. By improving their abilities, committing to a process, following rules and engaging in a universal language pupils can greatly improve their self-esteem, learn to take risks and face challenges confidently. Music can help a child

reach their full potential and even find themselves.

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Trips and enrichment

• Choir 

• The Big Sing

• Staff band