Classroom Strategies for Music

The aim of introducing musical software in the Early Years is to encourage communication in a variety of ways. To give children the opportunity to experiment with sound pictorially and to listen to, and evaluate, the sound they have produced.

Examples of use:

• to investigate sound
• to teach patterning and sequencing
• to link with a story, theme
• to develop awareness of pitch
• to promote creativity

There are a number of suitable musical programs that can be used with young children. They all introduce the topic through use of graphics rather than notation. With all these programs children make choices that affect the sound, pitch, rhythm and tempo (speed) of the music they produce.

The teacher needs to think carefully when to introduce this software and how it will be used to support the theme. This can then be used to explore sound to accompany a story, set the scene for a character, promote sequencing skills and repeating patterns and tunes.

This software is best introduced to the class and demonstrated in a relevant manner, which can then be used to stimulate the children to write their own music, or complete a task as requested. The children will need to work in very small groups or in pairs, so that children's use of language can be developed and appropriate vocabulary introduced.

Children will need to be given the opportunity to explore the software and learn through play what it is able to do. Set tasks can then be given to the children once they have developed the necessary skills.

Pupils will benefit from an adult being present to ask relevant questions and to develop effective use of language. Children need to be given the time to talk about the activity and describe the sounds they have made and why they made certain choices.

Display of children's work should be encouraged and talked about with the pupils in a meaningful situation, all children should be given equal opportunity to use the software and contribute to the lesson at a level suitable to them.

At all times the teacher must be vigilant and consider all safety aspects when pupils are working at the computer. It is important to ensure:

• there are no trailing cables, either on the work surface or on the floor beneath the computer station
• pupils are seated comfortably seated at the computer and that chairs and working surfaces are at a suitable height

Assessment of the pupil's work should be:

• in line with the teaching objectives
• through observation
• through discussion with the child
• in line with the schools Early Years Assessment Policy

SEN and ICT
Teachers should be able to recognise the specific contribution that ICT can make to teaching pupils with special learning needs. Supporting children in mainstream classrooms is based upon the need to provide access to the curriculum in a manner appropriate to the pupil's needs and being able to identify where ICT can provide subject specific support.

The code of practice is a guide for schools LEAs about the practical help they can give to pupils with special educational needs. It recommends that schools identify children's needs and take action to meet those needs as early as possible.

A child has a special educational need if he has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

• has a significantly greater difficulty in learning than the majority of children of the same age
• has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the LEA
• is under five and falls within the definition of the two points above or would do if special educational provision was not made for the child

A child must not be regarded as having a learning difficulty solely because the language of the home is different from the language in which he or she will be taught.

Using ICT effectively:

• be aware of the range of needs of the pupils you work with
• be aware of targets that any child with Individual Education Plans (IEPs) have
• differentiate ICT teaching to take account of these needs and targets
• monitor any progress made
• ensure that you are aware of the way that ICT can support and enrich pupil's learning
• know how ICT supports the school SEN policy
• check the existing software and peripherals that could be used during the support of the pupil
• work with subject co-ordinators to ensure that individual schemes of work have differentiated ICT activities within
• work with class teachers during the 'planning sessions' to ensure that ICT supports the IEPs

For pupils with learning difficulties, ICT can be a focus for language development activities. It can make writing more accessible, and enable and encourage children to practice skills. Using ICT offers a medium for differentiated activities and can make information more accessible.

Children with emotional and behavioral difficulties can find ICT motivating because it is not threatening or judgmental. It can offer a medium for differentiated activities that are more manageable and provide more satisfying outcomes.

Children with visual impairment may need help to make the most of their vision when using ICT. You should consider the position of the pupil in relation to the screen. Clarity of display is essential, as is the use of large fonts and possibly adjusting the colours. Where possible, use speech facility to provide speech feedback.

Children with hearing impairment where language is a major problem can benefit from the use of ICT. Where ICT is used for language activities symbol or picture enhanced text can bring meaning to text. Graphics can stimulate writing while access to whole words can help children to organise thoughts and aid expression.

Prior to Commencing the Task...