To Challenge themWe must first challenge ourselves

What do ofsted want?

“If there’s no music in it, it’s probably not a music lesson”

“Music should be the target language of every lesson much like in MFL”

Mark Philips HMI music OFSTED Jan 2013

Excellent teaching in musicAural development

Vocal work, using the voice to understand and internalise ideas

Music the target language

Refer to work of professional musicians

High levels of challenge, high quality music making (take into account music learning outside school), effective help to pupils that need it

Respond positively to creative and sometimes unexpected responses

Myths: So what?

Objectives written on the board/shared: So what?

Every child can tell you their level and target: So what?

Mini plenaries must be used throughout a lesson: So what?

Inclusion: Opportunities

14% of non SEN/FSM take instrumental lessons

4% of SEN/FSM take instrumental lessons

4 year survey

EBacc

Before EBacc only 7% take up for music at KS4

Something is wrong at KS3?

What are they learning?

my year 7 already have been able to do happy and sad chords. I use these as starters. Pupils have laminated cards and hold up different colours if they think it is major or minor happy or sad. tis ticks lots of boxes including AFL.

What are they learning?

My year 7 do not get to use the keyboard until after half term. I do singing games, rhythm work and percussion work to start with. Then Year 7 pupils learn to play Ode to Joy, finding the notes and counting etc.- no exploration

What are they learning

Listen to songs, pieces in different structures and put their hands up when sections are repeated...or name the different sections of songs. Play different songs and identify the structure. Design posters to represent different forms (e.g. ternary form) with pictures. Organise picture cards on a table to represent different structures and use them to identify what is being played. Sing something in a particular structure with the class and have one side sing the 'A' section and the other side sing the 'B' section...do the same with clapping/ percussion etc.

What are they learning?

I've just done rondo with a lively yr 8 group. I bought different chocolates - the A section were mini eggs, the B section was a smartie and the C section was a malteser. They did it in pairs and I got them to write the visual differences between each one (including the subtle differences between each mini-egg for the A1, A2 sections). We then used this to progress onto how we could achieve differences and subtles to create a simple rondo form piece. They also got to eat them afterwards! Great for motivation purposes!

What are they learning?

I make up levels (eg all 5 riffs on sheet with sense of timing is level 4c, titanic reading from tab is 4a, heartbreak hotel playing both bass and melody is 5a)

Teaching music musically

Can’t be done at GCSE as the spec isn’t set up that way

Results would be affected

How could I monitor without tick boxes?

How could you teach the following by allowing them to make music?

Teaching intervals

Teaching composition

Understanding theory and musical concepts

Set works

Differentiation?

Must be differentiating MUSICALLY

Questioning

Must be to move forward their MUSICAL learning

Pose, pause, pounce, bounce

Pose, Pause, Pounce, Bounce

Techniques of Classroom Questioning:

1.    Put the question to the whole class.

2.    Pause long enough for all the students to think out their answers. Watch the faces carefully.

3.    Nominate one student to answer the question. (Never pre-nominate.)

4.    Do not call upon the students to answer in any regular order. Scatter the questions around the class.

5.    Ensure that everyone gets a fair share of questions. This will ensure the attention of the whole class.

6.    Do not single out all the easier questions for the weaker students.

7.    Direct the questions around the class in a manner which will ensure that all students feel they are contributing to the lesson development.

8.    Be cautious about using questioning techniques to curb an unruly student. Take great care in such a situation not to ridicule the student in front of his peers.

9.    Require good, clear answers from the students. Make them speak up so the whole class can hear.

10.    Do not accept inexact, careless or incomplete answers and do not fill in the gaps for the student to save time.

11.    Do not repeat all of the answers given by the students. However, on occasion, especially when a vital point has been made or confirmed by a student, repeating his answer can constitute a very useful and important reinforcement for the rest of the class.

Let’s try it

Practical task and discussion

More info

www.musicalfutures.org.uk

http://mrsgowersclasses.wordpress.com