Learning to Teach Music in the Secondary School: A Companion to School Experience (Learning to Teach Subjects in the Secondary School Series) (Volume 2)

Learning to Teach Music in the Secondary School is intended to support student-teachers, newly qualified teachers and more experienced music teachers in their professional development.Topics covered include: the place of music in the curriculum the nature of musical learning planning, managing and assessing musical learning school examinations and music music outside of the curriculum. One of the main premises of the book is that music needs to be taught 'musically', with specific reference to both the nature of music itself and its metaphorical significance. It is important that music itself guides what goes on in the music classroom if we are to motivate our pupils and help them to fulfil their potential as musicians.This book will help student-teachers to develop their subject knowledge, teaching skills, understanding of the wider issues and their ability to reflect on classroom practice. Book Cover......Page 1 Half-Title......Page 2 Title......Page 4 Copyright......Page 5 Contents......Page 6 Illustrations......Page 8 Contributors......Page 13 Acknowledgements......Page 14 Series Editors’ Preface......Page 15 LEARNING HOW TO TEACH MUSIC......Page 17 FURTHER READING......Page 19 INTRODUCTION......Page 20 THE POSITION OF MUSIC......Page 21 JUSTIFICATIONS, AIMS AND PRACTICES......Page 22 MUSICAL MEANING AND KNOWING......Page 24 THE NATIONAL CURRICULUM......Page 25 MUSIC AND COMBINED ARTS......Page 27 MUSIC BEYOND 14......Page 28 SUMMARY AND CONCLUSIONS......Page 29 FURTHER READING......Page 31 INTRODUCTION......Page 32 Knowledge ‘how’......Page 33 Knowledge ‘of’ music......Page 34 Musical knowledge and objectives for the music lesson......Page 35 HOW DO PUPILS GAIN THEIR MUSICAL KNOWLEDGE?......Page 36 Some strands in the psychology of musical learning......Page 37 Why do we need a theory of musical development?......Page 39 Musical development and the national curriculum for music......Page 40 Collecting evidence for the levels......Page 41 Continuity from key stage 2 to key stage 3......Page 42 SUMMARY......Page 46 FURTHER READING......Page 47 THE NATIONAL CURRICULUM FOR MUSIC IN CONTEXT......Page 48 THE ‘NEW’ NATIONAL CURRICULUM FOR MUSIC......Page 50 Setting suitable learning challenges......Page 51 Overcoming potential barriers to learning and assessment for individuals and groups of pupils......Page 52 The music-specific content of the national curriculum......Page 53 Short, medium and long-term planning......Page 54 SUMMARY......Page 56 FURTHER READING......Page 57 TAKING ACCOUNT OF PUPILS’ PRIOR EXPERIENCE AND INTERESTS......Page 58 TAKING ACCOUNT OF PUPILS’ MUSICAL EXPERIENCES WITHIN THE WIDER COMMUNITY......Page 60 TAKING ACCOUNT OF PUPIL DIFFERENCES......Page 61 Whole class......Page 63 Small group......Page 64 MANAGING A PLANNED LESSON......Page 65 PLANNING FOR EFFECTIVE TEACHING......Page 66 PLANNING A UNIT OF WORK......Page 67 LESSON PLANNING......Page 68 RESOURCES......Page 71 Evaluating the unit: some questions to ask yourself about the overall effectiveness of the unit......Page 72 A SUMMARY OF THE KEY ISSUES AFFECTING PLANNING......Page 73 FURTHER READING......Page 74 INTRODUCTION......Page 75 The classroom ensemble......Page 76 Singing......Page 77 Whole class discussions......Page 78 Transitions......Page 79 Distribution of instruments and resources......Page 80 Intervention......Page 81 A note on the use of keyboards......Page 82 Health and safety issues......Page 83 SUMMARY......Page 84 FURTHER READING......Page 85 INTRODUCTION......Page 86 Immersion and the centrality of listening......Page 87 Learning through questioning when listening and appraising......Page 88 ‘Conducting’ the class as a rehearsal: the class as an ensemble......Page 90 Learning through improvisation......Page 91 Warming up......Page 94 Teaching songs......Page 95 Notation......Page 96 Musical features: an approach to tackling knowledge ‘of’ music......Page 97 Teaching and learning based around expressive problems......Page 98 Musical learning through extra-musical ideas......Page 100 Strategies for achieving continuity and progression in musical learning......Page 101 SUMMARY......Page 102 FURTHER READING......Page 103 INTRODUCTION......Page 104 MUSIC AS SHARING THE PROPERTIES OF LANGUAGE......Page 105 MUSIC AS A TYPE OF LANGUAGE......Page 106 USING LANGUAGE ABOUT MUSIC......Page 108 LANGUAGE AND THE DEVELOPMENT OF A MUSICAL ‘VOCABULARY’......Page 111 PUPIL TALK......Page 113 MUSIC EDUCATION AS MUSICAL CRITICISM......Page 114 THE FORMS OF APPRAISAL......Page 115 NOTATION AS A ‘UNIVERSAL LANGUAGE’......Page 116 FURTHER READING......Page 117 INTRODUCTION......Page 118 Setting suitable learning challenges through differentiation......Page 119 Differentiation by resource......Page 120 Differentiation by outcome......Page 121 Responding to pupils’ diverse learning needs......Page 122 Overcoming potential barriers to learning and assessment for individuals and groups of pupils......Page 124 Pupils with emotional and behavioural difficulties......Page 126 Dealing with exceptionally able pupils......Page 127 Dyslexia......Page 128 SUMMARY......Page 129 FURTHER READING......Page 130 INTRODUCTION......Page 131 ATTITUDE......Page 132 Attitudes to technology, artistic expression and education......Page 134 What is music-related ICT?......Page 135 Resource management and monitoring......Page 136 Focusing and supporting, listening and appraising......Page 137 As a pupil resource......Page 138 Developing skills on the electronic keyboard......Page 139 Managing electronic keyboards in class......Page 140 Ways of using keyboards in class......Page 141 THE MIDI COMPUTER IN THE MUSIC CLASSROOM......Page 142 Creative sound: recording, processing, sampling, synthesis......Page 144 What is ‘creative sound’ technology?......Page 145 Using Creative Sound ICT in classroom and extra curricular setting......Page 146 Using CD-ROM and the Internet......Page 147 Using music related CD-ROM in teaching and learning......Page 148 What is the Internet?......Page 149 Using the Internet......Page 150 Managing resources......Page 151 Classroom management issues......Page 152 Websites......Page 153 INTRODUCTION......Page 155 THE NATIONAL CURRICULUM AND ASSESSMENT......Page 156 ASSESSING CREATIVITY......Page 157 METHODS OF ASSESSMENT: CONSTRUCTING A FRAMEWORK FOR ASSESSING MUSIC IN THE CLASSROOM......Page 158 Formative assessment......Page 159 Summative assessment......Page 161 Ipsative assessment......Page 163 Pupil self-assessment......Page 164 SUMMARY......Page 165 FURTHER READING......Page 166 INTRODUCTION......Page 167 A BRIEF GUIDE TO THE DEVELOPMENT OF SCHOOL EXAMINATIONS IN MUSIC......Page 168 Listening......Page 169 Performing and composing......Page 171 APPROACHES TO THE TEACHING OF GCSE......Page 172 Coverage and integration......Page 173 ASSESSING THE GCSE......Page 174 Assessing listening......Page 176 Assessing performing......Page 177 Assessing composition......Page 179 OTHER FORMS OF EXAMINATION COURSES AT 14–16......Page 181 Expressive arts GCSE......Page 182 GNVQ......Page 183 FURTHER READING......Page 185 Website......Page 186 INTRODUCTION......Page 187 THE NATURE AND STRUCTURE OF THE A LEVEL......Page 188 ASSESSING GCE A LEVEL......Page 190 Introduction......Page 191 Aural perception, singing and harmony......Page 192 Teaching points......Page 193 Aural perception, singing and history......Page 194 World musics and musical learning at A level......Page 195 Using other aspects of culture to promote musical analysis......Page 196 Composition and historical study......Page 198 GNVQ performing arts......Page 199 A level music technology......Page 201 Independent learning......Page 202 SUMMARY......Page 203 Website......Page 204 INTRODUCTION......Page 205 INSTRUMENTAL TUITION......Page 206 CHOIRS, ORCHESTRAS AND ENSEMBLES......Page 209 CONCERTS AND PRESENTATIONS......Page 211 The value and benefit of community partnerships......Page 213 Evaluation and feedback......Page 214 SOME ORGANISATIONAL FACTORS......Page 216 SUMMARY......Page 217 FURTHER READING......Page 218 Ethnomusicology and the music national curriculum......Page 219 Issues in ethnomusicology and music education......Page 220 How can we use the music of other cultures to bring about musical learning?......Page 222 Gender and the national curriculum......Page 224 Processes involved in gender stereotyping......Page 225 How can we deal with issues of gender in the music classroom?......Page 227 Creativity and the national curriculum for music......Page 228 What is creativity?......Page 229 Model A......Page 230 Model C......Page 231 How can we encourage creativity in the classroom?......Page 232 FURTHER READING......Page 233 Appendix A A step-by-step guide to planning your own professional development in music-related ICT......Page 234 Appendix B Another lesson and unit plan pro-forma......Page 240 Appendix C A basic audit of subject knowledge and musicianship......Page 245 Appendix D An induction guide to a school music department......Page 247 SUMMARY......Page 250 Appendix E Subject-specific tasks for primary experience......Page 251 INTERVIEWS......Page 253 PROFESSIONAL DEVELOPMENT IN MUSIC EDUCATION......Page 254 References......Page 256 Index......Page 261

This new edition has been thoroughly revised to take account of recent changes to the curriculum. With a focus on evidence-based practice, this book aims to develop open and reflective practitioners who will critically examine their own and others’ ideas about music education and the way in which children learn music.

Providing an overview of contemporary issues in music teaching and learning from a range of perspectives, the book centres on teaching music musically, and enables the reader to:

• place music education in its historical and social context
• consider the nature of musical knowledge and how pupils learn musically.
• critically analyse the statutory framework within which music teachers work
• develop an understanding of the three key areas of composing, performing and appraising as well as issues such as creativity, individual needs and assessment
• examine aspects of music beyond the classroom and how effective links can be made between curriculum music and music outside of school.

Including tasks, activities and reflections to help student-teachers to integrate the theory and practice of music education, this book will provide support, guidance, ideas and challenges for beginner teachers, and will be useful for mentors in schools and teacher educators.

"Learning to Teach Music in the Secondary School is intended to support student teachers, newly qualified teachers and more experienced music teachers in their professional development." "One of the main premises of the book is that music needs to be taught musically. It is important that the nature of music itself guides what goes on in the music classroom if we are to motivate our pupils and help them to fulfil their potential as musicians." "This book will help student teachers to develop their subject knowledge, teaching skills, understanding of the wider issues and their ability to reflect on classroom practice."--Jacket