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.
Author(s): Chris Philpott
Edition: 1
Year: 2001
Language: English
Pages: 320
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
