Transcript To Challenge them We must first challenge ourselves What do

To Challenge them
We 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 music
Aural 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