By Carolyn Cooke, Keith Evans, Chris Philpott, Gary Spruce
Studying to coach song within the Secondary university is meant to help student-teachers, newly certified lecturers and more matured song lecturers of their specialist development.Topics coated comprise: where of tune within the curriculum the character of musical studying making plans, dealing with and assessing musical studying college examinations and track tune open air of the curriculum. one of many major premises of the e-book is that song should be taught 'musically', with particular connection with either the character of tune itself and its metaphorical value. it will be significant that tune itself publications what is going on within the track lecture room if we're to encourage our scholars and support them to fulfil their power as musicians.This ebook may also help student-teachers to advance their topic wisdom, educating talents, knowing of the broader concerns and their skill to mirror on school room perform.
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Additional info for Learning to Teach Music in the Secondary School (Learning to Teach Subjects in the Secondary School)
Use your findings as the basis of a discussion or reflection activity. to be applied across the attainment target in a curriculum which takes an integrated approach to the development of these skills. THE ‘NEW’ NATIONAL CURRICULUM FOR MUSIC The national curriculum (NC) for music has had an important influence on planning for teaching and learning in the music classroom. While open to many interpretations the requirements for music are subject to external accountability, that is when OFSTED inspect school music, and the preparation of teachers in training.
The levels are an assessment tool and a reporting device, which enables you to describe, monitor and report the progress of your pupils. We return to these at other points in this book. 1. Pupils are expected to develop knowledge and understanding through the three skill areas and to apply this knowledge while engaging with them. The level of content in each of these areas is, of course, dependent upon the key stage. Indeed, it is important that you become familiar with the other key stages in the music document in order to understand where your pupils have come from.
Discuss this with a colleague and compare ideas. MUSICAL LEARNING 17 Music teachers are always engaging with these questions (consciously or not) when deciding what to teach, how to frame learning objectives, how to bring about learning and how to measure learning. To a large extent the learning objectives you choose for your lessons will be dictated by the assumptions behind your answers to the questions above. Much of the work in this chapter has important links with other chapters on language, learning, planning and assessment where we also consider: • • • • • the essential nature of music readiness for learning the sequence of learning the relationship between formal and informal learning continuity and progression between phases of music education.