A Practical Guide to Teaching Music in the Secondary School by Julie Evans, Chris Philpott

By Julie Evans, Chris Philpott

A sensible consultant to educating Music in the Secondary School presents beneficial help, advice and inventive rules for pupil academics, mentors and training lecturers who are looking to enhance their track instructing. Written to accompany the profitable textbook Learning to educate song within the Secondary School, it's going to assist you comprehend vital present advancements and discover new percentages for instructing and studying.

Focusing on educating track musically, the publication explores musical studying via putting students on the centre of a musical adventure. contemplating the revised KS3 curriculum and the 14--19 schedule in track, it additionally seeks to develop the views of track academics via enticing with collaborative perform, transitions and cross-curricular paintings. Key matters explored include:

  • personalising musical learning
  • teaching creatively and selling creativity
  • approaches to utilizing ICT within the classroom
  • musical collaboration with different adults
  • assessment for studying in music
  • making connections with different matters.

Using sensible examples and initiatives, this ebook might help you severely learn the best way young children study song. it really is a useful source for these inquisitive about instructing song who're looking to strengthen their functional and theoretical realizing.

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Additional resources for A Practical Guide to Teaching Music in the Secondary School (Routledge Teaching Guides)

Sample text

You will consider what critical thinking and understanding mean for music teaching and learning. 1, or some other form of record, first note down your present thoughts about how critical thinking skills and understanding might be developed through music teaching and learning. Add to these thoughts as you proceed through the chapter. You will be asked to return to this activity at the end of the chapter. CREATING THE CONDITIONS FOR CRITICAL THINKING AND UNDERSTANDING In this section we are going to consider the conditions that need to be in place to enable children to develop and demonstrate critical thinking and understanding.

5 How will a physical empathy – feel for the music – be gained? 6 What will challenge preconceptions and lead to critical thinking and debate? 7 How will the topic need to be approached in order to make sense for differing ages and ways of being interested? Ask your pupils to discuss why the Blues should be learnt. What priorities will they suggest? How would they plan a sequence of learning? What is of most importance to them? FINDING CULTURAL DEPTH Coming to know a work of art and something of why it was made, how it came into being and why it is important to those who continue to perform it, can help to contextualise our own practical engagement with it.

Consider: 1 What will be of interest to the pupils, both locally and globally? 2 What will support learning the structure of music? < previous page page_29 next page > < previous page page_30 next page > Page 30 3 What local resources (within the school community and beyond) can be called upon? 4 What musical skills and cultural specific techniques will be needed? 5 How will a physical empathy – feel for the music – be gained? 6 What will challenge preconceptions and lead to critical thinking and debate?

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