New PDF release: A Practical Guide to Teaching Music in the Secondary School

By Julie Evans, Chris Philpott

ISBN-10: 0415482585

ISBN-13: 9780415482585

A pragmatic advisor to educating song within the Secondary institution presents useful aid, information and artistic rules for pupil academics, mentors and training academics who are looking to improve their song instructing. Written to accompany the profitable textbook studying to coach track within the Secondary institution, it's going to assist you comprehend vital present advancements and discover new chances for educating and studying. targeting educating song musically, the publication explores musical studying via putting scholars on the centre of a musical adventure. contemplating the revised KS3 curriculum and the 14--19 schedule in track, it additionally seeks to increase the views of song academics via attractive with collaborative perform, transitions and cross-curricular paintings. Key matters explored comprise: personalising musical studying educating creatively and selling creativity methods to utilizing ICT within the school room musical collaboration with different adults evaluation for studying in track making connections with different topics. utilizing functional examples and initiatives, this publication can help you severely study the way childrens research tune. it's a useful source for these fascinated about educating track who're looking to advance their useful and theoretical figuring out.

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

Sample text

3 Understand how to evaluate progress critically. 4 Be able to demonstrate technical and musical control of an instrument within a group. < previous page page_23 next page > < previous page page_24 next page > Page 24 The focus here is clearly on the process of rehearsing with relatively little emphasis on the outcome. From the pupils’ point of view the unit is concerned with self-awareness, analysing progress and setting targets. As their teacher, your role for much of the time is to offer advice, provide support and generally oversee progress.

The 2004/5 Annual Report on Curriculum and Assessment for music was more encouraging in noting that ‘in nearly 50 per cent of schools surveyed, the number of students opting for music in year 10 has increased’ (QCA 2005:18), but these statistics hardly reflect the importance given to music in young people’s lives. In recent years there have been renewed efforts to ensure that courses and qualifications at KS4 and above are relevant and serve the needs of pupils. Successful teaching at this level has always emphasised practical musical engagement and been based on the full integration of musical skills.

G. g. guitars / keyboards play chords; bass instruments play riffs; voices / melodic instruments perform simple improvised melodies). g. C / G / C / G / C / G / C - G / C / or Dm / Am / Dm / Am / Dm / Am / Dm - Am / Dm / (c) Returning to the chord sequence in stage 3(a), pupils work collectively to compose a main rondo theme for the instruments available. They improvise and later ‘fix’ their own (unaccompanied) episodes in between with the specific brief of exploiting the characteristics of their instrument.

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


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