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

By Julie Evans, Chris Philpott

A pragmatic consultant to instructing tune within the Secondary university presents necessary aid, suggestions and inventive principles for scholar academics, mentors and practicing academics who are looking to improve their track educating. Written to accompany the winning textbook studying to educate song within the Secondary tuition, it is going to assist you comprehend very important present advancements and discover new chances for educating and studying. targeting instructing track musically, the ebook 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 expand the views of tune academics via enticing with collaborative perform, transitions and cross-curricular paintings. Key matters explored contain: personalising musical studying instructing creatively and selling creativity techniques to utilizing ICT within the school room musical collaboration with different adults review for studying in tune making connections with different matters. utilizing useful examples and projects, this booklet may also help you significantly study the way young children research track. it truly is a useful source for these serious about educating song who're trying to strengthen their functional and theoretical realizing.

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Extra info for A Practical Guide to Teaching Music in the Secondary School (Routledge Teaching Guides)

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Write each out on a slip of paper and create a diamond nine. A diamond nine is a strategy for working out beliefs and values. At the top of the diamond is placed that which is of paramount importance, the one thing that must be. Below the two next, then three, then two and finally the least significant. A good move is to reject one altogether and to create a fresh one. Working with another person or in a group on this task will lead to debate and the clarification of values. • a harmonic progression can be introduced; • improvisation skill can be developed; • Hanging in the Breeze can be listened to, the music signalling everybody to stand at the end of the evening at the New York Blues Club; • a Blues ‘feel’ can be had; • the school’s most experienced Blues musician can lead the work; • students can learn about blue notes; • students can feel the Blues through their voice; • it is useful preparation for writing cadences; • a song can be written about the people trafficking, read about in the local newspaper.

Below are nine possible reasons for teaching the Blues. Write each out on a slip of paper and create a diamond nine. A diamond nine is a strategy for working out beliefs and values. At the top of the diamond is placed that which is of paramount importance, the one thing that must be. Below the two next, then three, then two and finally the least significant. A good move is to reject one altogether and to create a fresh one. Working with another person or in a group on this task will lead to debate and the clarification of values.

There is plenty to be explored, for example, in terms of what and how to rehearse and about different rehearsal practices in the industry. Picking up on general principles from earlier in this chapter, a well-run rehearsal at the start of the unit with a group of pupils led by the teacher could offer plenty of opportunities for critical analysis. The link between the assignments you set and the quality of evidence the pupils present is crucial in BTEC and diploma courses. An assignment is typically framed as a series of tasks that guide the pupils through the investigation – planning – production – evaluation cycle.

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