Music - Exemplification in subjects - A Coherent Pedagogy for Secondary Schools

Music
A Music Lesson in Key Stage 3

When pupils arrive they are directed to sit in their designated chairs within the horseshoe and they place music books and pens under their chair.

An introductory starter activity begins immediately. This may be a listening and/or practical activity depending on the lesson and stage in the unit of work.

A practical activity is more likely to secure pupils' attention on the teacher initially and engage pupils proactively on the lesson at hand.

The kind of starter activity will depend on the lesson objectives; however practical 'copy me' tasks using body percussion, clapping and/or voice usually lead to greater concentration.

They also serve to refocus pupils and the teacher more quickly on the lesson and bring the prior learning to the fore since this activity is planned carefully to link with this lesson’s learning objectives.

Teacher questioning and observation provide feedback on the whole class attainment and enable the teacher to adjust to ensure pupils have the necessary understanding and skills before moving to the new learning.

The teacher introduces the learning objectives/outcomes in language which the pupils understand and in terms of what they will learn by the end of the lesson.This will include key vocabulary.

The main phase is likely to be episodic as the teaching objectives are unwrapped in small steps.

These steps will be explained and pupils will know what phase/episode they are engaged in.

Teaching strategies used will include demonstration, modelling, listening, questioning and discussion.

Providing good models - leading pupils through processes which are rehearsed- are key to success.
Expectations in terms of working practices will be firmly established with the whole class prior to pupils working independently, in pairs or small groups.

Speaking and listening are central as pupils learn to use and understand the key vocabulary and processes involved.

As the main phase proceeds pupils will be invited to model, discuss and demonstrate whilst others listen, support and learn.

A collaborative approach ensures that pupils listen, respect and value the contributions of their peers.

When the teacher is sure that the pupils know what is expected and what they should achieve today in the time set, then individual, paired or group work proceeds.

The teacher will move quickly from group to group initially to ensure groups settle quickly into working spaces with correct resources (instruments, Pairs/Group Record Sheets, cassette players etc).

Then the teacher will observe, listen, assess progress and support via appropriate questions in which pupils explain their actions and thoughts as s/he moves from group to group.

The plenary will involve listening to and discussing the performances - final performances will be audio recorded.

The discussion will involve appraising and analysing the progress made in terms of the lesson outcomes and using key vocabulary.

The teacher has the key role in steering and shaping the discussion around the learning objectives.

Individuals or pairs may be asked to review specific learning in 'thinking'time or in the pairs discussion time given (20-30 seconds) and 3 or 4 pairs will be invited to report back to the class.

The teacher enables the learning to be consolidated through pre-planned questions which ensure that the pupils reflect, review and articulate using correctly phrased sentences and technical vocabulary appropriately.

Praise is used sparingly so that discussion is not 'closed down' but further probing, challenging and higher order questions lead pupils to check and justify their own responses.

Homework is set which serves to consolidate or recall learning or prepare pupils for the next lesson.