Understanding Primary Music Session 4: Lesson planning and AfL Overcoming barriers to learning...
-
Upload
rudolph-reeves -
Category
Documents
-
view
213 -
download
0
Transcript of Understanding Primary Music Session 4: Lesson planning and AfL Overcoming barriers to learning...
Understanding Primary Music
Session 4:
Lesson planning and AfL
Overcoming barriers to learning
Developing composition skills
Learning objectives:
1. Reflect on effective pedagogies for supporting children in their music development to facilitate planning and assessment of appropriate musical experiences.
2. Interpret the National Curriculum requirements for music learning in the classroom and explore progression in the development of the elements of music.
3. To develop strategies for supporting the musical development of children with additional needs
4. Develop skills and understanding needed to support composition.
The current national context
Teachers and other staff in schools and colleges will be trained and confident to: identify and overcome a range of barriers to learning; manage challenging behaviour; address bullying; deliver effective teaching leading to better outcomes; and intervene early when problems emerge;
Teachers will feel able to identify effectively what a child needs to help them to learn and to plan support to help every child progress well…
DfE, 20012: 36
Music for children with additional needs: Whitefields school and centreReflect on:Music as a means of supporting developmentMusic as a means of non-verbal communicationAssessment of music making for children with PMLD
http://www.ofsted.gov.uk/resources/music-schools-wider-still-and-wider-good-practice-case-study-whitefield-schools-and-centre
Facilitating individualised learning
1. having high expectations of all children
2. building on the knowledge, interests and aptitudes of every child
3. involving children in their own learning through shared objectives and feedback (assessment for learning)
4. helping children to become confident learners
5. enabling children to develop the skills they will need beyond school.
DfES, 2004: 55
The principles of learning and teaching underpinning personalised learning
Good learning and teaching should:
1.set high expectations and give every learner confidence they can succeed
2.establish what learners already know and build on it
3.structure and pace the learning experience to make it challenging and enjoyable
4.inspire learning through passion for the subject
5.make individuals active partners in their learning
6.develop learning skills and personal qualities.
DfES, 2004: 55-56
Key principles
Facilitating achievement of success and increased confidence through:
- scaffolding the learning process
- removing barriers to learning Building on what learners already know and
can do, taking into account their interests Make learners active partners in their learning
(shared objectives and criteria for success)
Competencies that are important for facilitating learning of children with SEN
Understanding of the different types of SEN Knowledge of different approaches that can be used to
support musical development
Ability to: identify particular barriers to learning modify the physical environment and materials for
individual differences modify teaching approaches to meet individual needs evaluate the effectiveness of the teaching approaches
being used
Adapted from Hammel (2001)
Meeting individual needs: Case study Analyse the information in the two case studies for
Gregory (age 8) and identify what are the barriers to learning that may prevent him achieving his potential in music.
Use the ideas for adapting approaches and materials for this child to:
1. remove any barriers to learning
2. build on strengths
3. provide scaffolding to enable the children to achieve success
The features of effective planning
a clear focus for the learning in each lesson was identified, which was developed through all activities
clear, small steps in learning were achieved through tasks that were progressive and accumulative (building on prior learning)
(Ofsted, 2009) Musical sound was used in teaching e.g. modelling Well structured practical music-making activities A ‘joined up’ approach to musical learning
(Ofsted, 2012)
Lesson planning
Using the resources provided: Hampshire skills and concepts development overview from R to Y6Hampshire units of work
Plan a lesson for a specific year group.
Consider the Ofsted (2009 and 2012) findings.
What constitutes effective assessment AfL in music? active listening to pupils’ responses consideration of the musical qualities of the
responses appropriate interventions to correct errors and
misunderstanding (including through musical modelling)
Ofsted (2012: para 42) Involvement of pupils in peer and self-assessment
Scaffolding composition: Question and answer
Compose a short melody consisting of a question and answer.
Restrict the notes either using:- Pentatonic scale: C D E G A
The purpose of a pentatonic scale is to provide children with freedom to compose using tuned percussion without the possibility of notes clashing
- Plainsong: D E F G A
This selection of notes always produces a melody.
Keep the question and answer the same length If the question rises in pitch, make the answer fall in
pitch Use the starting note for the question as the note to
end the answer (gives a sense of the music being complete - returning ‘home’)
Start the answer on the note the finished the question
Use rhythm or melody patterns from the question in the answer
Rhythm parcelsThink of words in a theme e.g. names of minibeasts
Sequence of steps for creating the rhythm pattern:
1.in words
2.using body percussion e.g. clapping or tapping feet, etc
3.using an instrument
This series of activities demonstrates planning for progression in learning, building on small steps in learning.
Combine a series of 4 minibeast names to create a short composition. Repeat several times.
Development: Build the rhythms around phrases e.g. very wiggly worm
Independent Study Tasks
1. Look at the list of Suggested Readings to identify readings that will support your development as a teacher of music.
2. Read the excerpts from books, available as PDFs on the learning network.