Teaching Music (Open University Postgraduate Certificate in by Gary Spruce

By Gary Spruce

Tune schooling has gone through a amazing transformation in recent times. while classes have been as soon as characterized by way of their passivity, teenagers now find out about tune via actively conducting it by way of acting, composing, listening and appraising. This reader locations tune schooling in context after which is going directly to research a variety of concerns associated with the educating and studying of track. The latter half the ebook concentrates on tune schooling in the lecture room, highlighting the categories of issues which all lecturers of tune should think of.

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4 There can also be appraisal in terms of the value of work; not simply a personal prejudice for or against opera or progressive rock as genres, but an awareness for an individual listener of the significance of a particular musical encounter, a realization built on the appraisal of materials, expressive character and structure. It is here that musical experience is at its most subjective and idiosyncratic. These distinctions need to be clearly understood if meaningful assessment is to become a reality.

Attainment target 1—performing and composing The development of the ability to perform and compose music. Attainment target 2—knowledge and understanding The development of knowledge and understanding of musical history and theory, including the ability to listen to and appraise music. The import of the NCC model, that knowledge and understanding have to be about music is simply nonsensical. Knowledge and understanding can also be of music, directly experienced. Such rudimentary reasoning will push the school music curriculum back to the same ‘chalk and talk’ that fifteen years ago was making music so unattractive to pupils and will foster a belief in the value of acquiring inert information.

17 Attainment targets are, then, to be seen as the specific elements making up profile components, which in turn are the fundamental strands of knowledge in a subject field. Unfortunately the early ‘core’ subject Working Groups proceeded to muddy the epistemological water. The English Working Group came up with three profile components: Speaking and Listening; Reading; and Writing. These are obviously categories of activities, not of learning outcomes. Mathematics formulated the following: Using and Applying Mathematics; Number, Algebra; Shape and Space; and Handling Data.

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