ABSTRACT
When planning lessons you will need to formulate objectives, in other words what you expect pupils to learn by the end of the lesson or unit (knowledge ‘about’, ‘know how’ and knowledge ‘of’ music). You also need to prepare the resources and materials to structure learning through a planned sequence of activities. Equally important, however, are the strategies, approaches or tactics you use to bring about learning. Teaching strategies and activities are not the same thing. Activities are a description of what the pupils are going to do, for example ‘today we are going to listen,
• how music can be differentiated into different types of knowledge • how these knowledge types can inform your objectives for the music lesson • that musical knowledge can develop in both formal and informal settings • the potential sequences of this development both in the short term and over time • that the successful musician is able to integrate different types of musical knowledge • how to maximise continuity and progression over different phases of education • how learning in music is poetentially transferable to other areas of the school curriculum
appraise, compose or perform’. Strategies are the ways in which you bring about musical learning and these require a rich description of ends and means, for example, the use of question and answer to elicit subjective responses from pupils such that we can introduce and develop musical vocabulary. Teaching activities are the vehicles for teaching strategies. In this chapter we examine further teaching and learning strategies, in addition to those identified elsewhere, to help you develop your understanding of how to promote musical learning.
