Download e-book for iPad: A Practical Guide to Teaching Music in the Secondary School by Julie Evans, Chris Philpott

By Julie Evans, Chris Philpott

ISBN-10: 0415482585

ISBN-13: 9780415482585

A pragmatic advisor to instructing song within the Secondary tuition offers invaluable help, information and inventive principles for pupil academics, mentors and working towards academics who are looking to enhance their track educating. Written to accompany the profitable textbook studying to educate song within the Secondary institution, it's going to assist you comprehend vital present advancements and discover new percentages for educating and studying. targeting instructing track musically, the booklet explores musical studying via putting scholars on the centre of a musical event. contemplating the revised KS3 curriculum and the 14--19 time table in song, it additionally seeks to expand the views of song academics via attractive with collaborative perform, transitions and cross-curricular paintings. Key concerns explored contain: personalising musical studying instructing creatively and selling creativity ways to utilizing ICT within the school room musical collaboration with different adults evaluation for studying in song making connections with different topics. utilizing sensible examples and initiatives, this booklet may also help you significantly study the best way little ones examine song. it truly is a useful source for these interested by educating song who're looking to enhance 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)

Sample text

4? Draw out the distinctive features of this lesson by making notes in the table below. Consider the extent to which these features are reflected in your current practice or the practice you have observed in GCSE lessons in school. Feature Notes Classroom conditions Task set Role of the teacher Working relationships Other < previous page page_25 next page > < previous page page_26 next page > Page 26 As we have seen already, there is a wide variety of qualifications to choose from for further study in music.

Pupils’ perceptions of the GCSE Music examination in one South Wales secondary school’, British Journal of Music Education , 19(3): 227–241. Further research which highlights the problem of making GCSE Music accessible to all in the light of the perceived advantage for pupils having additional instrumental or vocal tuition outside the classroom. uk/14–19 The DCSF website for 14–19 education and skills gives a good overview of the latest 14–19 reforms. < previous page page_26 next page > < previous page page_27 next page > page_27 next page > Page 27 Part 2 Developing musical pedagogy < previous page < previous page page_28 next page > Page 28 Chapter 3 Cultural understanding JOHN FINNEY INTRODUCTION: WHAT IS CULTURAL UNDERSTANDING?

Pupil A feels he knows about variations, having played a set of decorative variations for his recent Grade 5 violin exam. Consequently, he has taken a very simple melody from an earlier tutor book and composed a couple of variations by adding scales and ornaments to the theme. In discussion with his teacher, he decides that his composition would benefit from some accompaniment, and has therefore asked Player C to add a few supporting chords on the piano while he plays the theme. As they play together the pianist adds a few bluesy touches and they go on to explore some ideas for a jazz variation.

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

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