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Effective curricula: teacher and young people
Post thirty-three in our (re)learning to teach music series. This is the second week responding to the tasks in chapter five in Learning to Teach Music in the Secondary School. This is week seven of the collaborative blogging. Vaughan Fleischfresser @VFleischfresser Having revisited my two statements with the emergent curriculum in mind, I don’t believe…
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Emergent curriculum
Post thirty-two in our (re)learning to teach music series. This is the second week responding to the tasks in chapter five in Learning to Teach Music in the Secondary School. This is week seven of the collaborative blogging. What would the learning environment look and sound like in an emergent curriculum? What sort of activities…
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Moving towards emergence
Post thirty-one in our (re)learning to teach music series. This is the second week responding to the tasks in chapter five in Learning to Teach Music in the Secondary School. This is week seven of the collaborative blogging. Review the statements about the curriculum in Box 5.1 (pg 67). In what ways would the views…
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Exchanging Notes
Post thirty in our (re)learning to teach music series. This is the third post this week responding to the tasks in chapter five in Learning to Teach Music in the Secondary School. Today the task is loosely connected to a task in chapter five but is also a slightly departure; reflecting on how the curriculum…
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Specifying values and beliefs
Post twenty-nine in our (re)learning to teach music series. This is the second post this week responding to the tasks in chapter five in Learning to Teach Music in the Secondary School. This is week six of the collaborative blogging. Task 5.2: Consider a GCSE or A-level music specification you teach, have taught – if…
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An effective curriculum should be …
Post twenty-eight in our (re)learning to teach music series. This is the first post this week responding to the tasks in chapter five in Learning to Teach Music in the Secondary School. This is week six of the collaborative blogging. Task 5.1: Write two statements that outline your current thinking about what is important to…
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Misconceptions abound
Post twenty-seven in our (re)learning to teach music series. This is the second of two posts this week responding to the tasks in chapter four in Learning to Teach Music in the Secondary School. This is week six of the collaborative blogging. What examples of misconceptions and confusions have you encountered when talking about music…
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Technical jargon
Post twenty-six in our (re)learning to teach music series. This is the first of two posts this week responding to the tasks in chapter four in Learning to Teach Music in the Secondary School. This is week six of the collaborative blogging. Listen to one of the pieces of music below. You can listen to…
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Models of development
Post twenty-five in our (re)learning to teach music series. This is the second week responding to the tasks in Chris Philpotts’s chapter – the third in Learning to Teach Music in the Secondary School. This is week FIVE of the collaborative blogging. The task will be to look at page 48 in the chapter (the…
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How does musical knowledge develop?
Post twenty-four in our (re)learning to teach music series. This is the second week responding to the tasks in Chris Philpotts’s chapter – the third in Learning to Teach Music in the Secondary School. This is week FIVE of the collaborative blogging. How does musical knowledge develop? For the ages below what is your intuitive sense…
Steven Berryman 