• Specifying values and beliefs

    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 […]

  • An effective curriculum should be …

    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 […]

  • Misconceptions abound

    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 […]

  • Technical jargon

    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 […]

  • Models of development

    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 […]

  • How does musical knowledge develop?

    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 […]

  • Why arts education matters now

    ‘All schools should be art schools’ proclaimed Bob & Roberta Smith and now as schools are providing on offsite provision how that vision is realised will be one of many challenges schools face. There will undoubtedly be the need to make difficult choices about what to provide but I want to make the case that providing whatever we can […]

  • Learning Contexts

    Learning Contexts

    Post twenty-three 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.  Audit your own learning in each setting; What musical knowledge have you developed […]

  • What kind of subject is music? A Summary

    What kind of subject is music? A Summary

    Here is a summary of our second post in our (re)learning to teach music series. The posts over this week and next week were a focus on the tasks in John Finney’s chapter ‘The Place of Music in the Secondary School’. What kind of subject is music? How do you view music as a subject […]

  • Learning informally

    Learning informally

    Post twenty-two 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.  Liz Gleed @MrsGleedMusic I would reflect that a lot of my learning in […]