Month: Feb 2019
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A Real-World Solution To Create Impact In Music Progression
This is specifically written for school leaders, for heads of music and for the parents of my GCSE music students. We’ll shortly be going into Year 9 mocks. Historically in a 3-year KS4, it has always felt too early to be awarding an attainment grade as the GCSE Music qualification requires much applied development of […]
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Harmony & Control: Real-world curriculum design to inspire confidence and ambition in music
This term’s lessons for GCSE year 9 music are all about Harmony & Control. Control, though not an element of music, is one of the fundamental skills or levels of skill there is. Without it, the outcome is uncontrolled, messy or unintentional chaos. If we don’t model ‘control in music’, we should not be surprised […]
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Using real-world knowledge to inspire confidence and ambition in music
‘Data’ is probably the least favourite word in a music teacher’s working life. Often ‘data’ relates to a series of numerical values and the need to find a ‘best fit’ to ‘make the data work’, rather than considering the real-world situation of each music student. In the last few years changes in education have brought […]
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Inventiveness & Creativity
Having launched the new iPad Music competition last Sunday, I’ve spent the week discussing the concepts of inventiveness and creativity with my students. I chose these two words as they explain a meaning of “exceptionally creative”, which is given in the top-band on the mark scheme for AQA GCSE Music Composition. A student who is […]
Music Teacher Solutions 