Activity Resource 3c

Understanding features of musical elements and developing practical skills are two processes of learning that often intertwine and inform each other. Learning about syncopation might involve being able to define it by articulating how syncopation is created when rhythmic and melodic lines fall across the main beat. Pupils might also learn how to play syncopation by using word patterns that mimic the rhythm, and by watching and feeling the main pulse as they play the syncopated pattern around it. However, being clear about the different focus of each type of learning is critical in helping pupils to develop an appropriate range of musical thinking that leads to effective musical understanding.

It is also important that the focus is only on one or two features of elements and one or two skills – those that are critical for pupils to learn about in order to develop their musical understanding of the style, genre or tradition. For example, in blues music it would be relevant to focus learning on how to develop pupils’ knowledge and understanding of scale patterns (a feature of the element pitch) so that they can learn how the use of the blues scale enables performers to bend notes for expressive purpose. Similarly, it would be relevant to focus learning on how to develop pupils’ skills in improvising, so that pupils understand how to improvise fluent responses to the song’s vocal call.

Pupils will inevitably draw upon and explore a wide range of elements (such as texture, structure, timbre) and practical skills (singing) during the interrelated activities of the unit. However, they must be clear about the one or two features of elements and one or two skills they must master in order to access the appropriate conventions and develop their understanding.

Over time, it should be possible to identify within each year where each of the musical elements is covered at least once as the main focus of learning. Equally, it should be possible to identify where each of the main practical skills (singing, playing individually, performing within an ensemble, improvising and composing) is covered as the main focus of learning. This is important to ensure breadth of learning, and also to help identify progression in learning. You can explore the importance of progression and breadth further in the Good practice section of Unit 5: Challenge in music.

Task 12: Identifying learning (10 minutes)
Refer to the unit from Task 6. Identify one or two significant features of musical elements that pupils will need to learn about in order to develop their knowledge and thereby improve their understanding. Identify one or two significant skills that pupils will need to learn and improve in order to access practically the main conventions of the music being studied.