Teaching Models : : Unit 2

Teaching models

While music has distinctive modes of learning to address, and models of teaching to match, there are generic learning issues which can be addressed in music lessons by using standard pedagogical approaches.

The three most common approaches – direct, inductive and enquiry – are investigated in Pedagogy and practice: teaching and learning in secondary schools, Unit 1: Structuring learning, Section 6 (DCSF 0424-2004 G). The following table shows how they can be seen to relate to musical learning.

	Direct	Inductive	Exploratory
Purpose	To acquire new knowledge or skill.	To develop a concept or process.	To use, consolidate or refine skills and understanding.
Key features	A structured sequence often beginning with whole-class work modelling, demonstration or illustration.	A structured set of directed steps. Pupils construct categories, and generate and test hypotheses.	Testing a prediction or hypothesis based on the understanding of a concept.
Key questions	How could you … ? Why am I doing this?	Can you group these? Can you see any pattern?	What might affect … ? What possible reasons are there for … ?
Musical application	How to use fingered chords on keyboard. How to create a bass riff for a reggae piece.	Understanding of features of elements: how scale patterns are formed. Understanding of conventions: how adverts use motif, sound effects, etc.	Compositional challenges: how to create a counting song for infants. Performing challenges: how best to communicate the feel of a song.

The effective use of these teaching models can be a powerful tool for improving learning in the classroom, but to integrate them into your practice successfully is beyond the scope of this unit.

KS3 Music

Teaching models