Background

A range of inspection and research evidence identifies common issues for modelling in music. It also describes how successful teaching finds solutions that enable positive musical learning. The main characteristics are outlined below.

Common issues

When pupils are asked to explore an aspect of music, they often lack:

• sufficient knowledge of the conventions, processes and devices of the musical styles, genres and traditions in which they are asked to work;
• sufficient knowledge and experience of procedures they need to follow to improve their learning: they do not know how to get better;
• the confidence to tackle the challenge due to insufficient skill base, lack of opportunities to explore and test out their ideas or an insecure learning environment;
• the vocabulary needed to communicate the knowledge they have of the subject and to evaluate what they have produced.

Pupils can be uncertain about expectations related to skill development and often struggle to apply their knowledge and understanding of musical devices and features in practical work.

Resolving the issues

Modelling can be used to address the common issues outlined above. A number of modelling strategies support the teaching of music, helping to make teaching and learning more effective. They all require pupils to hear music, engage with the thinking of a ‘specialist’, and be directly involved in the processes of music making.

This unit explores three distinct contexts where modelling takes place, i.e.:

• to clarify musical conventions, processes and devices;
• to clarify how to develop and improve skills;
• to build confidence, inspire and demonstrate expectations.

In addition the unit explores seven processes involved in modelling, i.e.:

• thinking aloud as part of the modelling process;
• careful planning and use of questions;
• accommodating different learning styles;
• language for learning – modelling talk;
• developing pupils’ confidence;
• using specialist musicians from the whole community to inspire;
• creating a portfolio of evidence.