KS3 Music

Use of talk as a tool for developing thinking

Teacher modelling of this use of talk supports pupils in understanding how a process works. Pupils need both specific vocabulary support for hypothesis/speculation and help with managing their contributions to group work. For example, pupils working in groups could talk about whether it is possible to use a repetitive bass riff to support the chord structure within a composition. They would not only need to experiment practically in terms of matching the riff to the harmonic structure, but would also need to be able to articulate those thoughts precisely and cogently. This would require a wide musical vocabulary and an embedded understanding.

An effective strategy is to initiate exploratory or hypothetical talk by using tentative language, rather than by asking questions. Begin a discussion by wondering out loud, or offering a hypothetical statement of your own. Pupils will tend to emulate the use of language, especially if key vocabulary is displayed within the learning environment. An example might be when modelling a particularly complex concept, such as the changing texture within a piece of film music, or by changing parameters within a composition using electronic sound sources. By hearing particular language which suggests future directions for their work, pupils are made to think creatively and apply the language to their own work – ‘what if we tried to …?’

Monitoring pupils’ talk to identify their understanding

Listening to pupils talk about their progress within a task will reveal their understanding of the skills or processes that were being modelled and the effectiveness of that modelling episode. After modelling how to develop a compositional idea, using specific vocabulary, listen to pupils as they talk to their peers in pairs and small groups. Speaking frames could be considered as a structured approach for the discussion, and teacher prompts and praise will help consolidate the use of specific terms associated with the task.

Task 7: Using a structured approach to language development to monitor the impact of modelling (30 minutes)

Evaluate the success of the modelling session identified in Task 6 (Teaching sequence for modelling the use of a musical vocabulary) by using one of the strategies for encouraging group talk from Literacy in music (DCSF 0261-2004). For example, use a spokesperson strategy to organise group discussion. A member from each group is appointed as spokesperson to summarise how they have been developing the use of a particular convention, process or device within a composing task. The spokesperson is required to feedback using subject-specific vocabulary, each group being asked in turn to add something fresh to the discussion. Develop a structured plan, to gather evidence from the pupils. Which examples of musical vocabulary that you modelled did you hear the pupils use? Did the pupils use the musical terms precisely and cogently in order to articulate their understanding of how to improve? What problems did the pupils encounter, especially in using language to describe their work? What could be done in the next modelling session to overcome these problems?