Prepare a modelling episode for Year 8 pupils that will help them acquire a specific performance or composing skill. For example, it could be a modelling episode involving how to improvise successfully a melody within a big band style while performing to a sequenced MIDI file accompaniment.

Consider the following points as you prepare the modelling session

• Anticipate where pupils are likely to struggle and plan to address those specific points.
• Keep the modelling short and fully focused on the expected pupil outcomes.
• Encourage pupils to feel secure in the learning environment and therefore able to begin to take risks and accept making mistakes (e.g.  foster confidence by slowing down the modelling of keyboard techniques).
• If appropriate use peers to model effective work. Make sure that these pupils can not only demonstrate but also explain what they are doing and why – by talking about the steps they have taken to reach a successful outcome.
• Involve pupils in the decision making, allowing them to have ownership of the learning (e.g. encourage pupils to decide the length of the improvised sequence, the tempo of the backing MIDI file, the selection of the timbre or sound sources they are to use).
• Allow pupils to engage quickly with the task after the modelling process has finished – have resources already prepared for immediate interaction once the modelling is over.
• Break the learning down into small tasks and encourage pupils to practise small steps until their confidence grows.
• Plan to repeat the modelling sequence whenever necessary in order to demystify a skill or technique – this can be achieved in a variety of ways such as during a whole-class plenary, or as small-group or individual intervention.

You may want to watch Video 4b. It shows a teacher modelling how to create a ‘characterful’ melodic motif for use in a more extended ’programme music’ composition. The pupils have already explored the principles of programme music, the poem ‘Danse Macabre’, and the nature of the main characters in the poem – ‘Death’ and ‘Skeletons’. They are now about to create a motif that musically represents their view of the character ‘Death’ (the descriptive words on the board were suggested by pupils earlier in the lesson). When observing the sequence, consider the effectiveness of the episode and the ways in which the teacher builds confidence and demonstrates expectations.

Reflection

Consider the effectiveness of the planned modelling session developed in this task. Monitor the engagement of pupils and recognise any improvements in their motivation and application towards the task. Consider how you could apply the same modelling techniques to a different musical challenge.