Activity Resource 2b: Using Bloom's taxonomy to plan sequences of questions

You can use the steps in the taxonomy to plan sequences of questions in a music lesson. By sequencing questions in this way, you can help pupils to deepen their understanding, to develop their thinking skills and to become more effective learners.

The following table links the steps in Bloom’s taxonomy with the types of task pupils might be expected to do and the kinds of question that would help them in those tasks.

Cognitive objective	What pupils need to do	Links to thinking	Possible questions
Knowledge	Define Recall Describe Label Identify Match	Pupils are more likely to retain information if it is needed for a specific task (e.g. a task is being modelled and linked to other relevant information). Do your questions in this area allow pupils to link aspects of knowledge necessary for the task?	What are the names of these instruments (when showing pictures of a traditional Irish folk band) What is the name of the rhythmic style often used in jazz? Where on the score would you find a clef?
Comprehension	Explain Translate Illustrate Summarise Extend	Comprehension questions require pupils to process the knowledge they already have in order to answer the question. They demand a higher level of thinking and information processing than do knowledge questions.	What are the main characteristics of Indian ragas? Why is reverb often added to vocals in a pop ballad? Why do you think all the violinists sit together in the orchestra?
Application	Apply a new context Demonstrate Predict Employ Solve Use	Questions in this area require pupils to use their existing knowledge and understanding to solve a new problem or to make sense of a new context. These questions demand complex thinking. Pupils are more likely to be able to apply knowledge to a new context if it is not too far removed from the context with which they are familiar.	What do you think will happen if we change the selected timbres of the music? Where else could we develop the use of an ostinato pattern in this piece? Is it possible to use some of the verse or chorus as an introduction? What alternative chord selections could we make?

Cognitive objective

What pupils need to do

Links to thinking

Possible questions

Knowledge

Define

Recall

Describe

Label

Identify

Match

Pupils are more likely to retain information if it is needed for a specific task (e.g. a task is being modelled and linked to other relevant information). Do your questions in this area allow pupils to link aspects of knowledge necessary for the task?

What are the names of these instruments (when showing pictures of a traditional Irish folk band)

What is the name of the rhythmic style often used in jazz?

Where on the score would you find a clef?

Comprehension

Explain

Translate

Illustrate

Summarise

Extend

Comprehension questions require pupils to process the knowledge they already have in order to answer the question. They demand a higher level of thinking and information processing than do knowledge questions.

What are the main characteristics of Indian ragas?

Why is reverb often added to vocals in a pop ballad?

Why do you think all the violinists sit together in the orchestra?

Application

Apply a new context

Demonstrate

Predict

Employ

Solve

Use

Questions in this area require pupils to use their existing knowledge and understanding to solve a new problem or to make sense of a new context. These questions demand complex thinking.

Pupils are more likely to be able to apply knowledge to a new context if it is not too far removed from the context with which they are familiar.

What do you think will happen if we change the selected timbres of the music?

Where else could we develop the use of an ostinato pattern in this piece?

Is it possible to use some of the verse or chorus as an introduction?

What alternative chord selections could we make?

Cognitive objective	What pupils need to do	Links to thinking	Possible questions
Analysis	Analyse Infer Relate Support Break down Differentiate Explore	Analysis questions require pupils to break down what they already know and reassemble it to help them solve a problem. These questions are linked to more abstract, conceptual thought, which is central to the process of enquiry.	Why does the composer modulate to the relative minor in this piece of film music? How is the difference between the sampled strings and live instruments used in the recording? What is the function of the ostinato pattern used in this dance music?
Synthesis	Design Create Compose Reorganise Combine	Synthesis questions demand that pupils combine and select from available knowledge to respond to unfamiliar situations or solve new problems. There is likely to be a great diversity of responses.	Can you suggest a different ending within the melody of this piece? How could you arrange the music differently in terms of changing the timbres selected or reorganising the structure of the piece?
Evaluation	Assess Evaluate Appraise Defend Justify	Evaluation questions expect pupils to use their knowledge to form judgements and defend the positions they take up. They demand very complex thinking and reasoning.	Can you justify why you have finished your piece so abruptly? Can you give some reasons as to why you prefer ska to calypso?

Cognitive objective

What pupils need to do

Links to thinking

Possible questions

Analysis

Analyse

Infer

Relate

Support

Break down

Differentiate

Explore

Analysis questions require pupils to break down what they already know and reassemble it to help them solve a problem. These questions are linked to more abstract, conceptual thought, which is central to the process of enquiry.

Why does the composer modulate to the relative minor in this piece of film music?

How is the difference between the sampled strings and live instruments used in the recording?

What is the function of the ostinato pattern used in this dance music?

Synthesis

Design

Create

Compose

Reorganise

Combine

Synthesis questions demand that pupils combine and select from available knowledge to respond to unfamiliar situations or solve new problems.

There is likely to be a great diversity of responses.

Can you suggest a different ending within the melody of this piece?

How could you arrange the music differently in terms of changing the timbres selected or reorganising the structure of the piece?

Evaluation

Assess

Evaluate

Appraise

Defend

Justify

Evaluation questions expect pupils to use their knowledge to form judgements and defend the positions they take up.

They demand very complex thinking and reasoning.

Can you justify why you have finished your piece so abruptly?

Can you give some reasons as to why you prefer ska to calypso?

Task 4: Questioning – self-review (20 minutes)
For one lesson or in a modelling episode within a lesson that you teach, write down or make an audio recording of all the questions you ask. You may consider forming a partnership with another teacher to monitor the use of questioning within your lessons. Analyse the questions you have asked, using a grid like the one below. Match the types of questions against Bloom’s cognitive objectives and make comments in column 3 as to the impact made upon learning.

Task 4: Questioning – self-review (20 minutes)

For one lesson or in a modelling episode within a lesson that you teach, write down or make an audio recording of all the questions you ask. You may consider forming a partnership with another teacher to monitor the use of questioning within your lessons.

Analyse the questions you have asked, using a grid like the one below.

Match the types of questions against Bloom’s cognitive objectives and make comments in column 3 as to the impact made upon learning.

Question posed	Cognitive objective	Impact on learning
What do we call the persistently repetitive melodic or rhythmic phrase that I am demonstrating?	Knowledge	Helps pupils to remember a key musical term.
Can you tell me why the rhythm patterns on that track that I have just modelled are inappropriate for rave music?	Analysis	Requires pupils to break down what they already know and reassemble it to help them solve a problem.

Resource 3a Microsoft Word 42kb shows how one teacher formalised the use of questions based around Bloom’s taxonomy to model the aural analysis of a piece of jazz music ('Night Train'). It also shows how pupils were able to use this modelling as they developed their own writing about the music.

KS3 Music

Activity Resource 2b: Using Bloom's taxonomy to plan sequences of questions