Task 7 :: Unit 6

Task 7: Giving written feedback on performance tasks (30 minutes)
Oral and aural feedback can often be ephemeral: once removed from the learning experience, it can sometimes be difficult for pupils to remember the details of what was said or demonstrated. This is especially true when the feedback is related to performance work and in particular when there are no visual support mechanisms for the performance (i.e. a score, some lyrics, a chord sheet). A performance record card or log could be a useful way of recording the key messages for improvement and individual targets. This could be considered a two-way dialogue record, where the individual pupils also log their decisions about the route to improvement. This will obviously support the long-term goals for performance and become an effective way of monitoring and recognising progression within this key aspect of the music curriculum. It could also form the basis of a very effective self-evaluation tool for pupils. For a unit of work or a substantial piece of work, design a generic proforma that could be developed into a performance record or log. It needs to identify the positive progress of individual pupils, give specific support on the ways to progress and set fresh targets for improvement. It also needs to retain its focus on the intended learning outcomes and provide opportunities for pupils to give feedback to teachers.

Task 7: Giving written feedback on performance tasks (30 minutes)

Oral and aural feedback can often be ephemeral: once removed from the learning experience, it can sometimes be difficult for pupils to remember the details of what was said or demonstrated. This is especially true when the feedback is related to performance work and in particular when there are no visual support mechanisms for the performance (i.e. a score, some lyrics, a chord sheet).

A performance record card or log could be a useful way of recording the key messages for improvement and individual targets. This could be considered a two-way dialogue record, where the individual pupils also log their decisions about the route to improvement. This will obviously support the long-term goals for performance and become an effective way of monitoring and recognising progression within this key aspect of the music curriculum. It could also form the basis of a very effective self-evaluation tool for pupils.

For a unit of work or a substantial piece of work, design a generic proforma that could be developed into a performance record or log. It needs to identify the positive progress of individual pupils, give specific support on the ways to progress and set fresh targets for improvement. It also needs to retain its focus on the intended learning outcomes and provide opportunities for pupils to give feedback to teachers.

KS3 Music