Good practice
This part of the unit describes how good practice in planning units of work will:
take account of the nature and importance of musical understanding, as outlined by the National Curriculum (2008) and QCA’s supporting advice;
use a model of learning as the basis for planning a unit of work, to ensure that musical understanding is the focus of pupils’ learning.
Select each tab below in turn to examine each of these key areas and to identify good practice in structuring learning for musical understanding.
You should then use Activity Resource 2 to start creating a unit of work that meets these principles of good practice by using a simple planning template. The activity explains the template, and asks you to start the process of developing a new unit of work – a process which is completed within the ‘Developing practice’ section of this unit.
You could then:
Musical understanding
The National Curriculum (2008) Orders and the supporting advice provided by QCA, outline that the fundamental aim of music at Key Stage 3 is developing pupils’ musical understanding. This can be described as the outcome of combining two areas of learning:
- knowing about musical conventions, processes and devices;
- exploring a range of diverse musical styles, genres and traditions through practical music making.
The ability to work practically with music is an essential part of understanding. However, it is seen as the means to an end rather than the purpose of the work itself: performing, composing, listening or reviewing and evaluating skills enable pupils to explore understanding effectively, and to demonstrate what they have learned. This is confirmed by the Explanatory note1 for the ‘essential skills and processes’ in the 2008 Orders.
The statement from the National Curriculum (2008) on the importance of music2 also reinforces the idea that musical understanding is more significant than simple participation in practical activity or acquisition of musical skills. The QCA guidance on planning3 for the National Curriculum (2008) confirms the same principle and also identifies the dual nature of musical understanding: it confirms that knowledge about music aids understanding, but also that musical understanding can only be firmly embedded in pupils’ learning when it is explored, applied and demonstrated (knowledge of music) through practical musical making.
QCA’s advice on assessment of musical learning4 underlines the overarching importance of musical understanding. Its level definitions of progression5 also reinforce the dual nature of understanding by starting each level with the phrase ‘recognise’, ‘identify’ and ‘discriminate’, but then adding the words ‘and explore’ to show the importance of developing that understanding through practical work.
This also indicates the specific learning that is required to enable musical understanding:
- Pupils will need to use and understand features of musical elements6 in order to develop knowledge about music
- Pupils will need to develop musical skills7 in order to experience music practically.
Model of learning
The principles of planned learning outlined in the ‘Musical understanding’ tab lead to a basic model of musical understanding8 which:
- demonstrates the main aim of the learning – everything is designed to support and lead to the fulfillment of musical understanding;
- demonstrates the dual nature of musical understanding – knowledge on one side and practical engagement on the other.
A fuller model of musical understanding will also demonstrate how social, cultural and artistic contexts inform the way that music is created and perceived as an aesthetic subject. All forms of music making reflect a unique context. By exploring the contexts of a broad range of musical styles, genres and traditions, pupils develop an understanding of the ways that different aesthetic, cultural and social values affect music. The National Curriculum (2008) recognises the importance of this contextual learning, both in principle9 and in detail10. QCA’s advice on assessment of musical learning11 also indicates the required breadth of musical understanding.
An expanded model of learning12 therefore recognises the importance of this breadth of understanding, and to indicate the way that contexts inform all musical activity and learning.
Good practice in planning units of work at Key Stage 3 therefore demonstrates that:
- Units of work need to focus primarily on the development of pupils’ musical understanding, identifying how integrated practical activities will support and embed that learning.
- Across the whole key stage, pupils need to experience a range of culturally diverse styles, genres and traditions.
- The context of these styles, genres and traditions needs to be made explicit, and the way that they are constructed, produced and are affected by time, place and culture need to be the focus of pupils’ understanding.
Notes
Explanatory note1
‘These should be seen as interrelated skills and processes that enable the development and demonstration of musicianship and musical understanding’
importance of music2
‘Music is a unique form of communication that can change the way pupils feel, think and act. . . [it] brings together intellect and feeling and enables personal expression, reflection and emotional development … music learning develops pupils’ critical skills: their ability to listen, to appreciate a wide variety of music and to make judgements about musical quality.’
guidance on planning3
‘The key processes of the new Programme of Study, those of performing, composing, listening, reviewing and evaluating, involve knowledge of music and knowledge about music. Both of these are essential to a growing understanding of music.’
advice on assessment of musical learning4
‘Each level in music begins with an overarching statement, which identifies the key characteristic of attainment at that level. The detail that follows illustrates how this expectation is demonstrated through performing, composing and appraising activities.’
level definitions of progression5
Level |
Definition |
|---|---|
|
Level 3 |
Pupils recognise and explore the ways sounds can be combined and used expressively |
|
Level 4 |
Pupils identify and explore the relationship between sounds and how music reflects different intentions |
|
Level 5 |
Pupils identify and explore musical devices and how music reflects time, place and culture |
|
Level 6 |
Pupils identify and explore the different processes and contexts of selected genres and styles |
|
Level 7 |
Pupils discriminate and explore musical conventions in … selected genres, styles and traditions |
features of musical elements6
These are described in the programme of study 2.1g of the National Curriculum (2008).
musical skills7
These are described in the programmes of study 2.1a to 2.1f of the National Curriculum (2008).
basic model of musical understanding8
principle9
pupils should be able to ‘identify … contextual influences in music of different styles, genres and traditions.’
detail10
The study of music should include:
a range of live and recorded music from different times and cultures;
a range of classical and popular traditions and current trends in music that reflect cultural diversity and a global dimension.
advice on assessment of musical learning11
‘A range of experiences is essential for attainment at all levels. Understanding of a variety of genres, styles and traditions is also essential for attainment especially above level 4. Attainment at the higher levels is impossible without depth and breadth of musical study and experience.’
expanded model of learning12
