In Huh Curriculum conversations between subject and senior leaders, Liz Dunbar argues that the music curriculum should take sound as the principal language of learning, whether it’s a live model, students’ live responses, or a recording that the class analyse and discuss. It’s important to reshape and modify tasks, live in the room depending on the responses from pupils. One size does not fit all.
‘Music is not like most subjects: with only 40 hours a year at Key Stage 3, the equivalent of an average week, a great deal is expected in a short time. However, with responsive curriculum design and vibrant extracurricular provision, music can become the beating heart of a school.
‘It's important to make everyone welcome, regardless of individual starting points. We need to emphasise that all students can progress their understanding of music. We work hard to make sure there’s a way in for everybody.
‘Music departments are full of exciting looking equipment, just like science labs. Students want hands-on learning straight away. So, it’s important to make it happen. It’s important to start small and grow it, bit by bit, in fast paced activities, where students are on their feet, responding in sound.
‘In the early stages, you might use material that students already know, things they are already familiar with. And, through the familiar, you create hands-on tasks that everyone can attempt. So, something that is of the moment in their musical world, something that is current, a riff, or a rhythm, or a chord sequence from something, that will immediately make them say, “Oh hang on, I know this, I want to be able to do this”.
‘You don’t begin with the abstract; you begin with something that is familiar and immediately appealing. Something where there’s an element that everybody can attempt. Then you read the room and when there’s a lovely buzz, without missing a beat, you say, “Right, who wants to show us what they’ve done? I’m not looking for perfection, just an example of something you’ve come up with.”
'And if you’ve created the right conditions, you will get students with no experience whatsoever, who will say, ‘I’ll do that’. And, if it’s doable by everybody, you cross that first threshold – gotcha!
‘Once you have hooked them with hands-on making in sound, you can start to introduce the vocabulary necessary to talk about music with authority and understanding. This is when the modelling process becomes your primary tool. You model in sound first, describe it yourself using the musical term, then ‘model’ it again. Then ‘model’ a different version of the same technique or device and ask students to make it in sound and verbalise it using musical language.
‘Once you’ve established this kind of engagement in the room, you can start to move from the idea of students simply copying something and describing it in the musical vocabulary, to creating something new that builds on what they have learnt so far.
‘We need to foster relationships that create long term growth for a wide range of students and teachers. Relationships that enable school music departments to be the best that they can be, day in, day out, in every single class they teach, with every single student they work with.
‘I think we’ve done our job when students have the confidence and skill to respond creatively, even beyond the brief - they aren’t afraid to take risks. Sometimes, students will create something unexpected and sometimes these will be magnificent. It’s a really interesting moment when you first present a task that isn’t just a copying task. You have to test the water because there’s no point in going for it unless your audience is ready.
‘One lovely, and sometimes surprising outcome, is that it’s not uncommon to find students with little or no prior experience being more at ease with creative tasks than those who have ‘read the dots’ for years.’
Three documents to support line managers with music
1. Civinini, C. 6 ways Ofsted wants schools to teach music, TES
2. Toyne, S. “Music” in What Should Schools Teach?
3. Weale, S. ‘Russell Group scraps preferred A-levels list after arts subjects hit’, The Guardian.
If you’d like to hear more you can watch the full conversation with Liz, John and on Myatt & Co. (£/free trial)
Until next time
Mary
When you’re ready, you might find these helpful for curriculum and leadership development in your school
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