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Musical Understanding:: A Model of Learning For KS3 Music

The document outlines a model for learning music at Key Stage 3 in the Hampshire Music Education Framework. It aims to develop musical understanding through creative engagement in practical music making and thinking activities. Students learn practical music skills like singing, playing instruments, composing, and using technology. They also develop music thinking skills like listening, identifying musical elements, and evaluating music. All learning occurs in the context of understanding music's historical, social and cultural origins and ability to communicate. Creativity, quality, and developing personal attributes are emphasized throughout the learning process.

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24 views

Musical Understanding:: A Model of Learning For KS3 Music

The document outlines a model for learning music at Key Stage 3 in the Hampshire Music Education Framework. It aims to develop musical understanding through creative engagement in practical music making and thinking activities. Students learn practical music skills like singing, playing instruments, composing, and using technology. They also develop music thinking skills like listening, identifying musical elements, and evaluating music. All learning occurs in the context of understanding music's historical, social and cultural origins and ability to communicate. Creativity, quality, and developing personal attributes are emphasized throughout the learning process.

Uploaded by

Blibble
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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A model of learning for KS3 Music

Musical Understanding:
The Hampshire Music Education Framework aims to
ensure that all pupils acquire musical understanding.
This is the outcome of creative engagement in practical
activities which enable pupils to develop
music making and thinking in context

Music Making

Music Thinking

learning how to develop practical skills in


order to sing, play and make music
confidently with others and on their own.

learning how to listen to and identify the structural


and expressive aspects of music from different
styles, genres and traditions; how to improve work
in progress; and how to evaluate musics quality.

In Context
learning how to change the
way we create, perform
and listen to music in ways
that better reflect musics
historical, social and
cultural origins, and its
ability to communicate.

Supported by specific practical skills:

Supported by specific types of


listening, talking, writing and theory:

singing, playing individually, playing in an


ensemble, composing, arranging, improvising,
using music technology

identify, refine, evaluate aspects of work created


and heard; features of the dimensions of music;
appropriate use of notations, etc

Creativity
should be at the heart of the learning process,
both in terms of the learning strategies employed
by the teacher, and in the music making
challenges the students need to engage with.

Quality
in the musical outcomes should be a significant
driver: not just accepting something that merely
keeps together, but looking for music that has
care, shape, balance, a sense of being magical
and communicating strongly to the audience

Personal attributes
imagination, resilience, determination, risktaking, willingness to be open to new musical
experiences, capacity to learn from mistakes
and constructive criticism should all be built in
to students musical experiences.

Learning should incorporate the use of both acoustic sounds and music technology; and enjoyment should be an essential attribute of all lessons!

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