SO UN D I N G T H E T E A CH IN G
EX A MI NI NG MU SI C LEA R NI NG EX P ER I ENC ES
2
Exposition
STUDENT SUGGESTIONS
Play songs we like Learn how to use
different apps Try out ideas
Play instruments,
e.g. handbells,
angklung More learning
journeys Teach using
Kahoot
iPads are not
instruments – I want to
learn real instruments More modern
songs/more pop
music Watch YouTube
videos – how
different composers
compose music
Play games with music/
more music games More fun projects Do a cover of my
choice, then learn
to compose
DISCUSSION CONCLUSION
Authenticity of composition task This project gave me the opportunity to
examine my own professional practice.
I would say that it has been impactful and
meaningful to my growth. I have made
improvements to the Schemes of Work as
a result of this research project.
Students’ perception of the role of
music in their lives
– More often associated with listening
and performing
– Enjoyment and entertainment
– Composing to develop creativity and
critical thinking
Amount of guidance
When to give guidance?
How much guidance?
What kind of guidance?
How to offer guidance?
Students’ individual contributions
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Using peer assessment rubrics to
measure students’ level of attainment
and contribution
Assessment rubrics do not help to
enlarge their contributions
Defining the scope of contribution of
each student using a matrix (aka target
setting)
My Secondary 2 music programme will
take into account the research findings.
For example:
Term 1: Teaching of guitar and
percussion skills
Term 2: Students to work on covers
in groups
Term 3: Song writing skills following
song writing project
It also made me more aware of the
difficulties faced by students during
composing. I hope the changes will
enable my music colleagues and I to
better meet the needs of our students.
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