Agogo Bells to Session 3 Instrumental work in Xylophone A & C – 6 hrs training. School and class school. A chance to Black mentor discussions learn to play the Ben Tovim and and observations. Delivered by a descant recorder from Boyd, Children and Tutor music specialist scratch, using a tried Music, A&C Black assessments. working as a and tested scheme. Buchanan and Portfolio of consultant Practical session. Chadwick, Music evidence. across a group (QTS 1a, 2a. 2b, 2c, Connections, Cramer of schools in the 2d, 2e, 5a, 5b, 5c, 5d, Music locality. 6d, 7a, 7b, 7c, 7d, 8a). Glover and Ward, Composition. Starting Teaching Music in Delivered with a simple idea and the Primary School, through finding out how to Cassell workshops, encourage the Glover J, (2000), lectures, children to progress Children composing seminars, action and develop their 4 -14, London: learning sets ideas. Practical Cassell and model session. (1a, 1b, Gray-Fow B, lesson 1c,2a, 2b, 2c, 2d, Discovering and observations. 2e,3a, 3b,4a, 4b, 4d, Developing Talent in 4e,5a, 5b, 5c, 5d,7d). Schools An – Planning and Inclusive Approach assessment stage 2 NACE – (6a, 6b, 6c, 6d) Hallam,S and (Action Learning Sets Creech, A (Ed) Music activity). Education in the 21st Century in the UK London IOE Harris D, Music Education and Muslims ISBN 9781858563565 Plummeridge, Music Education in Theory and Practice, Falmer Press Pratt and Stephens, Teaching Music in the National Curriculum, Heinemann B Swannick, A basis for Music Education, Routledge Swannick, Music Education and the National Curriculum, Tufnell Press York, M, Gently into Music, CUP Websites National Association for Music Education ( ) for general information on music education. Sing-Up ( ) for all sorts of singing resources including words, backing
Agogo Bells to Xylophone – A & C Black Ben Tovim and Boyd, Children and Music, A&C Black Buchanan and Chadwick, Music Connections, Cramer Music Glover and Ward, Teaching Music in the Primary School, Cassell Glover J, (2000), Children composing 4 -14, London: Cassell Gray-Fow B, Discovering and Developing Talent in Schools – An Inclusive Approach NACE Hallam,S and Creech, A (Ed) Music Education in the 21st Century in the UK London IOE Harris D, Music Education and Muslims ISBN 9781858563565 Plummeridge, Music Education in Theory and Practice, Falmer Press Pratt and Stephens, Teaching Music in the National Curriculum, Heinemann B Swannick, A basis for Music Education, Routledge Swannick, Music Education and the National Curriculum, Tufnell Press York, M, Gently into Music, CUP Websites National Association for Music Education ( ) for general information on music education. Sing-Up ( ) for all sorts of singing resources including words, backing Session 3 Instrumental work in school. A chance to learn to play the descant recorder from scratch, using a tried and tested scheme. Practical session. (QTS 1a, 2a. 2b, 2c, 2d, 2e, 5a, 5b, 5c, 5d, 6d, 7a, 7b, 7c, 7d, 8a). Composition. Starting with a simple idea and finding out how to encourage the children to progress and develop their ideas. Practical session. (1a, 1b, 1c,2a, 2b, 2c, 2d, 2e,3a, 3b,4a, 4b, 4d, 4e,5a, 5b, 5c, 5d,7d). Planning and assessment – stage 2 (6a, 6b, 6c, 6d) (Action Learning Sets activity). 6 hrs training. Delivered by a music specialist working as a consultant across a group of schools in the locality. Delivered through workshops, lectures, seminars, action learning sets and model lesson observations. School and class mentor discussions and observations. Tutor assessments. Portfolio of evidence.
SCITT-Taught-Course.docx