Institute of Education

PGCE Secondary Music

2018 – 2019

Subject Knowledge Profile

Name ..................................................

Contents

• Subject Knowledge Profile

This Profile was compiled by the music team in Partnership Schools and the University. It incorporates subject knowledge which would be necessary to teach in a “one person” music department covering 11-18 and including a wide-range of extra-curricular activities. You should use your SKP in conjunction with your Professional Development Profile (PDP) to set targets for yourself throughout the course.

SKP1 Contemporary issues in music pedagogy page 3SKP2 Classroom-based activities page 5SKP3 Music subject knowledge for teaching post-16 page 6SKP4 Aural skills page 7SKP5 Performance skills page 7SKP6 Genres and repertoire page 8SKP7 The role and potential of World Music in school page 8SKP8-10 Extra-curricular activities page 9SKP11 Working knowledge of instruments page 9SKP12-14 Using ICT in music teaching page 11Grid Audit of applying ICT in music teaching page 13

2

Audit of Knowledge, Understanding and Skills in MusicThis Subject Knowledge Profile (SKP) sets out in sections (numbered SKP1 - SKP14) the areas that intending secondary music teachers should strive towards to ensure they have appropriate subject knowledge to be effective practitioners. All student teachers should become competent and self-sufficient in SKP1, SKP2 and SKP12 - 15 by the end of the programme: use SKP3 – SKP11 to develop further aspects of knowledge, understanding and skills in music relevant to extending your contribution to a school's music department. Regularly update section one and two of the SKP using: 1 = limited experience 2 = developing 3 = confident 4 = applied

Music Education Issues and ApplicationsRef

SKP1Contemporary issues in music pedagogy 1 2 3 4

a Ability to justify the place of music in the curriculum.

b Awareness of the developmental stages of musical development from early childhood.

c Ability to use singing voice in the classroom. (See SKP2b)

d Ability to compose.

e Ability to improvise.

f Ability to use a range of instruments in the classroom (functioning as a musician in the classroom).

g Understand different ways of encouraging ‘active listening’.

h Understand the place of different musical genres in the curriculum (e.g. pop, 'world', jazz, ...).

i Understand the place of graphic scores in the development of musicality.

j Ability to credibly devise and direct activities using graphic scores.

k Ability to play from chord symbols.

l Ability to communicate how to use scales/modes in composition (e.g. pentatonic, dorian, etc.)

m Awareness of the appropriateness of using staff notation in the classroom.

n Awareness of differing methods of teaching staff notation.

o Ability to focus on musical learning in the classroom

p Ability to plan a sequence of lessons in a variety of topics (taking account of differentiation and appropriate assessment methods).

q Ability to design an appropriate environment for effective music learning (e.g. layout of room, types of display).

r Ability to select a variety of pieces, from a wide range of genres, for effective use in the classroom.

s Ability to select songs taking account of their degree of difficulty and appropriateness for particular groups of pupils and different occasions.

3

Agenda arising from 3s & 4s in ‘Contemporary issues in music pedagogy’

SKP Ref Action Date & tutor signature

4

Ref SKP2 Classroom-based activities Familiar

withCompetent

inDate

taught

a Ability to initiate effective composition projects, including:.i providing different starting points/ stimuli for pupils' composing .ii providing a sense of purpose for pupils' composition .iii selecting appropriate musical devices and forms as a focus for

composing .iv using music knowledge to help pupils extend their work and

explore musical ideas .v helping pupils to sensitively appraise each other's work; identifying

musical features and suggesting ways in which they could refine/extend their work.

b Ability to teach a song including:.i singing to a class .ii teaching a song by rote, encouraging pupils to join in and using

'echo' to ensure accuracy of 'problematic' phrases .iii teaching a song using sheet music copies, encouraging pupils to

follow notation and recognise musical features of the song .iv teaching class to sing 2 - 4 part rounds .v teaching class to sing other part-songs (2 or 3 parts) .vi recognising inaccuracies of pitch in class singing (including

flat/sharp singing) and take steps to remedy them

.vii managing adolescent pupils' changing voices in class singing .viii achieving good quality class singing through good phrasing &

breath control .ix achieving good quality class singing through good diction

.viii achieving good quality class singing through good singing tone c Ability to lead a rhythm-based workshop.

.i achieving a regular, even pulse within rhythmic activities (recognising and remedying tendencies to get faster or get slower)

.ii achieving accurate 2, 3 and 4-part rhythmic playing (whole class) .iii achieving accurate playing of polyrhythms (2 parts), e.g. 2 against

3, or 4 against 5 (whole class)

Agenda arising from ‘Classroom-based activities’:

SKP Ref Action Date

5

Ref SKP3 Teaching music at post-16 Familiar

withCompetent

inDates taught

a The language of musicStudent teachers should:

.i have a good working knowledge of a wide range of musical terms .ii have a good working knowledge of a range of notations .iii have a good working knowledge of the rules of harmony .iv have the ability to apply analytical skills to a wide range of music b Perspectives on music

Student teachers should:.i have a good working knowledge of key features in the history of

music

.ii have a good working knowledge of perspectives on “world” music c Music technology

Student teachers should have a good working knowledge of:.i the influences of music technology on music across time .ii a wide range of midi applications .iii a wide range of recording solutions d Composing

Student teachers should have a good working knowledge of:.i a wide range of compositional techniques .ii how to support students in initiating and developing their

compositions e Performing

Student teachers should have a good working knowledge of:.i how to develop students’ performance skills .ii the appropriate level of repertoire .iii how to support students in developing their skills in ensemble

playing f Syllabuses & examinations

Student teachers should have a good knowledge of.i the range of syllabuses relating to post-16 courses in music,

including AS level, A2 level, BTEC .ii the arrangements that have to be made for music examinations .iii how to access information from examination boards

Support and further details relating to subject knowledge for teaching music at post-16 will be available through the Teaching & Learning Music module folders on the University’s Student Portal.

Agenda arising from ‘Teaching Music at Post-16’

SKP Ref Action Date

6

Aural SkillsRef

SKP4 Ability to recognise by ear: 1 2 3 4

a Common intervals b Basic chord sequences c Rhythmic patterns d Correct intonation e Different instrumental combinations

Performance SkillsRef

SKP5 Ability to play the following instruments (including voice):Approximate

standardDate used in school

abcde

Agenda arising from ‘Aural Skills & Performance Skills’

SKP Ref Action Date

7

Genres and Repertoire

Ref SKP6

Understanding of the evolution of the following genres and awareness of principal contributors to them:

Familiar with

Competent in

Date taught

a Western "classical" music:.i Renaissance .ii Baroque .iii Classical .iv Romantic .vi 20th Century

b Jazz:.i Blues .ii Ragtime .iii other

c Musicals d Pop music

.i 50s - 60s .ii 70s .iii 80s .iv 90s .vi 21st Century

The role and potential of World Music in school

Ref SKP7

Ability to credibly devise and direct activities in World Music e.g. -

Familiar with

Competent in

Date taught

a Folk music of the British Isles b Samba c Indian music d Drumming e Junk music f Others

Agenda arising from ‘Genres and Repertoire & The role and potential of World Music in school’

SKP Ref Action Date

8

Extra-curricular activities

SKP8 Ability to select repertoire for, prepare and direct: Familiar with

Competent in

Date in school

a A school choir b A school orchestra c A windband d A jazz-band e A guitar club f other group

SKP9 Understanding of issues surrounding:a Staging a show b Planning and staging a concert c Planning music for a variety of assemblies d How to safely organise visits to musical events etc. outside school

SKP10 Ability to understand the types of demands on a budget incurred, e.g. - Competent in

a Maintenance, wear and tear, replacement b Peripatetic costs c Instrumental hire/purchase policy (to students)

Working knowledge of instrumentsRef

SKP11 Ability to manage effectively:

Stringsa Tuning b A sticking peg c Using rosin

Woodwindd Replacing a reed e Maintenance f Hygiene

Brassg Valves h Tuning i Maintenance, Lubrication & Hygiene

Guitarj Leading songs using basic chords k Re-stringing a guitar

Voicel Basic physiology of singing & appropriate posture

m Issues surrounding voice projection n Warming exercises

Pianoo To accompany using notation (staff or chord symbols) p To accompany by ear

9

Percussionq Identification of a range of percussion instruments r Different techniques to play percussion instruments s Tuning t Maintenance u Appropriate choice of beaters v Holding and using beaters w Set up a drum-kit x Play a basic rock rhythm on a drum-kit

Instruments from a variety of culturesy Knowledge of western musical instruments from earlier eras z Knowledge of musical instruments from different cultures

Agenda arising from ‘Extra-curricular activities’.

SKP Ref Action Date

10

Using ICT in music teachingSKP1

2Students should understand the uses of the following types of software & hardware and be aware of what would be an appropriate “tool kit” for a music department

Familiar with

Competent in

aSequencing Software e.g. Logic, Cubase, Cakewalk, Garage Band,, Fruity Loops etc

bNotation Software e.g. Sibelius, Coda Finale

cMusic games software e.g. Music Ace

dAural practise software e.g. Auralia, Musition

eMusic keyboards - single-finger chords, fingered chords, memory (chord banks, melody banks), use of auto-rhythms/styles, exploiting range of ‘voices’, samples, rhythm pads

fAudio recording ( e.g. MP3 /CD recorders, etc. ) including different file formats

gMulti-track recording ( e.g. porta-studio, hard-disk)

hMicrophones, effects units (including reverb, delay, pitch-shift), mixing desk

iMIDI input devices

jInternet, (e.g. on-line interactive software, teaching resources ) managing file formats (midi, wav; mp3, etc.)

kHIFI systems, including connecting external devices ( e.g. computer, mics,MP3 )

lDVD player, camcorder

11

SKP13 Trainees should know how the use of ICT in music, as listed in SKP12, contributes to pupils’ IT capability as set out in the IT National Curriculum

Familiarwith

Competent in

a Finding things out

b Developing ideas and making things happen

c Exchanging and sharing information

d Reviewing, modifying and evaluating work as it progresses

e Breadth of study

SKP14 Trainees should understand the features of ICT most useful in teaching music

Familiarwith

Competent in

a speed and automatic functions

b capacity and range

c interactivity

Agenda arising from ‘Using ICT in music teaching’.

SKP Ref Action Date

12

Audit of applying ICT in music teaching

Use the grid below to audit your experience of the use of ICT in music teaching and to demonstrate your understanding of SKP13 & SKP14.

SKP12 reference

(a – l)

Description of use of ICT; Year group & lesson plan reference (where applicable).Explanation of how this relates to SKP13 & SKP14.

SKP13Circle

relevant reference

SKP14Circle

relevant reference

Date

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

Audit of applying ICT in music teaching

1-4 1-4

SKP12 reference

(a – l)

Description of use of ICT; Year group & lesson plan reference (where applicable).Explanation of how this relates to SKP13 & SKP14.

SKP13Circle

relevant reference

SKP14Circle

relevant reference

Date

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

Audit of applying ICT in music teaching

1-4 1-4

SKP12 reference

(a – l)

Description of use of ICT; Year group & lesson plan reference (where applicable).Explanation of how this relates to SKP13 & SKP14.

SKP13Circle

relevant reference

SKP14Circle

relevant reference

Date

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

1-4 1-4

Audit of applying ICT in music teaching

1-4 1-4

SKP12 reference

(a – l)

Description of use of ICT; Year group & lesson plan reference (where applicable).Explanation of how this relates to SKP13 & SKP14.

SKP13Circle

relevant reference

SKP14Circle

relevant reference

Date

a b c d e a b c

a b c d e a b c

a b c d e a b c

a b c d e a b c

a b c d e a b c

a b c d e a b c

Audit of applying ICT in music teaching

a b c d e a b c