A practical guide to teaching music in the secondary school

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
Figures
Excavations
Reflections
Tasks
Contributors
Acknowledgements
Introduction
	Introduction
	A Focus On Pedagogy
	Professional Development
	The Chapters
	Conclusion
Chapter 1 Exploring Pedagogy
	Introduction
		Pedagogical Relationships and the Recent History of Music Education
	Taking a View On Pedagogy
	A Brief History of Pedagogy
	A Perspective On Pedagogy
		Relationships of Hearing, Seeing and Exploring in the Moment
		Relationships of Status Fluidity
		Relationships Involving Vulnerability and Risk
	Implications and Conclusion
Chapter 2 Exploring Responding
	Introduction
	Stories of Responding From Science and Music
	Making a Different Story: Changing the Pedagogical Relationships
	Provocation: Responding to Or Responding With
	Provocation: Responding With Bodies
	Provocation: Co-Responding as Multimodal
	Provocation: Difference-Making and Going Beyond the Expected
	Conclusion: Responding to this Chapter
Chapter 3 Exploring Musical Literacy
	Introduction
	Moving Beyond Notation
	Provocations to Explore the Pedagogy of Musical Literacies
		An Approach to Analytical Literacy Through Composition
		An Approach to Analytical Literacy With Set Works
		The Body and Musical Literacy
		Direct Instruction
		Informal Learning and Technical Literacy (Performance Skills)
	A Model of Musical Literacy
	Some Wider Pedagogical Issues in Relation to Musical Literacy
		Music-related Technology
		Cultural Literacy
	Conclusion
Chapter 4 Exploring Improvisation
	Introduction
	Why Improvise?
	Interpretative to Generative Creativities
	Provocations
		Planning for Improvisation
		Stimuli and Risk Taking
		Materials and Processes
		Ownership
		Performance and Improvisation
	Further Considerations
		Notations
		Progression and Assessment
	Conclusion
Chapter 5 Exploring Singing and the Voice
	Introduction
	Provocation: The Story of Singing in Music Education
	Provocation: An Approach to Teaching and Learning a Song
	Provocation: Self-Direction and Vocal Autonomy
	Provocation: Singing Across the Music Curriculum
	Provocation: Singing and Vocalising
	Conclusion
Chapter 6 Exploring Composing
	Introduction
	Who Should Compose?
	Provocation: Being a Composer
	Creative Agency
	Provocation: Establishing Creative Parameters
	Provocation: The Process of Composing
	Provocation: Composing Using Digital Technologies
	Conclusion
Chapter 7 Exploring Performing
	Introduction
	Experiences of Performance in the Music Classroom
	Participatory Culture and Participatory Performance
	Participatory Culture
	Participatory Performance
	Participatory Performance in the Music Classroom
	Assessing Participatory Performance
	Evaluating and Reflecting On Participatory Performance
	Conclusion
Chapter 8 Exploring Music Within Cross-Curricular Learning
	Introduction
	A Positive Manifesto for Cross-Curricular Learning
	Provocations
		Multidisciplinary Cross-Curricular Learning: Music as One of Two Separate Ways to Respond to an Experience
		Interdisciplinary Cross-Curricular Learning: Music and Another Subject Jointly Respond to a Stimulus to Generate a Creative Outcome
		Theme-based Cross-Curricular Learning: Music as One of Several Subjects Brought Together to Respond to a Theme Or Experience
		Single Transferrable Subject Cross-Curricular Learning: The Discipline of Music Itself Becomes More Fully Understood By Demonstrating Its Contributions to Other Subjects
	Planning for Cross-Curricular Learning: Finding Cross-Curricular Connections
	Evaluating Cross-Curricular Learning
	Conclusion and Some Further Thoughts On Music in Cross-Curricular Learning
References
Index