Music Homework

It is not unusual for teachers of Music to form a close working relationship in secondary schools.It comes with the territory and their experiences of collegiality and developing musicianship in orchestras, bands or vocal groups.This professional development within a Peer Learning Group (PLG) involved meetings, discussion, observation and reflection, supported by Patsy in her role of Master Teacher/facilitator of action research.

It is not unusual for teachers of Music to form a close working relationship in secondary schools.It comes with the territory and their experiences of collegiality and developing musicianship in orchestras, bands or vocal groups.This professional development within a Peer Learning Group (PLG) involved meetings, discussion, observation and reflection, supported by Patsy in her role of Master Teacher/facilitator of action research.

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The findings showed that it is possible to convince adolescents of the value of both solitude and deliberate practice when there is evidence of improvement.The class lesson included research evidence and case studies of experts who favoured deliberate practice.For example, students saw Sir Donald Bradman in his early days, developing cricket skills in front of a corrugated iron shed wall, using a stump of wood to hit the cricket ball.When I approached A’s instrumental teacher, he identified specific strengths and weaknesses for the student – his notational and pitch skills were excellent, but rhythmic skills were a problem.So, I knew what technical weaknesses needed attention. The instrumental teacher identified exercises from a percussion tutoring book – – then demonstrated how the required rhythms could be played on single notes.One of the two students of Music in this study, a Year 11 student, chose to focus on voice for his performance assessment, although he was reasonably proficient on keyboard, acoustic guitar and viola. Student A: Genevieve tells the story I taught this student in Year 11 and Year 12 Music.He also learned bass guitar with a visiting instrumental teacher.Research into the theory of deliberate practice confirmed that the strategy has the potential to improve both student performance and student mindset about what makes a musician.To assess the impact of the strategy, each Music teacher focused on a case study of a selected individual student, rather than the whole class.It was agreed that the ‘gigs every night’ life of a professional musician is a myth and that the students lacked understanding of the solitary nature of a musician’s practice.In addition, they needed to accept that the deliberate practice might very well be ‘effortful’ and not ‘inherently enjoyable’ (Schraw, 2005, p.396).