Whole class teaching, when taught well, includes a variety of activity and opportunity to develop and discover musica...

This classroom practitioner uses Saint Saen’s Carnival of the animals to scaffold a composition lesson.

This teacher is actively involved in the listening activity. Clear questions have been articulated before the example...

Encouraging listening children identify instruments in Baroque style piece.

Linking instruments and characters.

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

In this advanced trumpet lesson, the teacher takes the student through a warm up which will be later linked to the ma...

Listening to an organ piece, children recap their knowledge of tempo.

Using a simple tune and lyric, children explore tempo and feel pulse.

In this y8 arranging lesson, the groups engage in peer assessment.

Listening to student compositions is, in itself, a critical skill for teachers to develop.

Listening to student compositions is, in itself, a critical skill for teachers to develop.

Composition and creativity can lead to varying outcomes within the same task.

This teacher comments on the need for her Y7 class to understand how to use simple compositional devices.

Children are encouraged to respond to a question in contrasting voices.

Vocal specialist explains the rationale behind 'Have you brought your voice?

Vocal specialist shows how to start a vocal session.

Vocal specialist explains rationale behind using this expressive song

Vocal specialist explains this song can be taught effectively to all ages.

I'm a little teapot and the 'ABC' song, pulse and actions.

Teacher reflection on first steps in EYFS music.

Looking at loud and quiet, long and short notes.

Listening and joining in to a catch-on song with increasing complexity.

Encouraging participation requiring strong vocal line from children.

Children respond to teacher actions like 'Give Me 5', Give Me 10, Low 10...

Vocal specialist makes the case for teaching vocal starters.

Children respond to the name song, singing their own name to the backing.

Using Charanga, class warm-up buzz, put their mouthpiece in play.

Vocal specialist explains rationale behind 'Give Me 5' vocal starter.

Listening for a heartbeat/pulse, Reception play along on woodblocks.

Vocal specialist explains rationale behind this kinaesthetic vocal starter.

Forensic look at the detail of teaching a role song.

Set up and introduction establishes clear expectations and routines.

Playing 'piano' and 'forte'. Crescendo is played too.

Managing a mini plenary, homework and packing instruments away.

Singing at end of brass lesson to internalise piano and forte.

Using a simple tune, these young players concentrate on reading the music.