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

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

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

Pupils play chants on instruments conducted by a pupil.

Children, conducted by the teacher, perform chants as a whole class.

Children's groups feedback to class on chants they have created.

Inspired by the music, children create chants for each character.

Chime bars are used to perform rhythms created from food names.

Using food names, children improvise rhythms.

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.

In this group flute lesson, the girls explore some rhythmic variation to their piece.

In this group flute lesson, the teacher uses a prop to develop the breathing.

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

In this Y8 'arranging' lesson, the class teacher offers an 'arranger’s notepad' as a tool to help the groups structur...

It is often difficult to separate out the component parts of musical learning.

In this y8 classroom music lesson, the teacher encourages the class to map out ideas for arranging the song "Stand by...

Music, as a subject based in sound, requires teachers to have strategies for managing behaviour including starting/st...

The periodic direction from the class teacher helps to scaffold this composition lesson so that the class are focused...

After working in groups, this Year 9 group return mid lesson to explain the reasoning behind their musical choices.

In this y9 lesson the class are working in groups to write a song from the stimulus 'Orange'.

In this Year 9 lesson the class are working in groups to write a song from the stimulus 'Orange'.

In this y9 lesson the teacher uses questioning and clear prompts to help scaffold and collate ideas for a composition...