I first blogged this on the Peer to Peer network and the comments at the bottom show it’s a hot topic for debate. The search for answers to some of these issues and in particular how using Musical Futures approaches can have an impact will underpin one of the first tasks in my new role as I visit Musical Futures teachers across the UK, spend some time in lessons, discover how they have integrated and adapted MF into their teaching and departments. I know I will learn a lot.
I wrote last week about a lesson I watched which I felt was better for having been free from the ‘stress to assess’.
So what exactly might a lesson that isn’t free from this look or sound like? And how might ‘stress to assess’ in a lesson manifest itself?
A while ago, I promised John Finney that I would write a description of a music lesson. Finally I have found some time to reflect on a lesson I saw as part of visits I undertook on behalf of Music Mark’s Peer to Peer programme. This post is a mixture of reflection on that lesson and the tweets that I sent as it was happening.
I wrote this blog back in Feb 2014 after we welcomed candidates for interview for a Head of Music post at our school and as part of the interview they were asked to teach a lesson. During the formal interview in the afternoon, they had the opportunity to feed back on how they felt it went and three of them expressed surprise that our students “don’t know their key words”.