Play short, easy pieces from appropriate notation/symbols
Select pieces for learners from a range of different times and places, and in a variety of styles. Take into account:
- the musical and technical skills that will be needed
- opportunities to develop musical ideas
- learners’ prior experience
- their personal response to the music
- their general musical interests
Many genres of music are traditionally learnt exclusively by ear. Where it would support learning, you may wish to create notation systems that are appropriate to your teaching context, e.g. word rhythms, symbols, numbers, or vocal sounds. However, this may not be necessary or desirable for all musics. Music passed on orally/aurally naturally evolves as it spreads and being fixed in notation can hinder this.
Teach learners to practise and play pieces that bring together right-hand melody, left-hand single finger chords and auto-accompaniment. The following approach includes a range of activities that contribute to this process:
- perform the piece, encouraging attentive listening. Repeat with learners following the notation and clapping the note values
- ask learners to play the opening phrase of the melody by ear
- ask learners to read and play the melody only. With group teaching, learners may be given a short time to practise the melody using headphones. Give particular help where it is needed
- play the auto-accompaniment, asking learners to play the melody together in unison and/or octaves
- ask learners to practise the piece with both hands together, without activating the auto-accompaniment rhythm; explain the importance of breaking down various skills when practising
- ask learners to play the tune and chords with auto-accompaniment, individually, or in unison as a group. In a group, learners can take turns at the auto-accompaniment. Discuss the outcomes
- perform a larger arrangement of the piece, e.g. including registration changes and some improvisation. Lead a discussion about arranging
- ask learners to arrange the piece and take turns performing to each other, discussing their approaches and interpretation
- help groups to make ensemble arrangements of pieces, which may include learners taking turns and playing together
- ask learners to continue playing and practising pieces to memorise them
Show learners how to practise their pieces and make improvements.
Adopt the holistic approach to teaching and learning.
Learners can use a pattern of these activities as a foundation for their personal practice routine, for example when learning a new piece, e.g.:
- playing just the right-hand tune
- playing the tune in time with a drum-beat
- practising tune and chords together, but without engaging the auto-accompaniment rhythm
- putting together the tune, chords and auto-accompaniment
- experimenting and creating an arrangement of the piece
These activities can be adapted and expanded across all five Programmes of Study.
Explore the progression of this Learning Objective
Continue exploring the current Programme of Study
