Play a variety of pieces of moderate difficulty
When learners are learning new pieces, ask them to identify and discuss structural relationships, e.g. repetitions, contrasts, deviations, developments. Ask them to describe the musical effects of these features.
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.
Encourage learners to learn pieces more independently, identifying and solving problems, and making musical decisions.
Continue to advise learners on practising strategies.
Encourage learners to learn pieces away from the instrument in order to consider the overall character, the shape of phrases, subtleties of tempo, etc.
As learners develop their own responses to pieces, so the teacher’s input can be reduced.
Encourage learners to use the holistic approach by prompting them to apply listening skills, solve technical and musical problems and use their imaginations.
Explore the progression of this Learning Objective
