Play a variety of moderately easy pieces from different styles and traditions
Approach new pieces from different angles – perhaps aurally, or through improvisation, listening, notation, etc.
Ask learners to identify challenging passages and to make suggestions for solving problems.
Building on their own suggestions (if appropriate), show learners how to practise challenging passages and make improvements.
Make the process as creative as possible, always aiming to prompt learners’ imagination and curiosity.
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.
Continue to use the holistic approach, aiming for simultaneous learning through interrelated activities and processes.
Choose as wide a range of repertoire as possible. In particular, it should aim to:
- explore the first five positions
- include semiquavers, semiquaver rests and dotted-quaver semiquaver groupings
- expand learners’ knowledge of key signatures
- make fuller use of compound time signatures
Explore the progression of this Learning Objective
Continue exploring the current Programme of Study
