Peripatetic Music Teacher

Senior Music Service leaders discuss critical partnership working to build relationships with key school staff.

A head of Music Service talks about the support needed and put in place to increase peripatetic music teachers professional development.

A peripatetic music teacher and teaching assistant describe how a Bridge Bandê was formed to enable children to continue the musical learning beyond their initial WCET programme.

A peripatetic music teacher discusses approach to musical learning, use of notation and benefits of differentiation within the wide range of children's ability within a WCET programme.

A peripatetic music teacher describes his expectations for a WCET programme and, with over 20-years experience, how his approach to instrumental learning was completely challenged and changed through teaching WCET.

A peripatetic music teacher talks about the impact of WCET if it were to discontinue.

A teaching assistant and peripatetic music teacher discuss the negative impact if WCET were to discontinue.

A peripatetic music teacher and teaching assistant discuss the inspiration created from older pupils as WCET is embedded over time.

A peripatetic music teacher and teaching assistant talk about the development of music within the school since WCET introduced.

A peripatetic music teacher and teaching assistant discuss the positive change being viewed as part of school staff rather than just visiting teacher.

A peripatetic music teacher describes the importance of a supportive headteacher and active school staff in the success of WCET.

A peripatetic music teacher discusses the benefit of an authentic ensemble approach.

A peripatetic music teacher describes his approach to choosing concert Bb instruments.

A peripatetic music teacher discusses approach to musical learning, use of notation and benefits of differentiation within the wide range of children's ability within a WCET programme.

A peripatetic music teacher and teaching assistant discusses an approach to teaching complicated rhythm patterns.

A pre-WCET rhythm activity scaffolded with listening first, body percussion second and instruments (spoons) third.

A pre-WCET rhythm activity scaffolded with listening first.

A pre-WCET rhythm activity scaffolded with body percussion imagining the instrument second.

A pre-WCET rhythm activity scaffolded with instrument (spoons) third.

A pre-WCET vocal warm-up using visualisation and movement.

A pre-WCET word rhythm activity using body percussion and notation.

A pre-WCET word rhythm activity splitting the children into body percussion groups.

A pre-WCET song and stick rhythm.

WCET rehearsal approach to rhythm pattern through using word rhythm.

A pre-WCET song and movement exploring changes in tempo and dynamics.

A WCET lesson using movement to reinforce changes in pitch.

A WCET lesson using movement to reinforce changes in pitch and applying on instruments with parent helper accompanying.

A scaffolded WCET lesson approach to learning pitch and rhythm pattern.

A peripatetic music teacher demonstrates the use of questioning to reinforce learning.

A pre-WCET activity exploring scaffolded ensemble parts firstly through body percussion.

A pre-WCET activity exploring scaffolded ensemble parts using instrument (Boom Whackers) second.

A pre-WCET activity exploring stop and start using a parasol and encouraging pupil leadership.

A Year 3 recorder (pre-WCET) classroom performance composed by the peripatetic music teacher to reinforce how to play the recorder.