Institute of Education

PGCE Secondary Music

2016 - 2017

Subject Knowledge Profile

Name ......

Contents

• Subject Knowledge Profile

This Profile was compiled by the music team in Partnership Schools and the University. It incorporates subject knowledge which would be necessary to teach in a “one person” music department covering 11-18 and including a wide-range of extra-curricular activities. You should use your SKP in conjunction with your Professional Development Profile (PDP) to set targets for yourself throughout the course.

SKP1 Contemporary issues in music pedagogy page 3

SKP2 Classroom-based activities page 5

SKP3 Music subject knowledge for teaching post-16 page 6

SKP4 Aural skills page 7

SKP5 Performance skills page 7

SKP6 Genres and repertoire page 8

SKP7 The role and potential of World Music in school page 8

SKP8-10 Extra-curricular activities page 9

SKP11 Working knowledge of instruments page 9

SKP12-14 Using ICT in music teaching page 11

Grid Audit of applying ICT in music teaching page 13


Audit of Knowledge, Understanding and Skills in Music

This Subject Knowledge Profile (SKP) sets out in sections (numbered SKP1 - SKP14) the areas that intending secondary music teachers should strive towards to ensure they have appropriate subject knowledge to be effective practitioners. All student teachers should become competent and self-sufficient in SKP1, SKP2 and SKP12 - 15 by the end of the programme: use SKP3 – SKP11 to develop further aspects of knowledge, understanding and skills in music relevant to extending your contribution to a school's music department.

Regularly update section one and two of the SKP using:

1 = limited experience 2 = developing 3 = confident 4 = applied

Music Education Issues and Applications

Ref SKP1 / Contemporary issues in music pedagogy / 1 / 2 / 3 / 4
a / Ability to justify the place of music in the curriculum. /  /  /  / 
b / Awareness of the developmental stages of musical development from early childhood. /  /  /  / 
c / Ability to use singing voice in the classroom. (See SKP2b) /  /  /  / 
d / Ability to compose. /  /  /  / 
e / Ability to improvise. /  /  /  / 
f / Ability to use a range of instruments in the classroom (functioning as a musician in the classroom). /  /  /  / 
g / Understand different ways of encouraging ‘active listening’. /  /  /  / 
h / Understand the place of different musical genres in the curriculum (e.g. pop, 'world', jazz, ...). /  /  /  / 
i / Understand the place of graphic scores in the development of musicality. /  /  /  / 
j / Ability to credibly devise and direct activities using graphic scores. /  /  /  / 
k / Ability to play from chord symbols. /  /  /  / 
l / Ability to communicate how to use scales/modes in composition (e.g. pentatonic, dorian, etc.) /  /  /  / 
m / Awareness of the appropriateness of using staff notation in the classroom. /  /  /  / 
n / Awareness of differing methods of teaching staff notation. /  /  /  / 
o / Ability to focus on musical learning in the classroom /  /  /  / 
p / Ability to plan a sequence of lessons in a variety of topics (taking account of differentiation and appropriate assessment methods). /  /  /  / 
q / Ability to design an appropriate environment for effective music learning (e.g. layout of room, types of display). /  /  /  / 
r / Ability to select a variety of pieces, from a wide range of genres, for effective use in the classroom. /  /  /  / 
s / Ability to select songs taking account of their degree of difficulty and appropriateness for particular groups of pupils and different occasions. /  /  /  / 


Agenda arising from 3s & 4s in ‘Contemporary issues in music pedagogy’

SKP Ref / Action / Date & tutor signature
Ref SKP2 / Classroom-based activities / Familiar with / Competent in / Date taught
a / Ability to initiate effective composition projects, including:
.i / ·  providing different starting points/ stimuli for pupils' composing /  / 
.ii / ·  providing a sense of purpose for pupils' composition /  / 
.iii / ·  selecting appropriate musical devices and forms as a focus for composing /  / 
.iv / ·  using music knowledge to help pupils extend their work and explore musical ideas /  / 
.v / ·  helping pupils to sensitively appraise each other's work; identifying musical features and suggesting ways in which they could refine/extend their work. /  / 
b / Ability to teach a song including:
.i / ·  singing to a class /  / 
.ii / ·  teaching a song by rote, encouraging pupils to join in and using 'echo' to ensure accuracy of 'problematic' phrases /  / 
.iii / ·  teaching a song using sheet music copies, encouraging pupils to follow notation and recognise musical features of the song /  / 
.iv / ·  teaching class to sing 2 - 4 part rounds /  / 
.v / ·  teaching class to sing other part-songs (2 or 3 parts) /  / 
.vi / ·  recognising inaccuracies of pitch in class singing (including flat/sharp singing) and take steps to remedy them /  / 
.vii / ·  managing adolescent pupils' changing voices in class singing /  / 
.viii / ·  achieving good quality class singing through good phrasing & breath control /  / 
.ix / ·  achieving good quality class singing through good diction /  / 
.viii / ·  achieving good quality class singing through good singing tone /  / 
c / Ability to lead a rhythm-based workshop. /  / 
.i / ·  achieving a regular, even pulse within rhythmic activities (recognising and remedying tendencies to get faster or get slower) /  / 
.ii / ·  achieving accurate 2, 3 and 4-part rhythmic playing (whole class) /  / 
.iii / ·  achieving accurate playing of polyrhythms (2 parts), e.g. 2 against 3, or 4 against 5 (whole class) /  / 

Agenda arising from ‘Classroom-based activities’:

SKP Ref / Action / Date
Ref SKP3 / Teaching music at post-16 / Familiar with / Competent in / Dates taught
a / The language of music
Student teachers should:
.i / ·  have a good working knowledge of a wide range of musical terms /  / 
.ii / ·  have a good working knowledge of a range of notations /  / 
.iii / ·  have a good working knowledge of the rules of harmony /  / 
.iv / ·  have the ability to apply analytical skills to a wide range of music /  / 
b / Perspectives on music
Student teachers should:
.i / ·  have a good working knowledge of key features in the history of music /  / 
.ii / ·  have a good working knowledge of perspectives on “world” music /  / 
c / Music technology
Student teachers should have a good working knowledge of:
.i / ·  the influences of music technology on music across time /  / 
.ii / ·  a wide range of midi applications /  / 
.iii / ·  a wide range of recording solutions /  / 
d / Composing
Student teachers should have a good working knowledge of:
.i / ·  a wide range of compositional techniques /  / 
.ii / ·  how to support students in initiating and developing their compositions /  / 
e / Performing
Student teachers should have a good working knowledge of:
.i / ·  how to develop students’ performance skills /  / 
.ii / ·  the appropriate level of repertoire /  / 
.iii / ·  how to support students in developing their skills in ensemble playing /  / 
f / Syllabuses & examinations
Student teachers should have a good knowledge of
.i / ·  the range of syllabuses relating to post-16 courses in music, including AS level, A2 level, BTEC /  / 
.ii / ·  the arrangements that have to be made for music examinations /  / 
.iii / ·  how to access information from examination boards /  / 

Support and further details relating to subject knowledge for teaching music at post-16 will be available through the Teaching & Learning Music module folders on the University’s Student Portal.

Agenda arising from ‘Teaching Music at Post-16’

SKP Ref / Action / Date


Aural Skills

Ref SKP4 / Ability to recognise by ear: / 1 / 2 / 3 / 4
a / Common intervals /  /  /  / 
b / Basic chord sequences /  /  /  / 
c / Rhythmic patterns /  /  /  / 
d / Correct intonation /  /  /  / 
e / Different instrumental combinations /  /  /  / 

Performance Skills

Ref SKP5 / Ability to play the following instruments (including voice): / Approximate standard / Date used in school
a
b
c
d
e

Agenda arising from ‘Aural Skills & Performance Skills’

SKP Ref / Action / Date


Genres and Repertoire

Ref SKP6 / Understanding of the evolution of the following genres and awareness of principal contributors to them: / Familiar with / Competent in / Date taught
a / Western "classical" music:
.i / Renaissance /  / 
.ii / Baroque /  / 
.iii / Classical /  / 
.iv / Romantic /  / 
.vi / 20th Century /  / 
b / Jazz:
.i / Blues /  / 
.ii / Ragtime /  / 
.iii / other /  / 
c / Musicals /  / 
d / Pop music
.i / 50s - 60s /  / 
.ii / 70s /  / 
.iii / 80s /  / 
.iv / 90s /  / 
.vi / 21st Century /  / 

The role and potential of World Music in school

Ref SKP7 / Ability to credibly devise and direct activities in World Music e.g. - / Familiar with / Competent in / Date taught
a / Folk music of the British Isles /  / 
b / Samba /  / 
c / Indian music /  / 
d / Drumming /  / 
e / Junk music /  / 
f / Others /  / 

Agenda arising from ‘Genres and Repertoire & The role and potential of World Music in school’

SKP Ref / Action / Date


Extra-curricular activities

SKP8 / Ability to select repertoire for, prepare and direct: / Familiar with / Competent in / Date in school
a / A school choir /  / 
b / A school orchestra /  / 
c / A windband /  / 
d / A jazz-band /  / 
e / A guitar club /  / 
f / other group /  / 
SKP9 / Understanding of issues surrounding:
a / Staging a show /  / 
b / Planning and staging a concert /  / 
c / Planning music for a variety of assemblies /  / 
d / How to safely organise visits to musical events etc. outside school /  / 
SKP10 / Ability to understand the types of demands on a budget incurred, e.g. - / Competent in
a / Maintenance, wear and tear, replacement / 
b / Peripatetic costs / 
c / Instrumental hire/purchase policy (to students) / 

Working knowledge of instruments

Ref SKP11 / Ability to manage effectively:
Strings
a / Tuning / 
b / A sticking peg / 
c / Using rosin / 
Woodwind
d / Replacing a reed / 
e / Maintenance / 
f / Hygiene / 
Brass
g / Valves / 
h / Tuning / 
i / Maintenance, Lubrication & Hygiene / 
Guitar
j / Leading songs using basic chords / 
k / Re-stringing a guitar / 
Voice
l / Basic physiology of singing & appropriate posture / 
m / Issues surrounding voice projection / 
n / Warming exercises / 
Piano
o / To accompany using notation (staff or chord symbols) / 
p / To accompany by ear / 
Percussion
q / Identification of a range of percussion instruments / 
r / Different techniques to play percussion instruments / 
s / Tuning / 
t / Maintenance / 
u / Appropriate choice of beaters / 
v / Holding and using beaters / 
w / Set up a drum-kit / 
x / Play a basic rock rhythm on a drum-kit / 
Instruments from a variety of cultures
y / Knowledge of western musical instruments from earlier eras / 
z / Knowledge of musical instruments from different cultures / 

Agenda arising from ‘Extra-curricular activities’.

SKP Ref / Action / Date


Using ICT in music teaching

SKP12 / Students should understand the uses of the following types of software & hardware and be aware of what would be an appropriate “tool kit” for a music department / Familiar with / Competent in
a / Sequencing Software e.g. Logic, Cubase, Cakewalk, Garage Band,, Fruity Loops etc /  / 
b / Notation Software e.g. Sibelius, Coda Finale /  / 
c / Music games software e.g. Music Ace /  / 
d / Aural practise software e.g. Auralia, Musition /  / 
e / Music keyboards - single-finger chords, fingered chords, memory (chord banks, melody banks), use of auto-rhythms/styles, exploiting range of ‘voices’, samples, rhythm pads /  / 
f / Audio recording ( e.g. MP3 /CD recorders, etc. ) including different file formats /  / 
g / Multi-track recording ( e.g. porta-studio, hard-disk) /  / 
h / Microphones, effects units (including reverb, delay, pitch-shift), mixing desk /  / 
i / MIDI input devices /  / 
j / Internet, (e.g. on-line interactive software, teaching resources ) managing file formats (midi, wav; mp3, etc.) /  / 
k / HIFI systems, including connecting external devices ( e.g. computer, mics,MP3 ) /  / 
l / DVD player, camcorder /  / 
SKP13 Trainees should know how the use of ICT in music, as listed in SKP12, contributes to pupils’ IT capability as set out in the IT National Curriculum / Familiar
with / Competent in
a  Finding things out
b  Developing ideas and making things happen
c  Exchanging and sharing information
d  Reviewing, modifying and evaluating work as it progresses
e  Breadth of study / 



 / 




SKP14 Trainees should understand the features of ICT most useful in teaching music / Familiar
with / Competent in
a  speed and automatic functions
b  capacity and range
c  interactivity / 

 / 


Agenda arising from ‘Using ICT in music teaching’.