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| Since the wider opportunities pilots in 2002 these programmes have evolved in many different ways with different models and approaches. At the point of this programme’s inception, the principles identified as underpinning ‘best practice’ in whole class instrumental and vocal teaching were identified as those which underpin all effective teaching and learning but with a distinctive emphasis on collaboration. The underlying philosophy of the programme is encapsulated in these four principles which surround the programme curriculum areas and modules. They are developed in further detail in the ‘Principles Documents''. One of your first tasks should be to read the full principles documents (links below)
The Principles
Access and inclusion
Each child has the right to high quality music education, including access to sustained instrumental and vocal tuition.
Each child is an individual and therefore has their own musical aspirations and learning needs.
Recognising, acknowledging and meeting individual and group needs is fundamental to effective music teaching and learning.
Recognising and valuing the range of musical traditions and practices within society is key to providing for access and inclusion.
Read the full Access and Inclusion document here
Collaborative teaching and learning
Children should experience a ‘joined up’ approach to music education through organisations with responsibility for music education working together.Building cross-sector teams of practitioners will result in divisions being broken down and skills and understanding shared.
Children should see their music making in and out of the classroom as all part of the same thing
Children should be encouraged to adopt a collaborative approach to their own music making.
Read the full Collaboration document here
Creativity
Everyone is capable of thinking and acting creatively.
Music teaching and learning should support young people in learning to think and act creatively.
Creative teaching is critical to creative learning.
Creativity is not exclusive to composing and improvising but should be central to all musical activity.
Read the full Creativity document hereIntegration
Music teaching and learning is at its most effective where:
all those involved in music education value and take account of each other’s work
full account is taken of young people’s musical experiences both in and outside of school
an holistic approach to musical experience is promoted where performing, composing, listening and appraising are brought together
there is an integrated approach to provision across key stages 1–3.
Read the full Integration document here
The principles underpin, and are promoted through, all aspects of the CPD programme.
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