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MUSIC
It cannot be emphasised enough that pupils gain musical
knowledge, understanding and skill by actively taking part
in musical experiences. Having learned in this way, the
pupil is now free to take control as the performer, the
inventor, the listener, and is prepared for a lifetime of
musical experience and enjoyment.
The attainment targets and programmes of study offer general
guidance to teachers on which to base the teaching and learning
of music in the school. They give pointers to possible approaches
and options in making up a plan of musical activities to
suit their particular pupils, their own abilities, the social
environment and the school's resources.
When they are presented with the task of teaching Music,
class teachers may gain confidence and find help from advisers,
specialists and colleagues, local guidelines, in-service
courses and workshops, radio and television programmes,
book and tape libraries. There is much that the non-specialist
can do, given support from these sources, to ensure that
pupils become actively involved in their musical education.
Traditional notation is the accepted written language of
music; there will be some pupils who, perhaps in the context
of the choir or learning to play an instrument, will find
it important to be able to read music. Much can be done
within the context of classroom Music to increase familiarity
with traditional notation. Whatever methods are used, it
must be emphasised that there is no merit in the learning
or teaching of traditional notation in isolation. It should
arise from a need, and must take place in the context of
performing or inventing music, thus making it of practical,
rather than purely cognitive, use to the pupil.
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