An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Music
REPORT
Saint Mary’s Secondary School,
Macroom, County Cork
Roll number: 62320R
Date of inspection: 9 March 2006
Date of issue of report: 26 October 2006
This Subject Inspection report
Subject Provision and Whole School Support
Summary of Main Findings and Recommendations
Report on the Quality of Learning and Teaching in Music
This Subject Inspection report
This report has been written following a subject inspection in Saint Mary’s Secondary School. It presents the findings of an evaluation of the quality of teaching and learning in Music and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over one day during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teachers. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response
Subject Provision and Whole School Support
Music enjoys a high profile in Saint Mary’s Secondary School, and is available to all students in all years. All first-year students study Music as a taster subject for the whole year, and then choose three out of the following five subjects – Art, Music, Business Studies, Home Economics and Science. At senior cycle blocks are formed according to the ‘best fit’ approach. At present Music is timetabled against Geography and Biology in fifth year and against Business Studies and Biology in sixth year. Transition-Year students may choose between Music, Geography and Physics and follow a half-year module. The number opting for Music is very healthy and supports are in place to ensure it is accessible to all students. This is to be commended. School management is committed to Music and the arts and both the timetabling provision and resourcing of the subject are in keeping with this commitment.
In addition to the curricular opportunities, an impressive array of extra-curricular activities exists in the school. Choir, a traditional Irish group, workshops, class concerts, a Transition Year show and an Arts Week are just some of the many activities that continue right throughout the school year. The students’ musical experiences are continually enriched also by trips to concerts and visits to the school from outside musicians and performers. At the time of the inspection, plans were underway for the forthcoming Arts Week, which included an exciting programme of events encompassing many cross-curricular activities along with workshops from notable songwriters Don Mescall and John Spillane and performances by the Army Band and Clan McPhearson’s Pipe Band from Boston. There is a wide range of co-curricular and cross-curricular activities which means that even if it is not part of their subject options, the majority of students in Saint Mary’s Secondary School experience some type of music-making activity as part of their second-level education. This is commendable and does much to raise the profile of Music in the school. The Music teachers’ commitment to these events and the school’s support in facilitating such activities are to be applauded.
Saint Mary’s Secondary School has a designated Music room which is appropriately equipped and resourced, and includes a piano, a variety of classroom instruments, sound system, and music stands. In addition, there is an extensive stock of audio resources and sheet music, and the walls are decorated with a variety of posters, pictures of instruments, and student projects. The room is adjacent to a hall which is used for various musical events, and also contains a small practice room, and the walls leading into the Music room are decorated with murals of a musical nature. These all contribute to a heightened awareness of the subject and are to be commended
Planning and Preparation
There exists an impressive level of collaborative planning for the development of Music in Saint Mary’s Secondary School. Due to staffing changes, one teacher is relatively new to the school and from the outset, the two Music teachers have worked effectively as a team, planning programmes of work for the school year, organising activities for the many extra-curricular groups, and providing extra support for students with special educational needs. Comprehensive programmes of work scheduling the topics to be covered were presented. These were relevant to the syllabuses and the requirements of the examinations, took cognisance of the relevant curricular principles of performing, composing and listening, and took into account the level of the ability of the students in question. Subject planning outlining the broad plan for each class group, included a summary of work completed, assessment sheets and worksheets and an organised and comprehensive stock of support material suitable for all levels. From discussion with the teachers it was found that considerable thought has been given to the accurate and effective delivery of all Music courses in the school. There is regular contact and co-operation between them in the sharing of collective facilities and resources and in the day-to-day implementation of the syllabus with their classes.
In all lessons observed, clear objectives were evident, there was continuity from previous lessons, and appropriate resources and stimuli were utilised. In general, a high level of planning for performing was evident in the prior preparation of relevant materials such as sheet music, accompaniments, worksheets, audio resources etc. This indicates that short term planning is at a satisfactory level.
The Music teachers are also members of the Post Primary Music Teachers’ Association (PPMTA) and attendance at its meetings affords them the opportunity to keep abreast of all information pertaining to general music education at second level, to keep up-to-date with ongoing curricular innovation and to network with other Music teachers. In addition, both teachers are willing to avail of any ongoing training courses which would contribute to their overall continuing professional development (CPD), especially in the area of ICT.
Teaching and Learning
All lessons observed were presented in a coherent and confident manner and the purpose of each lesson was clearly established from the outset. High expectations of attainment and behaviour were set. There was a good rapport between the students and the teachers in a secure, enthusiastic and work-orientated atmosphere. There was a high level of student engagement in lessons seen with a strong emphasis on music-making activities. Teachers valued students’ contributions to class discussions and used praise effectively to acknowledge their efforts. Students responded very well to this positive climate for learning and participated with enthusiasm wherever challenging opportunities were presented.
All lessons observed had some elements of performing. Activities included rehearsing for the forthcoming Arts Week and the practical examinations for Junior and Leaving Certificate, singing, ensemble playing and percussion orchestra. Total student participation in all these ensembles and supportive and assured accompaniments by the teachers, enhanced the quality of these performances. Whole-class performances of the Music provided convincing evidence that most students are capable of maintaining their own part in group music-making. Observation of students’ practical work, at all stages, showed that whilst some were challenged, few students were unable to cope with the demands of the Music. This focus on building the role of Music as a living subject and giving students the opportunity to take part in and enjoy practical music-making is entirely appropriate and highly commendable.
The teachers employed many strategies to engage the students and include them in all aspects of the learning process. In these lessons, a collaborative learning environment allowing constructive and productive peer-peer interaction ensued where the Music teachers provided guidance through various stages, used skilful techniques to elicit ideas from the students, and provided a highly stimulating and challenging music-learning environment. This allowed for a very interesting discussion with insightful comments from the students on the nature of musical arrangements. The ease in which the students used expressive and technical language not only to analyse what they heard, but also to suggest ways of performing and arranging Music, demonstrated that significant learning is taking place. Facilitating student contributions in this manner is to be applauded as it allows them to take responsibility for their own learning and increases understanding. Lessons which allowed for student suggestions for performance of such diverse pieces as ‘Planxty Irwin’ and ‘What Shall We Do With The Drunken Sailor?’ for example were impressive and the subsequent heightened attention from the students was palpable.
Strategies linking aspects of the curriculum were also utilised to very good effect, again through appropriate practical elements. Whether it was a rehearsal for the Arts Week concert, or working on the more theoretical aspects of Music, consistent cross-referencing with other parameters of music was evident and contributed to the development of the students own self-learning skills. This was exemplified by linking such songs as ‘Black is the Colour’ with texture and form, working on backing chords for ‘Water Come A Me Eye’, and co-ordinating and layering percussion accompaniment for ‘Fix You’. This linking of activities and active participation by the students is commendable and does much to ensure a broad musical development rather than a narrow focus on examination material, extends the range of musical experience of the students and is highly effective in developing critical listening skills.
As there is a technology option in the Leaving Certificate Music syllabus, some consideration should be given to exploring this option further and looking at other ways in which suitable software could be utilised within the classroom setting. Furthermore as many pieces are arranged and handwritten by the teachers both for classroom use and extra-curricular activities, utilising software to arrange these pieces would allow for further modification at a later stage for differing student ability. An electronic stock of such resources would allow for a more efficient use of teacher time in the long term. Such projects could be incorporated into student work also, and help them to develop a sense of ownership of their own learning. The Music teachers have acknowledged that further training in this area is required and show a willingness to participate in such training when the opportunity arises. It is hoped that with the current development of ICT in the school, opportunities to allow Music students access to the facilities would be made possible.
As writing up long questions on the whiteboard is time consuming, utilising an overhead projector (OHP) is also worth considering. Additionally, both the computer and OHP could be used to produce more student-friendly resources and handouts. This could enhance student engagement and allow for more appropriate student posture during ensemble performance for example, as the required visual stimuli could be displayed in a more effective way.
The performing, listening and composing elements of the syllabus are very well addressed in Saint Mary’s Secondary School, and they are linked and integrated in a balanced way. The commitment to the ‘Sound before Symbol’ philosophy, the varied activities and methods used to reinforce learning, and the structured approach to the more examination-orientated aspects of the syllabus which allowed for suitably challenging situations and yet were accessible to all students, are to be commended.
Assessment and Achievement
The teachers’ subject knowledge, skills and experience ensure high expectations and a challenging learning environment for the students with subsequent high standards of performance. In all classes observed, students were generally confident and capable, and performed to these high standards. Some groups exceeded the required standard for their level and this is to be commended. Students’ folders, workbooks and manuscripts showed evidence of good organisation, and were generally neat in appearance.
In addition to regular assessments at Christmas and summer, and the mock examinations for Junior and Leaving Certificate students in the spring, formative assessment takes place in a variety of ways. Examples of this include questioning in class, regular homework, completion of worksheets, projects and instrumental and vocal performance. It was good to note that in addition to a grade, many of these assessments received a comment or words of encouragement from the teachers. This is to be commended. Additionally, the fact that from first year on, students experience practical assessments similar to those encountered in the State examinations, and participate in a variety of concerts for diverse audiences, is noted and highly commended.
The school has an open communication policy for parents and in addition to reports issued after formal examinations at Christmas, spring and summer, regular parent-teacher meetings take place for all class groups.
Summary of Main Findings and Recommendations
The following are the main strengths and areas for development identified in the evaluation:
- Music enjoys a high profile in the school, is available to all students on an optional basis and is hugely supported by in-school management.
- Collaborative planning and preparation, high standards of teaching and learning and enthusiastic teacher-student rapport were significant aspects of the lessons observed during the visit.
- Very good practical music-making and in-class assessment strategies were evident in the lessons observed and certainly enhanced student learning.
- A well-resourced music-teaching area exists in the school and it is used appropriately and effectively in an integrated way to support the teaching and learning of Music.
- Students were motivated and had a positive attitude towards Music. Observation of students’ work, both practical and written, indicates that the skills developed are appropriate and of a high standard.
- The Music teachers’ commitment to the many Music activities both in and outside school and their willing involvement in future planning for the department are commendable. It is clear that the benefits of these events to students are considerable. The school’s support in facilitating these experiences is also commended.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- Enhancement of the available resources in the Music room to include further development of ICT is recommended. Additionally, any opportunities allowing the Music teachers to attend courses in Music technology as well as general continuous professional development, should be researched and facilitated.
- An exploration of the many ways in which the OHP can be used to great effect in a Music lesson should be undertaken. This would help enhance the learning situation and allow for a more efficient use of teacher time.
Post-evaluation meetings were held with the teachers of Music and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.