An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Music
REPORT
Sligo Grammar School
The Mall, Sligo
Roll number: 65190W
Date of inspection: 5 November 2008
Subject provision and whole school support
Summary of main findings and recommendations
Report on the Quality of Learning and Teaching in Music
Subject inspection report
This report has been written following a subject inspection in Sligo Grammar 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 the teacher, examined students’ work, and had discussions with the teacher. The inspector reviewed school planning documentation and the teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and subject teacher. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix of this report.
Subject provision and whole school support
Sligo Grammar School is a fee-paying, co-educational school with a current enrolment of 456, which includes boarders and day students. The music department is staffed by one fully qualified specialist teacher. Music enjoys a very good profile in the school and is available to all year groups. All music classes are of mixed ability. A single period of Music is provided as part of the core curriculum for all first year students. This provision is commended for the educational experiences it affords all students. In addition, students in first year who have chosen Music as one of their option subjects receive three periods of Music per week. This is in keeping with the guidelines for the junior certificate music syllabus. Overall, the uptake of Music in junior cycle is very healthy.
Transition year (TY) is a compulsory programme in Sligo Grammar School. Music provision within this programme is very good and, clearly, it is designed to meet the varied needs of TY students. All TY students study a modular music programme for eight weeks and two periods per week are allocated for this purpose. This is essentially a performance module. In addition, TY students who wish to study Music for the Leaving Certificate can choose to study Music for the full academic year. Towards the end of the year, all TY students choose their subjects for fifth year from an open menu. Four class periods per week are allocated to Music in fifth and sixth years. The uptake of Music as a leaving certificate subject is also very healthy.
Information and communications technology (ICT) within the music department is very well provided for in Sligo Grammar School. Two computers are available in the music room for music technology. Ten licences for Sibelius music notation software have recently been purchased by the school and the software is installed on computers in a separate laboratory. Commendably, the music teacher has timetabled access to this room. To date, these facilities have been used to prepare students for the practical component of certificate examinations. Given the extent of the facilities available, there is scope to increase the use of music technology in lessons, such as for composing. This would add significantly to students’ experiences of this discipline while providing an additional strategy for teaching and learning and it is recommended. There is also scope to use ICT for the preparation of handouts and worksheets for lessons. This would improve presentation standards and readily facilitate the storage and retrieval of all such materials. As support in the use of ICT was identified as a training need by the teacher, it is suggested that management and the music department explore ways in which such training can be obtained so that optimal use can be made of the ICT facilities available.
Attendance at music courses is encouraged and supported by the school. The music teacher has attended conferences hosted by the Post Primary Music Teachers’ Association (PPMTA), events which provide valuable opportunities for networking and engaging in useful dialogue with fellow professionals. The music teacher is currently engaged in postgraduate studies and this commitment to continuing professional development is to be commended.
There is no pre-determined budget for Music. Instead, direct requests are made by the teacher to school management a system which is reported to work well. Music lessons are held in a room which is separated from the main school building. A storage room in addition to the filing facilities in the room ensures that materials and equipment can be stored safely. Good efforts have been made to create a vibrant learning atmosphere; for example, professionally printed posters containing displays of instruments and student projects are evident. The room is well equipped with a good range of resources.
In addition to the curricular aspects of the subject and examination preparation, a wide variety of extra-curricular and co-curricular activities is available for students. These include participation in traditional Irish music festivals, school concerts, the TY variety show as well as instrumental lessons which are held during lunch times or after school. This level of provision for the students is very good and the music department is commended in this regard.
Planning and preparation
School development planning is ongoing and subject departments have been established. Formal planning meetings are scheduled for all subjects. The music teacher currently does not meet with any colleagues on these occasions. It is recommended that management ensures that time is used by the music department to collaborate with teachers from other, similarly sized, departments. This would provide valuable support to the music department during the planning process and for the writing of the plan.
A planning document was presented on the day of the evaluation. However, this lacked sufficient information. The subject plan should reflect the aims and objectives of music, provide detailed schemes of work for all year groups, identify teaching methodologies linked to expected learning outcomes and provide an indication of a timeframe within which to achieve these aims. Schemes should also illustrate how the three disciplines in Music—listening, composing and performing—are being integrated. A detailed catalogue of all available resources should also be included. Templates developed by the School Development Planning Initiative (SDPI) should be referred to as a guide for writing the plan. These are available at www.sdpi.ie.
Individual lesson planning for the classes visited was good. Commendably, teacher-devised handouts and worksheets tailored for individual class groups were developed and seamlessly integrated at the appropriate stages into lessons. Records of attendance have been maintained.
Teaching and learning
Three lessons were visited during the course of the evaluation; one in junior cycle and two in senior cycle. In all lessons, there was a supportive and affirming learning environment. Students were introduced to the theme of the lesson which was shared at the outset. It is recommended that the planned learning outcomes would also be shared with students at the beginning of each lesson and documented on the board. This would provide students with a focus and a structure for the lesson and enable them to assume responsibility for their own learning. All lessons were logical and sequential and there was good continuity with prior learning. Instructions for all activities were clear.
Good teaching and learning were observed when students were active in the lesson. In one such class students’ practical skills were utilised and the teacher was a facilitator. This led to a lesson that was lively, stimulating and clearly enjoyed by all. The focus of this lesson was on prescribed work and two students were requested to play the main themes on the violin and piano. Gradually, this extended to whole-class involvement as the remaining students performed rhythms from the music on percussion instruments. This allowed students to engage with the work through performance. This strategy clearly paid dividends when they listened and analysed the music at a later stage of the lesson; the insightful responses to the questions that were asked provided concrete evidence of this. This is very good practice and its increased usage is highly recommended.
Teaching and learning were less successful when students were not actively engaged. For example, in one lesson, composition was taught theoretically and students’ experiences in this regard were limited to a paper and pencil exercise. This practice should be avoided. Utilising their performance skills, for example, allows students to engage with composing musically and enhances their experience of this discipline. The integration of aural dictation exercises where students listen analytically to rhythms and melodies also reinforces their understanding of good composing strategies. In addition, allowing students to work and collaborate together while composing or tackling listening exercises would further stimulate their learning. These strategies are recommended.
In all lessons, students’ responses were well received and affirmed. Good quality learning was evident by the responses which students provided and from the written work tackled in lessons. Questioning strategies varied between global and those directed to named students. However, it is important that questions be spread to more students so that quieter students have opportunities to participate.
Good use was made of the board to clarify any issues raised during the course of the lesson. Lesson content was summarised at the end and this good practice is commended.
Assessment
In addition to formal assessments at Christmas and summer and the mock certificate examinations for Junior and Leaving Certificate candidates in the spring, students are assessed regularly throughout the year. Parents are provided with the opportunity to meet with teachers at the parent-teacher meeting. Reports are issued following formal assessments and at the mid-term breaks in October and February.
Practical assessments are allocated a percentage of the overall mark in line with the marking criteria for the certificate examinations. Commendably, these criteria are shared with students. However, no records of assessments or homework were available. It is essential that detailed records are developed which provide ongoing information on students’ progress and highlight areas for improvement. This is strongly recommended.
Students maintain their handouts and worksheets in different ways. No policy in this regard has yet been adopted by the music department. This is important as students’ ability to manage their work varies and they would benefit from an established routine. Therefore, it is recommended that students be required to manage all materials in line with guidelines established by the music department and that their practices in this regard would be monitored regularly.
Students’ work is monitored by the teacher and marks are provided. The addition of a comment indicating strategies for improvement would enhance this good work. An examination of certificate examination data indicates that students are achieving well in the annual examinations. It is recommended that management provides a statistical breakdown of certificate results to the music department each year to be used as a reference point for planning in the music department.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
· Music enjoys a very good profile in the school and is available to all year groups
· Music provision within the TY programme is very good
· Provision for information and communications technology (ICT) within the music department is very good
· Individual lesson planning was good
· In all lessons observed, there was a supportive and affirming learning environment
· Good teaching and learning were observed when students were actively engaged in the lesson
· Students are assessed regularly throughout the year
· Students’ work is monitored by the teacher and marks are provided.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· There is scope to increase the level of music technology in lessons
· The subject plan for Music should reflect the aims and objectives of music courses, provide detailed schemes of work for all year groups, identify teaching methodologies linked to expected learning outcomes and
provide an indication of a timeframe within which to achieve these aims
· The planned learning outcomes should be shared with students at the beginning of each lesson and documented on the board
· Records of assessments and homework should be maintained.
Post-evaluation meetings were held with the teacher 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.
Published April 2009
Appendix
School response to the report
Submitted by the Board of Management
Area 1: Observations on the content of the inspection report
Considered to be a fair and balanced report. The recommendations are objective, and afford improvement opportunities for the school.
Area 2: Follow-up actions planned or undertaken since the completion of the inspection activity to implement the findings and recommendations of the inspection
The Headmaster and his staff are committed to implementing the findings and recommendations of the inspection – to be fully in place for the commencement of school year 2009/10.