Subject Inspection Report Music 2007

This report has been written following a Music inspection in Mulroy College. 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 teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and music teacher. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

Subject provision and whole school support

Music is an optional subject for all year groups. Commendably, students are provided with an open menu of subjects and the timetable is then generated around their choices. Support systems are in place for parents of incoming first year students who are provided with an information evening. These students also have the opportunity during an open day to sample all subjects. All classes are of mixed ability. The timetabling allocation to Music is in line with syllabus recommendations and the balance between single and double periods to Music ensures that students have frequent contact with the subject.

The music department is currently staffed by one teacher who has been a member of staff for several years. This department experienced some temporary changes in personnel during the last academic year. The uptake for Music is good in general at both junior and senior cycles but there have been some setbacks in this regard. Nevertheless, the school and the music department are fully committed to addressing this issue to ensure a full complement of students in the next academic year. Transition Year (TY) is an optional programme for all students and Music is mandatory within this.

A designated room is available for Music but currently this is also used for a small number of other subject lessons. In the long term, the provision of this room for the exclusive use of the music department would be very beneficial and facilitate planning and preparation for lessons more readily. School management is very supportive of Music and this is evidenced by the extent of resources that are available to the teacher. There is not a fixed annual budget for Music. Instead, resources are obtained by requisition on a needs basis. An array of professionally produced printwork material to support students’ learning is complemented by photographic displays of previous events. These serve as a permanent reminder of past activities for students while contributing to the vibrant classroom atmosphere that is clearly evident.

Storage of materials is facilitated by the availability of filing drawers and cabinets. Other resources include TV and DVD, a computer with a printer, a portable stereo, CDs, text books, several keyboards, drum kit and a whiteboard (no staves). A music stave board would facilitate more readily instruction and demonstration of composition. Therefore, as part of long-term planning, it is recommended that the resources available for Music teaching and learning be enhanced by the provision of a stave board. In addition, the provision of a stereo with speakers mounted at an appropriate angle on the wall would ensure that students’ exposure to Music is provided at the optimum acoustical level possible.

Currently, the music teacher has access to the computer room for lessons and Finale Notepad, a free music software package, has been downloaded and installed. This is a very good start and the level of enthusiasm for music technology by the music teacher was very evident. This is commendable and it is hoped that such interest will be further developed by the provision of additional music technology resources to enable further integration into music lessons.

School management readily facilitates continuous professional development of teachers. Commendably, attendance at the annual conferences of the Post Primary Music Teachers’ Association (PPMTA) has been fully supported. These conferences provide a useful support network for fellow professionals to engage and collaborate on a range of issues. The music teacher has attended training courses in music technology. In addition, this teacher is also working collaboratively with a number of teachers nationally on a project which explores possible strategies to teach aspects of the Junior Certificate curriculum. This collaboration ensures that the teacher is engaging with other fellow professionals and clearly indicates her commitment to reflective practice in her teaching. This, along with her other commitments to continuous professional development, is commended.

Students in Mulroy College are afforded the opportunity to participate in a wide array of extra curricular activities and these are generously facilitated and coordinated by the music teacher. To date, a number of activities have taken place. These include liturgical services, participation in workshops, Stars in your Eyes competition and a school concert. The school is also very proud of its association with the Composer in Residence series and students are currently working collaboratively on a composition entitled Flight of the Earls with the composer. This will culminate in a performance of the work by the students. Such provision enhances the musical experiences of the students and the music teacher is commended in this regard.

Planning and preparation

School development planning is ongoing in Mulroy College and has extended to formal curricular planning. Meetings of all subject departments are ongoing but to date the music department has not formally met with other personnel. However, extensive planning is a hallmark of this department. It is clear that the breadth and variety of co-curricular and extra-curricular music activities for students could not occur so successfully without advance planning. Therefore, opportunities to discuss and share all plans with senior management might now be optimised on occasions when subject department meetings are in progress.

Commendably, a comprehensive subject department plan was available on the day of the evaluation. This plan indicated that materials extending beyond the core text books are used. Ongoing efforts are also made to integrate information and communication technology (ICT) into lessons and this is commendable. Content planning was clearly defined and a timeframe for completion of all deadlines was documented in the long-term plans. To enhance such good work consideration should now be given to the inclusion of teaching strategies for the various aspects of the courses. In addition, the manner in which the disciplines of music can be synthesised should also be included into the plan so that the good practice which is happening in lessons is reflected in planning documentation.

A TY plan was also included in the overall department plan. Commendably, planning for this programme takes account of the spirit of TY and attempts to provide students with a breadth of musical experiences. Notably, aspects of this plan were negotiated with the students and such input clearly indicated to students that their opinions were valued. In addition, this strategy also encouraged students to take ownership of the plan. This is very good practice.

Samples of teacher-devised handouts and worksheets designed to complement core text books were also provided. Where appropriate, these were integrated into lessons. Individual lessons were well planned and aimed to balance teacher and student involvement with the content. In that way, lessons were not predominantly teacher-led and students were active in their own learning.

Teaching and learning

Three classes across junior and senior cycle were visited during the course of the evaluation. At the request of the school, the choir was also visited. In all lessons, a good rapport was evident between the teacher and the students. High expectations regarding student behaviour and learning outcomes were set and, in all cases, these were well met.

The Sound before Symbol approach was very prominent in a composition lesson observed. This lesson sought to reinforce the concept of intervals. Students were given an assignment which required them to identify and name intervals by performing the two notes in question on keyboards. This activity was neatly linked to a listening component of their course. Students examined one of their prescribed songs and identified specified intervals. Such a strategy ensured that composition was rooted in actual music familiar to the students.

Overall, lesson content was varied. This should now feature in all lessons, where possible. For example, opportunities to synthesise disciplines in music such as listening activities to composing and performing should be fully optimised to achieve this objective. Commendably, a variety of teaching strategies was evident and particularly in one lesson observed. Students had been introduced to a specific feature of music (Ostinato) in a previous lesson. The aim of this lesson was to encourage students to compose, through performance, a rhythmic ostinato over which a separate melody was subsequently composed. These compositions would later be performed as original pieces of film music to provide background music to a clip from the film Gladiator. Once this task was completed, students were then asked to identify prominent orchestral instruments from the original soundtrack. This is a very good example of how a lesson can neatly synthesise all of the three disciplines of Music–listening, composing and performing– into one lesson.

Students were provided with the opportunity to work independently from the teacher. Pair work was incorporated into most lessons observed. In all cases, students responded very well to this strategy and worked well on task. Evidence of their learning emerged through performances of their assignments and /or questioning strategies. In all lessons, students were driven to accomplish the highest standard possible and appropriate pacing of lessons ensured that this was achieved.

Assessment

Formal examinations are held for first, second and fifth year classes in Christmas and summer. Mock examinations are held for third and sixth year students in February. Progress reports are issued following all formal assessments. Parents also have the opportunity to meet with teachers at parent-teacher meetings.

Assessment of students is ongoing during lessons. For example, questions were directed either to named students or let out to the class. Practical activities are also monitored in lessons. Homework was set in all classes observed. Students are required to store all materials in folders. Upon examination, standards of presentation varied and there was little evidence that such work was being monitored. It should be borne in mind that students require consistent guidance and help regarding the organisation of materials. Frequent monitoring of assignments would also contribute considerably to students’ profiles and ensure that assessment for learning as promoted by the National Council for Curriculum and Assessment (NCCA) becomes the foundation of assignments. Therefore, it is recommended that monitoring of student assignments would now be improved. Further information on assessment for learning can be obtained at www.ncca.ie.

Close examination of manuscripts in senior cycle highlighted an absence of composition assignments. Although this activity may be ongoing during lessons, it is strongly recommended that students record all compositions demonstrated during lessons. This will provide them with an invaluable framework upon which to base their own work.

Summary of main findings and recommendations

The following are the main strengths identified in the evaluation:

Students are provided with an open menu of subjects and the timetable is then generated around their choices.
All students in Transition Year must take Music.
Resources for music are good overall. ICT is progressing well in the music department.
Continuous professional development is readily facilitated by the management of the school.

Students in Mulroy College are afforded the opportunity to participate in a wide variety of co-curricular and extra-curricular activities.
Extensive planning is a hallmark of the music department and comprehensive plans were available.

Lessons were appropriately paced and contained a variety of teaching methodologies.
Very good practice was evident where the three disciplines of music were synthesised.

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

It is recommended that in the longer term, a white stave board would be added to the resources in the music department.
It is recommended that monitoring of students work would now be improved.
It is recommended that students record all compositions demonstrated during lessons to provide a framework upon which to base their own work.

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.