An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Subject Inspection of Music
REPORT
Virginia College
Virginia, County Cavan
Roll Number: 70390L
Date of inspection: 23 March 2007
Date of issue of report: 6 December 2007
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 Virginia College as part of a whole school evaluation. 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 music teacher.
Subject provision and whole school support
The music department is staffed by one fully-qualified teacher. Music enjoys a good profile in Virginia College and with Music now established on the formal timetable at senior cycle, this looks set to improve. Music is an optional subject for all year groups. First year students are provided with the opportunity to taste all subjects prior to making their selections for the Junior Certificate. This system is very good as students are then more equipped to make informed decisions regarding their options. First year students are also provided with the opportunity to attend choir classes every second week. The aspiration to provide choral experiences for students is highly commended and is deserving of a dedicated timetabling allocation. It is suggested that the current arrangements whereby students are withdrawn from religion classes may need to be reviewed. The uptake for Music in the current first year class is lower than other junior and senior cycle classes which have been very stable to date. Careful monitoring of this by the music department and senior management is advised.
An open menu of subject options for junior and senior cycles is provided and this is commended. Transition year (TY) is currently unavailable for students but planning is in place to integrate it into the school curriculum. This provision will provide opportunities for all students to sample music and broaden their educational experiences, which is in keeping with the spirit of TY. Overall, the gender balance in music classes is good although, within classes, it fluctuates. Timetabled provision is in line with syllabus recommendations.
In addition to the curricular aspects of the subject and examination preparation, other musical activities take place during the school year. Students are afforded the opportunity to participate in the biennial musical which is alternated with an internal talent competition “Stars in your Eyes”. Students’ musical experiences are enriched by trips to the National Concert Hall (NCH) and by participation in workshops such as drumming. The music department has indicated that, as part of long term planning, this provision will be increased to include the development of a traditional Irish band and /or an orchestra. The range of activities is commendable and does much to raise the profile of music in the school. The music department’s commitment to these events and the school’s support in facilitating such activities are to be applauded.
A music room has been designated to the music teacher and this is available for all music lessons. Resources for Music are good and include a stave board, stereo, some visually stimulating material both professionally produced and hand-crafted, projects, a notice board containing information pertaining to music events, two keyboards, acoustic and digital piano, percussion instruments, TV and DVD players, music stands, sheet music, music books and one computer with Sibelius IV installed. Planning is in place to increase information and communication technology (ICT) provision by adding four computers. Currently, students have access to computers in the computer room where Finale Notepad, free software, has been downloaded and installed. This support for Music is commended.
Some shortcomings in relation to resources for Music were evident. The stereo speakers are currently facing sideways in the music room. The positioning of these speakers militates against quality aural development. It is recommended that the speakers be positioned on the wall, on both sides of the white board, so as to allow for appropriate aural stimulation for all students. The creation and/or purchase of materials containing elements of traditional Irish music such as instruments, and musical technical concepts will further enhance the print-rich environment in the music room. The provision of, or ready access to, an overhead projector will also ensure that time during lessons is optimised as lengthy material recorded on the board can be prepared in advance.
Commendably, the music teacher has attended conferences hosted by the Post Primary Music Teachers’ Association (PPMTA). These conferences provide opportunities for teachers to network with fellow professionals and to engage collaboratively. It is important that the school continues to facilitate and support this work.
Planning and preparation
Subject department planning has been initiated in Virginia College. Formal subject department meetings have occurred but to date the music department has not engaged in any collaborative planning with music. It is suggested that future planning time would be optimised by scheduling similarly small subject departments, such as Art, to meet and share good work practices. A record of all such meetings should also be kept to inform future planning.
A music plan was available on the day of the evaluation. This contained a statement of aims and objectives for music education in Virginia College and included broad, long-term plans and monthly schemes for each year group. In addition, detailed records are kept by the teacher who summarises all work covered in every lesson. This is excellent practice and is highly commended. This plan can now be enhanced by further reflection on the inclusion of the following: defined topics to be covered, suggested methodologies that would be used for their delivery with due regard for differentiation and expected learning outcomes, and an indication of the resources available for the teaching and learning of music to aid long-term resource planning. Planning folders were also available for each year group and included some additional resource materials and assessments. This is also excellent practice.
Planning for individual lessons was good in terms of content variety. However, there is a pressing need to ensure that planning takes cognisance of the importance of balancing active music-making activities with the delivery of theoretical concepts in both composing and listening assignments. Careful planning in this regard will ensure that lessons are not entirely teacher-led and that student learning is rooted in music-making activities. In that context it is recommended that planning in music includes the integration of practical music-making activities in lessons.
Teaching and learning
Three lessons were visited during the course of the evaluation: two at senior cycle and one at junior cycle. In all lessons observed, the students were focused and worked diligently on all tasks and assignments. Following observation during the evaluation that lessons were primarily teacher-led, opportunities for students to engage collaboratively were provided and a vibrant dynamic lesson followed where students clearly were motivated by the task in hand.
Sound methodological practice was evident in a lesson which contained a wide variety of content. Revision of prescribed songs was followed by melodic composition and culminated in a melodic dictation. Commendably, the students were afforded the opportunity to engage with composition collaboratively and to hear their work performed by the teacher. They were then encouraged to evaluate their work, which was very satisfactory. Allowing students to work collaboratively and engage with composition aurally are good strategies and these should be encouraged. However, through discussion with the music teacher, it is evident that students would be equally capable of performing their work in lessons. Providing students with the opportunity to assume control over their own learning in this way is very good practice and is a strategy to be encouraged.
Students were provided with a comprehensive set of notes in a listening lesson observed as an introduction to the prescribed work. All material was clearly and meticulously explained to the students. It should be borne in mind that students will also benefit if provided with the opportunity to form their own impressions of the music and build up their own repertoire of notes. Student analysis can then be complemented by the provision of teacher notes.
A positive class atmosphere was evident in all lessons observed and clearly the teacher has developed a good rapport with the students. For example, students are encouraged to ask questions and this occurred in all lessons at appropriate occasions. The high level of student enthusiasm evident in one particular lesson indicated the extent to which students are comfortable and confident in music lessons. This is commended.
Assessment
Student progress is measured in a variety of ways including formal house examinations, mocks for Certificate Examination classes, practical assessments, questioning, monitoring of class activities and monitoring of homework. Profiling of students is rooted in the application of a mark or grade for tests. Such a system could be enhanced by the provision of a ‘comment only’ mark which will draw student attention to the indicated strategies for improvement. Peer mentoring would also provide an additional valuable assessment tool. Further advice regarding assessment for learning can be obtained on the website of the National Council for Curriculum and Assessment (NCCA) at www.ncca.ie.
Materials in many cases are being stored in A4 folders. These can be a useful means of ensuring that all notes, worksheets, handouts and music are filed appropriately. Upon examination, the extent of materials that were present varied considerably. Therefore, there is a need to increase the level of monitoring of folders to encourage students to develop their organisational skills. It was noted that some composition work which had been set during previous practical classes had not yet been corrected. This should be addressed at the first available opportunity as there were clear misunderstandings by students regarding particular components of this discipline.
The absence of any practical performances on the day of the evaluation precludes any comments on student achievement in this area. In relation to listening and composing, standards varied as to be expected in mixed ability settings. Commendably, some students demonstrated exceptionally high competence in these areas as evidenced through, for example, their tackling of a melodic dictation question.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
- Music has a good profile in Virginia College, and is available to all students as an optional subject. Commendably, first year students sample subjects before making their final selections.
- In addition to the curricular aspects of Music and examination preparation, students are afforded opportunities to participate in a variety of music activities.
- Resources for Music are good and the provision of a designated music room is acknowledged.
- The music department has made good progress with subject planning.
- Students displayed a high level of motivation and had a positive attitude towards Music.
- Observation of students’ written work and observation of lessons indicate that students are making good progress.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
- The current timetabling arrangements for first year choir should be reviewed at the first available opportunity.
- The music plan can now be enhanced by the inclusion of the following: defined topics to be covered, suggested methodologies that would be used for their delivery with due regard for differentiation and expected learning outcomes, and an indication of the resources available for the teaching and learning of music to aid long-term resource planning.
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.