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Preparation and Reflection

This document emphasizes the importance of active and reflexive practices in the music education planning process. It outlines strategies for long, medium, and short-term planning, focusing on key performance and educational outcomes. Reflective practices such as journaling, video lessons, and adapting to student inquiries are crucial for continuous improvement. The goal is to create an engaging and responsive learning environment, ensuring lessons are tailored to meet the needs of students while achieving desired outcomes. A practical approach with resources and reflections is provided.

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Preparation and Reflection

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  1. Preparation and Reflection Planning Stage • Long term • Medium term • Short term Reflection Stage • Reflective practice • Reflexive practice • Next planning stage…

  2. Long term planning Term-by-term Overall topic ideas Final performance outcomes Main musical targets Main educational outcomes

  3. Medium Term Planning Lesson-by-Lesson Rough lesson structure Overall task ideas Performance aims Keywords for the term

  4. Short Term Planning Task-by-task Detailed objectives Context – where it sits in the bigger plan List of resources needed Practical notes for me at the bottom!

  5. Further thoughts… • Reflective Practice • Everything I do I analyse – was it the best it could be? • Journal every half term – what, how, why, what next? • (Show journal entries) • Video lessons – am I engaging enough? Am I too static? Etc. • (Show 30 sec. video, if I have it) • Move these thoughts into planning for next lessons • Planning is an ACTIVE process for me, not a PASSIVE process

  6. Further thoughts… • Reflexive Practice • “Planning is an ACTIVE process, not a PASSIVE process” • From the word Reflex • Switching plans as you go on the basis of pupil enquiry • “I’ve brought this piece to lesson, can we have a look at it?” • Winging it! • Learner led lessons are reflexive, be prepared to have lessons that don’t follow the plans.

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