Teaching secondary music

# Characteristic 2: Learning objectives/outcomes must be musical

As we have noted, formal learning contexts tend to be driven by predetermined objectives or outcomes. It is important then that these objectives are musical ones. So, for example, to gain an understanding of Gamelan through using its techniques and protocols to perform Gamelan music, and then to use these techniques to compose and improvise one’s own music is to gain knowledge of music from the inside. To know the names of the Gamelan is not a musical learning outcome. It is here that Philpott’s analysis of different knowledge types, and the work that you have done previously in this course, can help you to ensure that you focus on knowledge of and knowledge that is rooted in the practice of music.

## Activity 12

Allow about 15 minutes

Note here the learning objectives and learning outcomes of the lesson plan you started in Activity 11. Include a brief explanation as to why you consider these to be ‘musical’.

Return to the lesson plan you created in Activity 11 and amend it accordingly.

(A text entry box would appear here, but your browser does not support it.)

OpenLearn - Teaching secondary music
Except for third party materials and otherwise, this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence, full copyright detail can be found in the acknowledgements section. Please see full copyright statement for details.