Music and performing arts
Music listening and appraisal
Describe and compare selected musical elements using appropriate vocabulary, and support an opinion with a specific observation from a piece.
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Head of Music
Owen Beddows
I make composition feedback specific enough for students to choose their next musical step independently, while ensemble work gives them opportunities to practise and play with others.
Explore the collectionA little about me
I lead Music from Year 7 to GCSE and coordinate the ensemble programme. Teaching and ensemble work ask for different kinds of attention: students need to understand musical ideas, practise them and find opportunities to play with others.
Composition feedback is a particular concern when students are working independently in practice rooms. A comment should be clear enough to help them decide what to try next, without taking over the piece or turning feedback into a list of corrections. I look for ways to make the musical choice being discussed specific.
Access to instrumental lessons depends on the resources available. I look for ways to stretch the pupil-premium funding set aside for tuition. Across classroom and ensemble work, I want students to have a meaningful route into making and understanding music.
How I approach a lesson
Give composition feedback that points to a musical decision the student can revisit.
Coordinate ensemble opportunities alongside classroom Music from Year 7 to GCSE.
Look for ways to stretch pupil-premium funding for instrumental tuition.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.
Music and performing arts
Rehearsal and practice log
Record practice, choose a strategy for a musical challenge and set a specific target for the next lesson or rehearsal.