How do some schools get music so right while others get it so wrong? Janet Mills, a former HMI and teacher, draws on work in more than 800 schools and published research as she seeks to help schools improve their practice - no matter how good it is already. Successful teaching, she argues, is creative, uplifting, enabling, and, above all, rooted in music
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| 1 |
Introduction |
| 2 |
All change? |
| 3 |
Teaching music musically |
| 4 |
Creating, interpreting, and responding to music |
| 5 |
Making music |
| 6 |
Teaching instruments musically |
| 7 |
How not to teach music musically |
| 8 |
The musical student |
| 9 |
The musical school |
| 10 |
What music? |
| 11 |
Making progress in music |
| 12 |
The other eighteen hours |
| 13 |
Why is music so boring? |
| 14 |
Learning from research |
4
Creating, interpreting, and responding to music
6
Teaching instruments musically
7
How not to teach music musically
