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Data for Learning

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Stephen Tierney
Stephen Tierney

The document provides guidance on composing descriptive music to meet several goals: creating a stylistic background with a range of instruments to accompany existing melodies without overpowering them; writing effective countermelodies that provide contrast to the main themes; and writing melodies suited to characters using appropriate instruments, tempo, and other musical elements to represent those characters. It also discusses pre-planning assessments to define curriculum excellence and using assessment data to evaluate and improve teaching.

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Assessment Goal 1 Find out what pupils know; plan and teach accordingly. @LeadingLearner Photo Credit: Sammo
Planning Learning vs Planning Lessons
To compose a piece of music with a range of melodies, counter-melodies, accompaniment and stylistic idiomatic features, to create descriptive music to a given brief. To create a stylistic and idiomatic background for the melodic content already composed. This should include a range of instruments suitable to the musical setting of the brief, and use tempo, texture, dynamics, pitch, rhythm and timbre creatively to not overpower the melodies. To write effective countermelodies to form background music against the main themes in a piece. These countermelodies will not detract from the main melody, but will provide contrast using differences in pitch, rhythm, dynamics, appropriate instrumentation and timbre. To write effective melodies to suit the main characters in a story using appropriate instruments, tempo, pitch, rhythm, dynamics, timbre and key to accurately represent that character.
Assessment Goal 2 Pre-plan assessments to help define curriculum excellence. @LeadingLearner Photo Credit: Sammo
Pre-Planned Assessments Setting the Standard Adding & Subtracting Fractions: 1/2 -2/8 = 2a/2ab 4/8b =
Assessment Goal 3 Find out what pupils dont know and teach them it. @LeadingLearner Photo Credit: Sammo
Data for Learning
Data for Learning
Assessment Goal 4 Use assessment data to evaluate & improve teaching. @LeadingLearner Photo Credit: Sammo
BeingInformedasa SignpostNotaDestination @LeadingLearner
From Informed to Wise Research Informed Experience Informed Data & Feedback Informed Impact Blind Lacking Mastery Knowledge & Practical Expertise Lacking Wider Perspective @LeadingLearner

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Data for Learning

  • 2. Assessment Goal 1 Find out what pupils know; plan and teach accordingly. @LeadingLearner Photo Credit: Sammo
  • 4. To compose a piece of music with a range of melodies, counter-melodies, accompaniment and stylistic idiomatic features, to create descriptive music to a given brief. To create a stylistic and idiomatic background for the melodic content already composed. This should include a range of instruments suitable to the musical setting of the brief, and use tempo, texture, dynamics, pitch, rhythm and timbre creatively to not overpower the melodies. To write effective countermelodies to form background music against the main themes in a piece. These countermelodies will not detract from the main melody, but will provide contrast using differences in pitch, rhythm, dynamics, appropriate instrumentation and timbre. To write effective melodies to suit the main characters in a story using appropriate instruments, tempo, pitch, rhythm, dynamics, timbre and key to accurately represent that character.
  • 5. Assessment Goal 2 Pre-plan assessments to help define curriculum excellence. @LeadingLearner Photo Credit: Sammo
  • 6. Pre-Planned Assessments Setting the Standard Adding & Subtracting Fractions: 1/2 -2/8 = 2a/2ab 4/8b =
  • 7. Assessment Goal 3 Find out what pupils dont know and teach them it. @LeadingLearner Photo Credit: Sammo
  • 10. Assessment Goal 4 Use assessment data to evaluate & improve teaching. @LeadingLearner Photo Credit: Sammo
  • 12. From Informed to Wise Research Informed Experience Informed Data & Feedback Informed Impact Blind Lacking Mastery Knowledge & Practical Expertise Lacking Wider Perspective @LeadingLearner