ISM MUSIC JOURNAL MAY/JUNE 2021 | REVIEWING THE MODEL MUSIC CURRICULUM
Reviewing the Model Music Curriculum ISM Research Associate Dr Jodie Underhill and music education specialist Kevin Rogers examine the Model Music Curriculum, looking at how music teachers can use it to help review and critique their existing music curriculum, and introducing the ISM’s comprehensive review Despite the largely negative landscape for music education that has arisen as a consequence of government policy in recent years, the publication of the Model Music Curriculum (MMC) is an important contribution to the debate about the role of music education in schools, and in particular the role and nature of curriculum music for all students.
Above: Dr Jodie Underhill, ISM researcher
areas suggested by the MMC (defined as singing, composing, performing and listening) offer a different perspective on key learning that you might want to explore further?
• Do you emphasise in your own music curriculum any additional areas of learning that are not included in the MMC (i.e. overarching musical understanding)? Do you remain confident that The specific purpose of curriculum music is often these are justified within your own context? misunderstood. The MMC endeavours to spell it out, as well as making clear the essential links to instrumental • What strands do you currently focus on within the learning and ensemble participation and the breadth key areas of learning (e.g., improvising within of music making and sharing opportunities beyond the composing)? Are there any consistent strands in classroom that make music so important to a school’s the MMC that, on reflection, you think you might overall health and wellbeing. want to explore further in your own curriculum? There is clear intent in the MMC that curriculum music • How do you define your expectations of progression should be a regular part of every student’s learning. in learning, and how do these compare with those Also welcome is the very clear message that curriculum described in the MMC – in particular with reference music for all is a distinct but hugely important strand to continuity of learning across year groups and within a school’s overall music education provision. Key Stages? Does the MMC raise any questions The only way to ensure access for all pupils and levelling about progression for learning within your existing up of opportunities is through classroom music. curriculum, and how might you go about exploring potential developments?
Using the MMC
Above: Kevin Rogers, past Board member, music educator, adviser and former inspector
For the full review of the MMC, which investigates the policy decisions that led to its creation, and provides a more thorough interrogation of the document, see: ism.org/mmc
The ISM suggests that music teachers might use the MMC to help review and critique their existing music curriculum, which will no doubt have been developed over time in order to reflect a school-wide consensus on the values, purpose and functions of classroom music within the total curriculum provision of the school.
• What is your existing approach to creativity in the music curriculum (especially for any learning developed through composing activities), and does the MMC offer any new ideas over and above these? • Does your curriculum ensure that a good breadth of both new and existing music is used to stimulate learning; and is it clear how specific pieces can be used in different ways to develop different learning? Are there any aspects of the listening lists in the MMC that you might wish to explore?
An important professional attribute is the ability to constantly question, review and enhance existing practice. Given the current Ofsted focus on curriculum intent, implementation and impact, and the return to • How will you engage with your local Music more normal teaching after a year of online provision Education Hub or other providers to promote during the pandemic, the MMC could become part of again the case for curriculum music in school, to an important ‘stock-take’. Teachers might, therefore, engage with CPD in specific areas that you feel are ask a series of questions using the MMC as a prompt to important, and to ensure that the links between gauge whether it offers new ideas that could enhance curriculum music and other aspects of music previous and future curriculum music provision. education (especially in the areas of instrumental learning and other musical events or opportunities) Examples of such questions might be: become a reality for all students? • What key areas of learning do you currently use to frame your own curriculum around? Do the
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