2.composing Music With A Group Of Other Students, Whether Using Traditional

2.Composing music with a group of other students, whether using traditional instruments, voice, or technological means.
3.Discussing musical features and describing sounds and how they are used in their own and others' music.
4.Asking questions of others regarding their music or understanding of a musical composition, and evaluating responses.
5.Listening to music in many different situations and identifying how and why the music is used
6.Using songs to express and reinforce language, including singing songs with attention to meaning, diction and awareness of phrase.
7.Collecting ideas for musical compositions, such as those from a variety of cultural music traditions or from melodic patterns available in the environment, such as the rhythm of traffic or railway trains.
8.Asking parents, carers, grandparents and family friends about the music they enjoy and why they enjoy it. (DfES 2005b).
Possible results of these eight strategies include increased cultural awareness and appreciation on the part of both EAL and non-EAL learners, empowerment of EAL pupils in the areas of self-expression and classroom contribution, reinforcement of proper English pronunciation and usage, and acquisition of new words, phrases and grammar. In addition, a number of these strategies involve the pupils taking charge of their own music and language learning, such as when they compose music or collect ideas for musical compositions from their environment or people they know. Gammon (1996) contends the ultimate aim of good music teachers should be to make themselves redundant, a goal not likely achieved at the Key Stage 3 level but certainly supported by such student-led strategies (115).
A trial lesson to demonstrate Gammon's enthusiasm for pupil-directed learning, in support of the various EAL and music teaching theories already described, might include creation of a musical programme, featuring pupil-created storylines and accompanying music. This lesson is designed for the diverse classroom, in which a range of EAL learners and pupils with English as their first language receive music instruction together. The lesson is loosely based on a summer programme conducted by the National Campaign for the Arts involving three schools with a mix of British-born and Bengali pupils (NCA 2000).
Objectives
?To increase students' musical composition skills and experiences
?To provide group activities for students of varied backgrounds
?To reinforce proper English usage
?To provide performance opportunities for students

Prior Learning / Vocabulary
Whilst pupils will have a range of English fluency, a basic conversational level of English is assumed. In addition, all students are expected to have a basic understanding of music composition and performance, such as is provided by Key Stage 2 curriculum.