The Benefits of Group Teaching -

Late 18th/early
19th C first
conservatoires
founded/
masterapprentice
model (1:1)
developed

Generous
government
funding of
instruments:
more pupils than
teachers. Default
solution = group
teaching

Mid 20th C
onwards growth of
instrumental
teaching
dominated by
1:1 style

Benefits of
group teaching
recognised
leading to
whole class
projects
(Wider Opps)

Advantages?

Disadvantages?

Thompson, K. (1984) An analysis of Group Instrumental Teaching, British Journal

of Music Education, 1 (2) 153-171

It differs from one-to-one instruction in at least three ways:

in the opportunity it affords for collaborative learning which can be a

catalyst to rapid progress

in the sorts of learning transactions that occur

in the kinds of tasks set by the teacher

The learning outcomes can match those of individual instruction in

the acquisition of skill, information and musicianship.

(Hallam, S. (1998) Instrumental Teaching, Heinemann, p253)

Group teaching can...

...be more stimulating for teachers and pupils.
...provide more opportunities for demonstrating alternative
methods and strategies.

...foster independent learning in pupils.

...be more fun.
...provide opportunities for informal performance to assist with
overcoming nervousness.
...help shy children to feel less inhibited playing with others.

A new perspective on progress?

Showing some
degree of positive
change, or maybe:
moving, in some
direction from
where you were.

Harris, P (2009) Group Music Teaching in Practice, Faber

linear

independence

What is
progress?

emotional or
responsive

lateral

instantaneous

Harris, P (2009) Group Music Teaching in Practice, Faber

Meeting
targets?

Positive
response?

What
promotes
progress?

Pupil selfevaluation?

Good
management?

Teacher selfevaluation?

The 3 Ds
Dynamics
How do group members interact and influence one another and
how will you manage this within the group?

Differentiation
How will you match activities to pupils individual needs and
abilities?

Discipline
What strategies might you use to promote good behaviour and
maintain interest?

Crucial!
Try to keep everyone involved all the time.
Use peer support regularly, especially in technical work.
Maximise the opportunity to develop creative/ensemble skills.
Create original resources/tailor made arrangements.
Plan ahead when setting homework (where possible).

Anything else?

Wider Opportunities
Over time, all children who wish to should have the opportunity to
learn a musical instrument (David Blunkett, then Minister for Education, 2000)
In summer 2002, DfES invited LAs to participate in pilot programmes
Main aims of the programmes:
opportunities for every KS2 child to receive one year of specialist

instrumental or vocal tuition, first hand experience of live music, group

singing, ensemble playing, performance and composing
to enable classroom teachers and music specialists to learn from one
another

Ofsted (2004) reported good practice as follows:

Detailed planning
Experienced, enthusiastic and inspirational tutors
The development of secure and effective musical and technical skills

Promoted broader musical development (eg vocal/rhythmic work)

Aural skills developed alongside visual skills when reading notation

group
lesson

general
ensemble musicianship
work

ABRSM Music Medals

5 levels
copper, bronze, silver, gold, platinum

ensemble, solo and musicianship option

question and answer, make a tune, call and response, sight reading

exam taken during lesson and video recorded

marked by the teacher, moderated by ABRSM

Line your pupils up, each standing next to the

other, on one side of the room. They have to
get to the other side at exactly the same time,
using exactly the same steps and maintaining
the line exactly. No one is allowed to talk.
Dont tell them how to do it, just say go!
(Paul Harris, Improve Your Teaching, 2006)