Examples of Practice in Context

Criteria for Examples of Practice in Context

Criteria for Examples of Practice in Music Education.. 2

Criteria for Examples of Practice in Music Teacher Training. 3

Criteria for Examples of Practice in Lifelong Learning. 4

Through discussion within the meNet partnership it was agreed that examples of practice should reflect the following criteria. It is understood that not all criteria may be relevant to a particular example.

Examples should show

• the diversity and richness of what is going on in schools across Europe;
• how different aspects of music learning are emphasised;
• characteristic and sustainable practice; or
• innovative practice.

It is important therefore that examples are always described within their context.

Criteria for Examples of Practice in Music Education

Examples should reflect practices in which young people learn through

• the integration of performing, listening, creative music making and reflecting;
• diverse activities and repertoire ( music of different cultures, styles and genres);
• interdisciplinary approaches ( combining with dance, drama, art, science etc);
• partnerships (with musicians/the music profession/community/institutions); opportunities to experiment and innovate;
• opportunities to learn independently and from each other;
• opportunities to excel;
• becoming critical, independent, communicative & socially competent.

Examples may also be of strategies or policy frameworks which support effective music education practices.

Good teaching should support and promote:

• inclusion (i. e. in relation to ability, economic well being, religion, ethnicity, gender);
• different modes and contexts for learning (i.e.whole class, group, individual; peer to peer; formal/informal settings);
• opportunities for reflective practice in evaluation and assessment.

Criteria for Examples of Practice in Music Teacher Training

Examples should reflect approaches to training which develop a broad range of skills that can be applied flexibly and creatively to

• developing and integrating artistic, pedagogic and research competencies;
• a strong interrelationship with the professional field of teaching practice;
• the integration of performing, creative music making, listening and reflecting on music;
• diverse activities and repertoire (music of different cultures, styles and genres);
• partnerships (with musicians/the music Profession/community/institutions);
• interdisciplinary approaches.

Examples should provide opportunities to

• experiment and innovate;
• learn independently and from each other;
• excel;
• develop research skills.

Good teacher training should develop understanding and experience of

• inclusion (i. e. in relation to ability, economic well being, ethnicity, gender);
• different modes and contexts for learning;
• opportunities for reflective practice in evaluation and assessment;
• working with ICT as an aid for teaching and learning in music;
• identifying priorities for teachers’ professional development.

Criteria for Examples of Practice in Lifelong Learning

See the document Criteria for the development of Competencies in Lifelong Learning.