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These ideas around the theme of differentiation are supported by research by Savage (2006) and Wiggins (2003). Savage argues that the centrality of musical practice in the classroom and the integration of curriculum elements in the classroom are core principles to teaching of musically talented individuals. It is argues that G&T pupils benefit from the ’embodied musician as teacher’ in the classroom and that there should be a policy of ‘Freedom and restraint’, referring to an extension in depth and enrichment in breadth of teaching. Wiggins (2003) argues that there needs to be a policy and strategy that allows for flexibility as all pupils are different and hence have various needs requiring adaptability on the part of teachers. Wiggins argues for carefully worded learning objectives allowing for meaningful musical encounters as well as a much greater degree of openness about what counts as music.


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