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GCSE Music: Quick review of general structure and particular pedagogical approach
Whenever we talk about a standardized model of evaluation, we certainly are speaking about a way to facilitate higher education institutions, employers and other stakeholders to know what a certain individual has studied and assessed. Therefore, GCSE subject criteria is aimed to encourage all students to achieve a certain level of knowledge and to acquire certain skills distributed throughout three different areas of the same academic weighting which are necessary to reach a proper level of understanding agreed by the ruling educational institutions of the country; in this case of analysis, in the area of Music.
Taking into account the three different assessment objectives: AO1) Performing Skills; AO2) Composing Skills; AO3) Listening and appraising skills, two areas of study must be assessed through both AO3 and another of them. Being this rules a guide to achieve an accepted level of understanding for the students’ age, teachers should never forget the importance of making the best of them according to their level of maturation in each aspect of their personalities. Having in mind that any Musical output, in the composition and performing areas, relies on a sublimation mechanism, we have to be always aware of which is our students approach to art and of which are the sources of their motivation.
As a tutor, my approach to any subject will prioritize three concepts: subject accomplishment, student’s personal development and motivation.
Every subject should be accomplished in time not by putting unbearable pressure on our students but making a good reading of their particular potentials. This pedagogical attitude helps me to choose the most appropriate work to be done by encouraging autonomous research in a specific and attractive area of study.
Every time we work on an academic field we have to remember that the normalized methodology should never turn out into a prison for creativity but, on the contrary, should be a source of confidence and guidance when designing a student development plan. Our ultimate aim as tutors is to make our students objectively better in the discipline we are helping them to understand. Taking that into consideration and following this objective first than anything else is that we are going to build strong and successful personalities which do well at the final stages of examination.
At the exam all our students should not be tremulous but should show the confidence obtained through hard work. The solid answers they provide must be a proof of their developed sense of understanding and their personal ideas the hint of a brave but always enquiring spirit.
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