Differentiation strategies in music

Differentiation in relation to music will involve a range of related strategies. For example:

• A core task could be set for the whole group which is planned against a required standard to be achieved by the majority of pupils in the cohort. Supplementary and more challenging extension activities are introduced for the talented in the class. This may be achieved in a class performance piece where there are different levels of difficulty in each of the class performance parts. (An example of planning differentiated assessment criteria can be found in the sample QCA schemes of work for music).
• A range of challenging activities could be set which may relate to a core activity, such as the development of musical concepts and ideas. This would be directed at all the pupils in the group. For example, this could be evident in a composition task where different tasks are set for different pupils in the group.
• Finally, there may be occasions when a group of talented pupils are given a completely different task from the rest of the group, or are offered extra-curricular activities as part of specifically designed programmes. Whilst the former may not always constitute 'best practice' in general class lessons, it may sometimes allow for higher achievement by some individuals. The latter is more common in schools where activities are provided, often in partnership with the local music service, offering appropriate programmes for those of particular talent.

Music for the talented pupil - differentiation exemplified

A high priority for the teacher in class music lessons is to set diagnostic tasks for all pupils once they enter the programme. It is essential that these tasks allow all pupils to participate, including those who may not have already had out-of-class instrumental music lessons. Class performance work, which includes opportunities for individual improvisation and creativity, may reveal many potentially talented musicians. In addition, composition work, either as an individual or in groups, may also allow for talents to emerge. Furthermore, when planning work, the teacher will need to be clear about the aspect of the talent to be developed (for example, listening and aural skills, performance and instrumental skills or creative and compositional skills) because the strategy for differentiation will depend upon the aspect to be focused upon.

The examples below provide guidance on the type of strategy that can be applied and how a wide range of activities can be used to ensure that all pupils are challenged in ways appropriate to their ability.