Every music classroom is different. Different students. Different timetables. Different school contexts. Different levels of confidence, experience, and support. So when it comes to teaching the 6 Elements of Music, there is no single “right” way to do it — only the way that works best for your music
Choosing the right music teaching resources can make or break how confidently you teach the 6 Elements of Music — especially when implementing the new NSW Music Syllabus across Stage 4 and Stage 5. With so many options available, it’s easy to assume that all music teaching resources offer
Writing about music is one of the most common challenges music teachers face when trying to get their students to express musical ideas clearly. Students can hear what is happening in a piece, but when it comes time to explain it in writing, responses often become vague, repetitive,
Supporting diverse learners is now a non-negotiable part of teaching. In the music classroom, choosing the right music activities can feel overwhelming — especially when you’re juggling mixed abilities, limited time, and resources that weren’t designed with differentiation in mind. Many music teachers want to use meaningful music activities,
Low student engagement is one of the biggest challenges when it comes to teaching music terminology. Many students see music terms as abstract or disconnected from what they actually do in music lessons, which can make vocabulary learning feel tedious or forgettable. The reality is that music terminology plays
If you’ve ever read a student’s listening response and wondered “Did we even listen to the same piece of music?”, you’re not alone. Many high school music teachers work incredibly hard to plan engaging music lessons, select strong and engaging listening examples, and ask thoughtful questions — yet their
Learning how to analyse music is one of the most challenging skills for most music students to master — and one of the most frustrating for teachers to teach. Students can hear the music. They can tell you whether they like it or not. But when it comes time
If your music students struggle to describe what they hear in music, you’re not alone. Many music teachers find that their music students can listen to a piece of music, and even enjoy it, but fall apart the moment they are asked to explain it using correct music terms
Using music for Black History Month can be incredibly powerful in the classroom—but only when it reflects what should already be happening throughout the year. Authentic diversity teaching does not start and stop in February. Instead, Black History Month should act as a spotlight, highlighting musicians, genres, and stories
If your middle school music students struggle to describe what is happening in a piece of music — or if their written responses stay frustratingly vague, then understanding music structure is often the missing piece. Music structure gives students a way to organise what they hear. When they
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