Use the goals canvas: from wishlist to working on to done

The goals canvas makes the direction of learning visible. Use its columns to distinguish possibilities, current work and work you have finished.

Build a useful wishlist

Add musical ideas the learner cares about: a piece, a technique or an aural skill. “Play the opening of a film melody” is easier to discuss than “get better”.

Keep the wishlist as a place for possibilities. It should not feel like a queue of overdue obligations.

Choose current work

Move a manageable goal into Working on using the available goal controls. Give it an observable outcome, such as “play the opening phrase with a steady pulse”.

Connect relevant assignments or repertoire work where the workflow allows. The goal gives direction; the assignment gives the next action.

Review progress

Ask the learner to perform or explain the agreed outcome. Use teacher readiness assessments and any bar-level detail to record what you have actually reviewed. Student activity and self-reflection add context but do not replace that judgement.

Finish deliberately

Move completed work to Done through the appropriate completion action. Explain why it is complete: “You can now join the first two bars without stopping.” A completed goal can still be revisited musically later.

At each review, choose whether to continue, narrow the task or agree a new direction.

Use musical goal cards.