N(T) Music Syllabus Implementation Workshop

Objectives of Workshop Interpret the GCE N(T) Music syllabus Plan the N(T) Music course Teach the N(T) Music course

Workshop Overview Day 1 Introduction to the N(T) Syllabus Understanding the assessment demands Teaching pop music & music technology Day 2 Planning the course Panel Discussion Software Demonstration

The N(T) Music Syllabus To offer opportunity for N(T) students to pursue music as an examinable subject To provide broad-based music education To equip students with relevant skills WHY

The N(T) Music Syllabus HOW Came About SRC Trial Specimen Papers Syllabus Guide

Considerations Progression to ITE Progression from GMP Educational Trends and Goals DOE Broad-based Music Ed

Considerations Profile of N(T) Students –Hands-on –Shorter attentions span –Enjoy IT –Prefer popular music –No private instrumental lessons –Weaker understanding of music theory –Musically creative –Aspirations (composers, music teachers, performing artists)

Considerations Requirements of Industry –Broad exposure –Basic music rudiments –Basic music literacy and notation skills –Music technology skills –Basic music making skills (performing and creating) –Listening skills –Creativity and Innovation

The N(T) Music Syllabus Acquire range of musical skills & knowledge Develop basic music technology skills Develop creativity & critical thinking skills Appreciate the function of music in society Provide basis for further training in music WHAT Aims To Do

Interpreting the Syllabus N(T) Music ListeningMusic Making PerformingCreating Syllabus Framework Music Technology

Interpreting the Syllabus Assessment

Interpreting the Syllabus Assessment Paper 1 [50%] –Part 1 (40 min): 5-6 short listening extracts Short answer questions, MCQs, fill-in-the-blanks questions –Part 2 (30 min): Type-setting task

Interpreting the Syllabus Assessment Paper 2: Coursework [50%] –Create backing track (3-5 parts) –Background study –Perform the final arrangements

Interpreting the Syllabus Music Content: –Wide Range of Music Instructional Objectives Vocabulary List Syllabus Content

N(T) Music Syllabus Change FunctionIdentity Evolution and differences in musical styles and features Music associated with particular groups of people Music in performing and multi-media arts Content & Approach

N(T) Music Syllabus Innovation Open Mind Relevance Content & Approach

Interpreting the Syllabus Assessment Paper 1 [50%] –Part 1 (40 min): 5-6 short listening extracts [35%] Short answer questions, MCQs, fill-in-the-blanks questions –Part 2 (30 min): Type-setting task [15%]

Paper 1: Part 1 Conducted in the computer lab Each candidate to have musical extracts recorded on CD, no limit to number of times a candidate may play the recording Assess aural perception skills & understanding of music rudiments

Interpreting the Syllabus Assessment Paper 1 [50%] –Part 1 (40 min): 5-6 short listening extracts [35%] Short answer questions, MCQs, fill-in-the-blanks questions –Part 2 (30 min): Type-setting task [15%]

Paper 1: Part 2 Short break between Part 1 & Part 2 Question: 8-16 bars of a keyboard score with chord symbols Candidates are to use a notation software to typeset an identical copy Assessment criteria based on accuracy

Interpreting the Syllabus Assessment Paper 2: Coursework [50%] –Create backing track (3-5 parts) –Background study –Performance

Coursework Question paper provides 3 contexts Candidates choose 2 contexts to work on, and select appropriate music for their coursework They should be able to perform one of the lines with the backing track they create Final arrangements should be of contrasting styles

Backing Track Each arrangement should last 1-2 minutes Each arrangement should consist of the following: –Melody –Harmony –Bass Line –Drum Part (if appropriate) –Sound Effects (optional) Students are given 30 hours over 5 months (March – July) to complete

Background Study The background study should include: –How their pieces/arrangements relate to the context –Focus on musical features –Any other relevant information Can be presented as prose, point-form, mind-map, etc.

Performance Recording of students’ performance with their backing track Students allowed 3 trials for the live recording

Teaching popular music and music technology Introduction Music Appreciation Composition with Music Technology

Introduction Classical or “art” music Popular music Study of composers’ intentions Music devices Structure Instrumentation Study of music performing practices Improvisation Singing styles Technologically-mediated sound effects Score-reading and analysis Listening and understanding music practices and technology Teaching popular music and music technology

Music Appreciation Teaching popular music and music technology Give emphasis to aural training Provide context for music making Develop intrinsic motivation through personally meaningful engagement

Composing with Music Technology Making value judgments Editing Listening Composition Process Teaching popular music and music technology

Planning the Course Introduction Curriculum time Course plan Scheme of work

Planning the course Scheme of work 2-year course plan Introduction

Planning the course Curriculum time

Planning the course Course Plan Music rudiments and elements »Rhythm and tempo »Pitch, melody and harmony »Texture »Shape and structure »Timbre »Notation Musical Styles Music Technology

THINK – PAIR- SHARE- SQUARE

Planning the course Scheme of Work Students’ learning profile Listening, performing and creating Sequence music skills and knowledge Use of themes (change, identity, function) Connect music concepts and ‘real’ music Use assessment to improve learning C O N S I D E R A T I O N S

Approach A Learn through creating & music technology Approach B Learn through performing Approach C Learn through listening Planning the course Scheme of Work

Strategies for Teaching & Learning S c a f f o l d i n g D i f f e r e n t i a t e d I n s t r u c t i o n C o - o p e r a t i v e L e a r n i n g D e v e l o p i n g S o c i a l & E m o t i o n a l S k i l l s DI SEL

S c a f f o l d i n g Teacher models and talks through strategy Teacher engages in the task with students helping out Students take over the task using the strategy Students use the procedure independently

D i f f e r e n t i a t e d I n s t r u c t i o n DI C o n t e n t P r o c e s s P r o d u c t s

C o - o p e r a t i v e L e a r n i n g Individual Accountability Simultaneous Interaction Positive Interdependence Equal Participation Principles of Co-operative Learning

D e v e l o p i n g S o c i a l & E m o t i o n a l S k i l l s Self Awareness Social Awareness Self Management Relationship Management Responsible Decision Making SEL