1. Performing Arts in the Real World: Music
Helen Champion
Webinar, 24 May 2017

2. Session overview typical learning activities
learning opportunities that are relevant and appropriately challenging
research and practice
assessment
reporting

3. Where is Music in the Whole school, Level and Domain plans at your school?
On the timetable?
Core?
Elective?
Co-curricula?
Embedded in multidisciplinary inquiry/project-based learning?
Discussion &
Sharing
What’s happening at your school?
Why is it important to know, document and promote this information?

4. Arts curriculum design
VICTORIAN CURRICULUM: THE ARTS
Same framework for all Arts disciplines
Designed for use in multiple contexts
No set pedagogies, texts or styles

5. Victorian Curriculum: The Arts4
Strands:
explore & express/represent ideas
practices
present & perform
respond & interpret + 2
Organising ideas:
students learn as artist and as audience
Students learn by making & responding

6. What’s on the Victorian Curriculum website?
Victorian Curriculum index page
Curriculum planning resource
Navigating the website videos
Curriculum area advice

7. Is there a glossary? And what about the capabilities and cross-curriculum priorities?
The Arts landing page
In the Victorian Curriculum F–10, the Arts includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design.
The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped the expression of culture locally, nationally and globally. Students are both artist and audience in the Arts. They make and respond and learn to appreciate the specific ways this occurs in different disciplines.
The Arts present ideas that are dynamic and rich in tradition. Through engaging in The Arts students are entertained, challenged and provoked to respond to questions and assumptions about individual and community identity, taking into account different histories and cultures. The Arts contributes to the development of confident and creative individuals and enriches Australian society. Students express, represent and communicate ideas in contemporary, traditional and emerging arts forms. In Dance, Drama and Music students explore the performing arts whilst in Media Arts, Visual Arts and Visual Communication Design students explore the world of visual representation and expression.
The significant contributions of Aboriginal and Torres Strait Islander peoples to Australia’s arts heritage and contemporary arts practices are explored across the Arts, and students are encouraged to respect and value these unique and evolving traditions.
Learning areas & capabilities
Koorie Cross-curricula protocols
Aboriginal languages: sample units
Creative Spirits, Marrin Gamu

8. What’s ‘typical’ in Music?
Learning music knowledge, skills and understandings, aka, music practice, musicianship, musicianly behaviour
Learning process: opportunities to learn mediated by prior learning and personal experiences, the school instructional model, the curriculum framework, assessment practice …
Learning outcomes:
capacity to manipulate, express and share sound as listeners, composers and performers
valuing and appreciating the power of music to transform the heart, soul, mind and spirit of the individual … [VC, The Arts – Music, Rationale]

9. What’s ‘typical’ in Music?
Starting points: music, musicians, instruments, ideas for a song, techniques/skills, themes, styles …
Learning intentions, pedagogies, formative and summative assessment, curriculum content:
Explore and express ideas, practise music, present and perform, interpret and respond
Students who have music knowledge, skills and understandings and a belief that their life and their world will be better if music is a daily feature

10. Typical starting points?
Patterns
instruments and voices
Repetition
Improvisation
Scales
Element/s of music
Songs
Critical listening
Iconic works
Styles
Techniques
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

11. Curriculum designed as a continuum v non-continuous student access to learning
Issues
Level v year
2 year bands
Catering for the range of experience in the classroom
Electives
Reporting
On the VCAA website
Curriculum design
Music Scope & sequence
Research and resources (an incomplete sample)
Essential teaching practices
Jackie Wiggins: Teaching for Musical Understanding, CARMU, Michigan
Bob Duke: Intelligent Music Teaching, Austin, Texas
Musical Futures Australia resources
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

12. F-6 in a semester? Explore and express ideas Learning activities
Explore sound and silence and ways of using their voices, movement and instruments to express ideas
With instruments?
With voices?
With technology?
Improvising?
Composing?
Movement?
Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion
Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments
Explore ways of combining the elements of music using listening skills, voice and a range of instruments, objects and electronically generated sounds to create effects
Sequential?
Developmental?

13. with 7-10 happening too? Explore and express ideas Learning activities
7-8
Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects
Exploring Ukulele (or any other instrument)
Holding the instrument
Techniques / sound production
Concepts – sound, silence, beat, metre
Creating a pattern
Adding layers and complexity
Using a counting system
Combining music ideas
Texture
Form
Compositional devices
Incorporating
voice, technology and movement
listening
improvising, composing, arranging
notation / chart reading
documenting / notating
recording
performing
distributing
Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music
9-10
Improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpretation and developing music ideas
Manipulate combinations of the elements of music in a range of styles, using technology and notation to communicate music ideas and intentions

14. Planning questions
why is this activity in the learning plan for this student/group of students?
What are the key concepts the students will learn?
How will you know what students already know and what learning has occurred?
how does the activity mesh with the school instructional model ?
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

15. More planning questions
How is the activity
introduced?
taught?
aligned to prior learning?
varied to cater for different levels of knowledge and skill?
How does the activity connect to the rest of the unit/sequence?
What opportunities are there for formative assessment?
self-assessment
peer-assessment
teacher observation
EXPLORE & EXPRESS
PRACTICES
PRESENT & PERFORM
RESPOND & INTERPRET

16. Sequencing and developing
Music Achievement Standards
Ukuleles F
sing and play instruments to communicate their experiences and ideas. They explore contrasting sounds and improvise with them. Students match pitch when singing. They understand and respond to the beat and simple rhythm patterns.
Students describe the music to which they listen, identifying what they enjoy and why. 
1-2
use imagination, their voices and instruments to improvise, compose, arrange and perform music. They explore and make decisions about ways of organising sounds to communicate ideas. They achieve intended effects and demonstrate accuracy when performing and composing.
They describe ways contrasts and effects can be created in music they listen to, compose and perform and their understanding of the purposes of music in different social and cultural contexts
3-4
improvise, arrange, compose, and accurately and expressively perform songs and instrumental music to communicate intentions and ideas to audiences. They document their compositions.
Students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music to communicate ideas and intentions in performance and composition.
5-6
use the elements of music, their voices, instruments and technologies to improvise, arrange, compose and perform music. They sing and play music in different styles and use music terminology, demonstrating listening, technical and expressive skills, performing with accuracy and expression for audiences.
Students explain how the elements of music are used to communicate ideas and purpose in the music they listen to, compose, and perform. They describe how their music making is influenced by music from different cultures, times and locations, using music terminology
7-8
manipulate the elements of music and stylistic conventions to improvise, compose and perform music. They use evidence from listening and analysis to interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use music terminology and symbols to recognise, describe and notate selected features of music.
Students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others have made to communicate ideas and intentions as performers and composers of music from different cultures, times and locations.

17. Reporting Check the Guidelines and advice from your school sector
Report against the Achievement Standards, not the content descriptions
Develop an approach that
Recognises how many opportunities there are to report on learning in Music
Which level?
How will progress be shown?
Acknowledges students’ prior learning (or lack thereof)
Focus on the musical and keep it relevant
Use language from the curriculum
Refer to class activities
If possible, make the report interactive by including/linking to evidence from student’s self-assessments, peer observations etc.

18. Feedback
Please complete the survey the F-10 unit will to you so that I get your feedback about the relevance of this presentation for your work and whether it met your expectations. You can also me directly:
Helen Champion
Curriculum Manager: Performing Arts
phone: