BLOG POST #1 - How is the music curriculum organised, and how do I use it?

Responding Statement

Teaching music in the primary classroom nurtures creative thinking and expression in student learning. To effectively teach music, teachers need a thorough understanding of the Australian curriculum for Creative Arts: Music or subsequent state syllabus documents to foster student development and learning in music. Teachers must apply the curriculum (ACARA) as a tool, to plan, apply and effectively teach the aspects of music.

The foundations of music explore how students learn, make, and respond in music. Addressing the elements of music; rhythm, pitch, dynamics and expression, form and structure, and timbre and texture, students broaden their knowledge and skills of music. Exploring and applying skills, students develop aural capabilities to appreciate, reflect and analyse a broad range of music styles, practices, and traditions. Practicing the processes of music, students endeavor to listen to, compose and perform, further developing their musical knowledge, skills, and understanding of musical conventions to actively engage with music. 

Figure 1: Music has a place in the primary learning environment.

Learning in Music

Commencing my journey of teaching music in the primary setting, it is evident that my prior skills, knowledge, and experiences in music will prove beneficial to strengthening and supporting the learning experiences of my students. Learning violin from the age of six, I can fluently read sheet music and I have performed at a variety of prestigious events and locations. In addition, I have had previous experience in mentoring young violinists. Although I begin this course with a matured musical knowledge, I still present to this learning experience with an open mind, to evolve my teaching abilities of music in the primary setting. Through a thorough exploration and a developed appreciation for the Australian curriculum in Creative Arts: Music (ACARA) documents, focusing on the progressive development of learning, performing, making and responding skills and knowledge in music across the stages. I will exercise my understanding of the framework as a tool to support the planning and structures of my teaching and learning opportunities.

UKULELE LEARNING

An introduction to the ukulele developed the skills and knowledge of the parts of the ukulele (figure 2), tunning a ukulele (G, C, E, A strings), holding techniques including rest, ready and play positions, and strumming techniques (figure 3). New chords learned included the C chord (figure 4) and G chord (figure 5), from here a repertoire of songs were explored including;
- Row Row Row Your Boat
- Hot Cross Buns
- Mary had a Little Lamb
- He's Got the Whole World In His Hands. 

Figure 2: Parts of the Ukulele (Tasker, 2019)

Figure 3: Strumming technique (Tasker, 2019)

Figure 4: C chord (Tasker, 2019)

Figure 5: G chord (Tasker, 2019)

Making in Music

This weeks making in music activity focused on collaborative composition using everyday classroom or household items to make music. As seen in figure 6, my group acquired two bins, a folding table, a pen, a folder, and an elastic band to create music. Viewing a range of examples via youtube, a clear standard was set for the task. Composing in groups of 3-5, my group integrated 5 sound source into our music;

- Elastic band flicking into the side of the bin
- Hands tapping the bottom of the bin
- Pen rubbing across a folder binder
- Friction in table hinges creating a screech
- Foot kicking into the table

Experimenting with the different sounds, rhythms, and techniques, we developed and established a suitable pattern for the composition. Figure 6 depicts our musical creation.

Figure 6: The Elastic Band (Saunders, Wigglesworth, Caddies, Henderson, 2019)

This activity could be easily modified to support the learning of composing music across all primary stages. Suitable scaffolding and facilitation of the task are determined by the stage learning outcomes or student ability. For example, instead of viewing complex youtube videos, the teacher could model a simplified standard. Another example of modifying the learning activity could be having a control over the range of items to be used. Suggested content descriptors from the Australian Creative Arts: Music curriculum (2019) across the stages:

Foundation to Year 2

ACAMUM080 Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion

ACAMUM081 SIng and play instruments to improvise, practice a repertoire of chants, songs, and rhymes, including songs used by cultural groups in the community

Year 3 and 4

ACAMUM084 Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns

ACAMUM085 Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community

ACAMUM086 Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume

Year 5 and 6

ACAMUM088 Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns

ACAMUM090 Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience

(ACARA, 2019)

Responding in Music

I am excited to explore both personal response and examples of student reflection and analysis in appreciating music. I seek to expand my access and selection of resources and teaching strategies to support and develop student learning in music.

The responding activity introduced this week, reflected on the learning and making experiences with the ukulele and in the group performance. Reflecting on the learning students identify a select variety of aspects that were; fun, challenging and inspiring during the activities. 

For example:
- Fun: composing rhythm and beats collaboratively.
- Challenging: changing from C chord to G chord.
- Inspiring: Everyone had a go, no matter their musical ability or prior experience.

References

ACARA. (2019). Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/

Tasker, J. (2019). The Music Curriculum EDUC 24112 – Curriculum Studies: Creative Arts. Cooranbong, NSW, Australia: Avondale College of Higher Education.