Transcript Instrumental Music

Introducing
Victorian Curriculum
The Arts
Instrumental Music
Session overview
• The Arts in the Victorian Curriculum
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Learning area structure
Organising ideas
Transition from AusVELS or Australian Curriculum
Working with the curriculum
• Curriculum planning for Arts learning
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Whole school, learning area, year level, units/sequences of learning
Partnerships, incursions, excursions and residencies
• Discipline overview:
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Dance, Drama, Media Arts, Music, Visual Arts & Visual Communication Design
• Key terms and phrases
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Range of …
Viewpoints
Victorian Curriculum F–10
• Released in September 2015 as
a central component of the
Education State
• Provides a stable foundation for
the development and
implementation of whole-school
teaching and learning programs
• Victorian Curriculum F–10
incorporates the Australian
Curriculum and reflects Victorian
priorities and standards
Victorian Curriculum
Learning Areas
Victorian
Curriculum F-10
is represented as
a continuum of
learning
The Arts
• Dance
• Drama
• Media Arts
• Music
• Visual Arts
• Visual Communication Design
English
Health and Physical Education
The Humanities
• History
• Geography
• Civics and Citizenship
• Business and Economics
Languages
Mathematics
Science
Technologies
• Design and Technologies
• Digital Technologies
Capabilities
Critical and Creative Thinking
Ethical
Intercultural
Personal and Social
Take the web tour
• Overview
• Introduction
• Using the view
and filter
options
The Arts in Victorian Curriculum
One Learning Area that includes curriculum for six
Arts disciplines that schools use to plan and
deliver a teaching and learning program:
F–10
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7–10
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Dance
Drama
Media Arts
Music
Visual Arts
Visual Communication Design
The Arts Curriculum
F
1-2
3-4
5-6
7-8
9-10
• The curriculum is represented on a continuum across 6 levels of
achievement
• An achievement standard is provided for each band
• The Foundation (F) standard signifies the importance of The Arts in the
early years of schooling
• A curriculum to support students with a disability is provided and this is
know as Towards Foundation Levels A-D
Level v Year
• the curriculum should be regarded as a
developmental continuum or progression of
learning
• schools and teachers are best placed to
decide where on the continuum the focus of
a learning program for a particular Arts
discipline or a group of students should be
positioned
Victorian Curriculum: The Arts
Strands:
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explore & express/represent ideas
practices
present & perform
respond & interpret
Organising ideas:
• students learn as artist and as
audience
• Students learn by making &
responding
What’s happening now?
Where is learning through an instrumental
music program positioned in the whole-school
plan
• Stand alone
• Connected to classroom music
• Integral part of whole school events or
projects
• Connected to community music-making?
Common strand structure
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Explore and
Express Ideas
Present
and
Perform
Practices
Respond and
Interpret
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The curriculum for each of the Arts
disciplines uses a common
structure with four interdependent
strands, each involving making and
responding
This structure provides flexibility for
schools to develop learning
programs that
 Are continuous or noncontinuous within a single
discipline
 Connect across learning areas
or Arts disciplines
Learning in: Music
Music practices
 listening, composing and performing
 used separately and in combination
 supported by additional activities
 Using notation and ICT to record and communicate musical ideas;
 reading, writing and interpreting
 developing skills and techniques to discuss their own music and the music and music
practices of others.
The elements of music
Musical ideas are conceived, organised and shaped by aspects and combinations of
Rhythm, Pitch, Dynamics and expression, Form and structure, Timbre/tone
colour & Texture.
Learning in Music
Strand
Explore and
Express Ideas
Music
Practices
Present and
Perform
Respond and
Interpret
… planning,
… exploring
… skills,
… reflecting,
rehearsing
sound and silence techniques and
questioning,
and refining
and ways of using processes for
analysing and
performances to
voice, body
listening,
evaluating as
communicate
percussion,
composing and
listeners,
ideas and
instruments and
performing music
composers and
intentions to an
technologies
from diverse
performers
audience … voice, …listening skills to
…develop and
cultures, times
instruments,
express
and locations…
discriminate,
technologies…
ideas…listening
identify …
skills
and imagination…
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/music/introduction/structure
Learning as artist and audience
Artwork
Artist
Audience
responding and interpreting using imagination
expressing/representing ideas
presenting and performing
techniques & processes
using materials
practicing skills
instruments
evaluation
exploring
thinking
analysis
media
Learning as artist and audience in Music
performer
composer
listener
singing, playing, composing,
improvising, arranging,
interpreting, developing skills &
techniques, notating, recording,
performing,
reflecting, analysing,
evaluating
Learning by making & responding
making is
informed by
responding &
responding
informs making
students learn as
artist and as
audience through
making and
responding
Victorian Curriculum:
The Arts - Music
Assumptions
• the curriculum will be used in many different learning contexts;
how that happens will be decided by schools and teachers
• the same content is relevant across instrumental, classroom,
ensemble and informal contexts
• the curriculum is not designed for use with any particular
pedagogy or program
• each student’s progress on the music learning continuum mapped
by the curriculum should reflect their achievements across
learning contexts
• Opportunities to use digital technologies are embedded
throughout the curriculum
Guidelines for including the Arts
in a whole-school curriculum plan
F-2
At the Foundation stage (Prep–Year 2), schools
focus on five curriculum areas: English,
Mathematics, The Arts, Health and Physical
Education and Personal and Social Capability’.
(p. 19). At these levels, substantial attention should
be paid to the Arts.
3-8
… an Arts program that in Years 3–4 includes all five
Arts disciplines and at Years 5–6 and 7–8 consists
of at least two Arts disciplines, one from the
Performing Arts and one from the Visual Arts.
(p. 20)
9-10
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Developing Arts teaching and learning programs
The common strand structure for each of the Arts discipline-specific curricula
allows schools to continue to deliver The Arts through
 learning programs that focus on one or more arts disciplines, for example,
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a junior secondary program where students complete a semester of learning in each Arts discipline
over 2 years
a performing arts program with dance, drama and music components
a visual arts program that focuses on 2-d, 3-d and 4d forms
a literacy program that draws on curriculum from English and Media Arts
instrumental music
 Project-based learning where Arts learning is aligned to themes, other learning
areas or capabilities or inquiry questions, for example
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work developed in other learning areas where an Arts form (film, play, song, dance) is used to
communicate knowledge and understanding
work developed with an artist-in-residence (physcially or virtually) or local artist /s or arts
organisation
a celebration of school and community and identity expressed through dance, drama, media arts,
music and visual arts presentations and performances created by the students in consultation with
local Koorie elders and members of the community
Terminology
• Band/Level descriptions
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statements that provide an overview to the content descriptions and achievement standard within
the level or band.
• Strands
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key organising elements within each curriculum area.
• Content descriptions
• specific and discrete information identifying what teachers are
expected to teach and students are expected to learn.
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Elaborations
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non-mandated, advisory examples that provide guidance on how the curriculum may be transformed
into a classroom activity or learning opportunity.
• Achievement standards
• statements that describe what students are typically able to
understand, and are the basis for reporting student achievement.
Music: Explore & express ideas
Foundation L 1 & 2
L3&4
L5 & 6
L7 & 8
L9 & 10
Explore sound and
silence and ways
of using their
voices, movement
and instruments to
express ideas
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
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.
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
Develop music
ideas through
improvisation,
composition and
performance,
combining and
manipulating the
elements of music
Manipulate
combinations of
the elements of
music in a range
of styles, using
technology and
notation to
communicate
music ideas and
intentions
Use imagination
and
experimentation to
explore musical
ideas using voice,
movement,
instruments and
body percussion
Elaborations
Achievement Standards
• Based on the content descriptions
• Include details that inform assessment task design
• Nominally represent expectations over a 2 year period
For example:
By the end of Level 8, students
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manipulate the elements of music and stylistic conventions to improvise,
compose and perform music.
use evidence from listening and analysis to interpret, rehearse and
perform songs and instrumental pieces in unison and in parts,
demonstrate technical and expressive skills.
use music terminology and symbols to recognise, describe and notate
selected features of music
identify and analyse how the elements of music are used in different
styles and apply this knowledge in their performances and compositions
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.
Curriculum mapping
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Mapping identifies the extent of curriculum
coverage in units of work and clearly links
teaching, learning and assessment while
working with the curriculum continuum.
Mapping templates support teachers to
identify where content descriptions and
achievement standards are being explicitly
addressed within the school’s teaching and
learning program.
Instructions:
http://www.vcaa.vic.edu.au/Pages/foundation10/
viccurriculum/curriculumplanning.aspx
Templates
• For each Arts discipline
• F-6
• 7-10
Making choices about teaching materials
No specific materials or stimulus is stipulated in The Arts curriculum
When the curriculum mentions ‘across a range of styles, forms’ etc. teachers
have the opportunity to choose teaching resources or stimulus materials that
are relevant for their students. For example, teachers can make choices to
ensure students experience Arts practices
• typical of cultures that students identify with
• that reflect the culture practiced by the indigenous people of the Country
on which the school in situated, in consultation with the local Koorie,
Aboriginal or Torres Strait Islander community
• used by artists and arts organisations in the local community
• typical of selected styles or practitioners
• relevant to particular forms or ways of working
Curriculum and resources
Curriculum
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2016 school choice between
AusVELS and Victoria Curriculum
F–10
Victorian Curriculum F–10 from
2017
Resources
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General advice
Specific Arts discipline advice
Evolving
Bookmark and check for updates
Email ideas for updates
http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx
Education State goals, ambitions and targets
Discuss the opportunities provided by the Education State target for The Arts
Page 11: http://www.education.vic.gov.au/Documents/about/educationstate/launch.pdf
Contacts
Curriculum Manager: Performing Arts
Helen Champion
PH: 9032 1723
Email: [email protected]