Transcript Music - Vcaa

Introducing
Victorian Curriculum
The Arts: 710
Dance, Drama, Media Arts,
Music, Visual
Arts, Visual Communication Design
Session overview
• Victorian Curriculum: The Arts
• Planning for learning
• Music curriculum
• Design assumptions
• Content
• Organisation
• Curriculum terminology
Victorian Curriculum F–10
• Released in September 2015 as
a central component of the
Education State
• Incorporates the Australian
Curriculum
• Reflects Victorian priorities and
standards
• An online publication
Design and structure
Learning Areas
Victorian
Curriculum F-10
is represented as
a continuum of
learning, based on
• 8 learning areas
• 4 capabilities
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
Victorian Curriculum: The Arts
Learning Area
Arts disciplines
F-10
• Dance,
• Drama,
• Media Arts,
• Music,
• Visual Arts
7-10
• Visual Communication
Design
Victorian Curriculum: The Arts
Strands:
•
•
•
•
+
explore & express/represent ideas
practices
present & perform
respond & interpret
Organising ideas:
• students learn as artist and as
audience
• Students learn by making &
responding
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 by making & responding
making is
informed by
responding &
responding
informs making
students learn as
artist and as
audience through
making and
responding
Common strand structure

Explore and
Express Ideas
Present
and
Perform
Practices
Respond and
Interpret

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
Strands
Explore and
Express/Represent Ideas
Practices
Present and perform
Respond and interpret
F-6
Explore ideas and improvising
with ways to express/represent
ideas. Manipulating and applying
the elements/concepts with
intent
Developing and refining
understanding of skills and
techniques. Structuring and
organising ideas into form.
Sharing through performance,
presentation or display.
Analysing and reflecting upon
intentions. Examining and
connecting artworks in context.
7-10
Exploring ideas and improvising
with ways to express/represent
ideas
Manipulating and applying the
elements/concepts with intent
Developing and refining
understanding of skills and
techniques
Structuring and organising ideas
into form
Sharing artworks through
performance, presentation or
display
Analysing and reflecting upon
intentions
Examining and connecting
artworks in context
Terminology
• Band/Level descriptions
•
statements that provide an overview to the content descriptions and achievement standard within
the level or band.
• Strands
•
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.
•
Elaborations
•
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.
Roles and responsibilities
common set of
knowledge and skills
A learning continuum
F
1-2
3-4
5-6
7-8
9-10
• Victorian Curriculum F-10 is represented on a
continuum
• In The Arts the curriculum is set out across 6 levels of
achievement
• that is, a student in year 7 might be working at level
3-4 or at 9-10
•
•
•
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, a group of students or an
individual student should be positioned
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
… pathways, building on learning from
previous stage
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,
•
•
•
•
•
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
•
•
•
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 (physically 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
Victorian Curriculum F-10: 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
• students will learn at different rates across different contexts
• teachers and students will use digital technologies for listening,
composing and performing.
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 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 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
Content descriptions
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
Music:
Explore & express ideas
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
•
•
•
•
•
•
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.
Viewpoints
• A collection of perspectives, lenses or frames through
which artworks can be explored and interpreted
• Details about how viewpoints can be used in each of the
Arts disciplines are provided in the ‘learning in …’
sections
Using viewpoints for learning
RESEARCH information about ‘national anthem’ + ‘2015
AFL Grand final’
ASK
As Deborah Cheetham, why would you say no to the invitation?
As an audience member, how would you respond if Deborah had
accepted the invitation and performed the 2009 interpretation?
As a future performer, how would you prepare for this performance?
TRIAL and DOCUMENT your response
As a composer, how would you ensure that your entry to the
Australia’s Next Anthem competition would be singable, memorable
and meaningful?
CREATE, & PERFORM your entry
Glossary
• Downloadable word document, includes
• Terms that apply across the arts
• Terms that apply to specific arts disciplines
Curriculum and Resources
Curriculum
•
•
2016 school choice between
AusVELS and Victoria Curriculum
Victorian Curriculum from 2017
Resources
•
•
•
•
General advice
Specific curriculum advice
evolving
Bookmark and check for updates
• Email feedback and suggestions
to
[email protected]
or
[email protected]
http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx
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
Pathways to Senior Secondary
Curriculum mapping
•
•
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
Importance of curriculum planning
http://curriculumplanning.vcaa.vic.edu.au/sat/self-assessment-tool
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.
Koorie Cross-Curriculum Protocols
http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/Pages/koorieart.aspx
Education State
Goals, ambitions and targets
Page 11: http://www.education.vic.gov.au/Documents/about/educationstate/launch.pdf
Contacts
Curriculum Manager: Performing Arts
Helen Champion
phone: 61 3 9032 1723
email: [email protected]