STANDARD ONE

NOTE: Two differing pieces of evidence is incorporated within this one standard.

Extract from Evidence Piece One and reasoning of demonstration:

Planned unstructured interviews were utilised throughout the observation period prior to
implementation. Below is a list of base questions that facilitated with gathering information
regarding students opinion on the integration of music within the classroom environment,
and the effects background music may of on their learning.

Do you enjoy and listen to music?
What types of music do you listen to?
Why do you think you are drawn to that particular genre?
Do you play any instruments?
Are you involved in any extracurricular musical programs?
What do you enjoy doing the most during music lessons and why?
Would you like if music was played during lessons?
Do you think it would be distracting having music playing while working?
How would it affect your performance, positive or negative?
Will it alter the classroom atmosphere?
Do you think your behaviour would change if music was playing in the background?

A survey was incorporated to aid with gaining insight into what genres of music students
are familiar with and enjoyed. Below is a graph indicating the results of the survey.








After each session a class discussion would commence, focusing on students thoughts
concerning the effects that the integration of the varying genres of background music had
on their performance, learning and behaviour/attitude. Below is a visual representation of
students responses collected over the four visits.

This graph indicates, that nineteen students believed the integration of Classical
background music within the classroom environment had a positive effect on their
behaviour, while twenty-five students thought the use of Classical music accelerated
productivity. However, ten students indicated that Classical music had a negative effect on
their behaviour and four students specified that it decreased productivity. The remaining
three graphs specify similar information, although vary in results.















The results of the action research project are displayed below. Each graph indicates that the
integration of Pop music within the classroom environment has the utmost positive effect
on both students academic achievement and behaviour. Following closely, is the benefits of
incorporating classical music with the classroom setting; having an encouraging effect on
students productivity and behaviour. However, the integration of jazz music and indie
background music varied between minor alterations on behavioural choices and significant
differences on academic achievement.


The first indicates an average day within the Year Three class, in which the action research
project was integrated. It displays that sixteen students out of twenty-nine demonstrate
poor behavioural choices, while seventeen students dont complete allocated tasks to an

appropriate standard. The four consecutive graphs, accentuates the positive effects that the
integration of varying genres of background music has on a classroom setting.

































Standard One focuses on understanding how students learn and incorporates a variety of
sub strands that interlock with this piece of evidence. Focus 1.1, 1.2 and 1.5 for instance, are
closely linked with the research topic, as they describe how the physical, social and
intellectual development of students effects learning, while illustrating the importance of

differentiating teaching strategies to support students with diverse needs. The provided
evidence demonstrates aspects of Standard One through the utilisation of varying teaching
strategies. These include building relationships and establishing routine, implementing
planned unstructured interviews and surveys which facilitated with gathering information
regarding students opinion on the integration of music within the classroom environment,
and the effects background music may of on their learning and ongoing discussions with
students, teachers and parents, regarding ideas, steps and progress.

These strategies not only assisted with gaining knowledge and understanding of students
within the year three classroom, but also how the physical, social and intellectual
development and characteristics of students may affect learning. Through my reflections,
integrating music within the classroom environment not only scaffolded the class, but also
assisted with providing students with diverse needs the opportunity to successfully achieve
their individual learning goals.








Extract form Evidence Piece Two and reasoning of demonstration:















Standard One emphasises the importance of knowing the students within the classroom
environment and how they learn. The class in which the allotted piece of evidence was
assimilated, consisted of students from diverse backgrounds and varying levels of
competence, cognitive and social abilities, which effected lesson processes, strategies and
implantation. Focus 1.1, 1.2, 1.3, 1.4, 1.5 and 1.6, describe the essentiality of the ability to
adapt teaching and learning strategies to effectively accommodate students, which is
demonstrated throughout the evidence (students prior knowledge/skills and special
considerations section) and personnel reflections learnt from the process of developing and
implementing this lesson.