Assignment

2:

Comment on a Performance:

The piano ballade (8_Trial_Practical_QT) video represents a sufficient
example for the unit of work: Music for Radio, Film, Television and Multimedia.
This piece demonstrates a segment of the main part of the Harry Potter theme
that has significant embellishments and runs of scalic notes in-between causing
the feeling of dissonance. However, this main theme is disjointed and stagnant
due to the lack of fluidity in the performance. Therefore, the theme is slightly lost
but you can still hear the main elements of the Harry Potter theme, allowing for
this performance to fit under this specific unit of work mentioned above.


Critical Analysis of Program:

The unit program for Music of Radio, Film, Television and Multimedia is
an extensive document. This program covers a significant number of subtopics in
this specific unit. Working through these will allow for students to develop and
enhance their ideas about this unit. The program provides a mix of activities that
are needed in the music curriculum. The final assessment from this program
allows students bring all the ideas learnt from the unit and display these through
performance, composition, musicology, and aural skills in the form of a viva voce
presentation. Another great part of this program is the extensive use of group
collaboration. Group collaboration is significant to music in terms of working as
one to create a final product, and this program allows students to develop these
skills significantly.

Furthermore, the overall idea of using a booklet of work heavily relies on the
students bringing it to class and not damaging it through wear and tear. Instead
of having a physical copy of the booklet, perhaps provide these as an electronic
document that students would have to complete on their computers; this would
be dependent on the school if they have access to laptops. The booklet has an
overload of self-learning; with the integration of self-learning with teacher
learning instead would benefit the students more. Instead of providing huge
amounts of information, limiting these to bullet points and has physical and
practical examples that display the difference in this unit. The booklet requires
students to do homework tasks and holiday tasks. Instead of this, make students
do mini assignments in the term to remove the holiday task. Likewise, with
homework tasks, put the questions at the end of the lesson as an addition to
what they have learnt.

Overall, this booklet provides some significantly good aspects for the unit of
work through types of activities and touching a significant amount of subtopics.
However, this booklet needs to have some aspects changed to benefit the
students in their learning of the information, with also providing practicality in
actually finishing the booklet.


With reference to literature, how does rehearsing for performance in a
Stage 6 classroom provide evidence of Professional Teaching Standard
1.3.1 and the Quality Teaching element of self-regulation?

Rehearsing for performance allows students to touch on the Professional
Teaching Standard 1.3.1 and the Quality Teaching element of self-regulation. The
Department of Education and Training (2008, p. 1) illustrates that the quality
teaching element of self-regulation is demonstrated when students are provided
with tasks that give them the opportunity to demonstrate initiative and to
determine when theyre moving towards or away from the desired outcomes.
AISTL (2014) demonstrates that the Teaching Standard 1.3.1 is for students to
demonstrate knowledge for students with diverse linguistic, cultural, religious
and socioeconomic backgrounds. Providing teaching strategies that are
responsive to the learning strengths and needs of students from diverse
linguistic, cultural, religious and socioeconomic backgrounds (AISTL, 2014, p.1).
Therefore, by having stage 6 students rehearse for their performance, an ability
to provide evidence of the use of this standard and element for quality and
professional teaching.

Self-regulating learning has four steps, which has to do with planning,
monitoring, control or management, and reflection (Macklem, 2015). Self-
regulation strategies are used to target resilience and conflict to convert high
incentive and expectations of success into appropriate behaviours (Oettingen &
Gollwitzer, 2015). Macklem (2015) demonstrates that the students need to set
goals and monitor, regulate, and control their learning to reach their goals. In the
form of rehearsals for performance and by practicing in front of different people,
can assist in building confidence in their playing illustrates self-regulation.
Kushner (2006) supports this statement by establishing that performing for
unfamiliar audiences provides new challenges and the ability to reflect on
oneself and creativity and overall development. However, rehearsing for a
performance demonstrates self-regulation some negative aspects could develop.
Wolters and Taylors (2012, as cited by Macklem, 2015, p.42) states this could
involve defensive pessimism and self-handicapping which could hinder the
effectiveness of self-regulation. Therefore, through the use of rehearsing, the
students have the ability to demonstrate evidence of self-regulation. However,
negative evidence of self-regulation could develop and the students progress
should be watched by the teacher and assisted by the teacher to remove these
negative issues.

Due to the AISTL (2014) standard of providing assistance for students from
diverse linguistic, cultural, religious and socio-economic backgrounds,
rehearsing for performances can provide evidence of this standard. Smith and
Hausfaus (1998, as cited in Brok, Tartwijk, Wubbels, & Veldman, 2010) establish
that students from ethnic minority groups rely on the teachers and schools.
These are demonstrated by, but not limited by, the ability to have time and
accessibility to being able to rehearse their performance. Kyriakides (2004, as
cited in Brok et al., 2010) supports this statement by stating, ethnic minority
groups have evidences of lack of resources and parental support compared to
other students. The use of rehearsals could also allow for students to practice
their specific culture or religious styled pieces, providing a connection in the
music classroom. Green (2008) establishes that this will close the gap between
high and low musical culture, and between western and non-western music.
Therefore, allowing other students to connect with the students cultures when
listening to their performance. Overall, allowing students to rehearse in a stage 6
classroom gives disadvantaged students the ability to succeed whilst also
providing a connection for different cultures and religions, thus, providing
evidence of the connection of the Professional Teaching Standard 1.3.1.

Finally, allowing students to rehearse their performance provides significant
evidence of the Professional Teaching Standard 1.3.1 and the Quality Teaching
element of self-regulation. Self-regulation is shown through the ability of the
student to monitor, control, plan and reflect their progress to benefit their
overall performance. Whereas, through the Teaching Standard of 1.3.1 students
have the chance to develop their skills due to the lack of possibility at home,
whilst also providing connections to their own cultures and religions. Therefore,
it is seen that rehearsing for their performance can be used a positive aspect to
their learning.

References:

AITSL,. (2017). Standards | Australian Institute for Teaching and School

Leadership. Aitsl.edu.au. Retrieved 9 April 2017, from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Brok, P., Tartwijk, J., Wubbels, T., & Veldman, I. (2010). The differential effect of
the teacher-student interpersonal relationship on student outcomes for
students with different ethnic backgrounds. British Journal Of Educational
Psychology, 80(2), 199-221.
http://dx.doi.org/10.1348/000709909x465632

Department of Education and Training,. (2008). The Quality Teaching Framework
in Your Program What does it look like?. Retrieved 9 April 2017, from
https://www.det.nsw.edu.au/proflearn/docs/pdf/qtinprog.pdf

Green, L. (2008). Music, informal learning and the school: A new classroom
pedagogy (1st ed.). Taylor and Francis.

Kushner, S. (2006). Adolescents and cultures of reflection: More than meets the
eye. Reflective Practices In Arts Education, 13-22.


Macklem, G. (2015). Boredom in the Classroom: Addressing Student Motivation,
Self-Regulation, and Engagement in Learning (1st ed.). Springer.

Oettingen, G., & Gollwitzer, P. (2015). Self-regulation in adolescence (1st ed.).
Cambridge University Press.








 Interactive Learning Activities:

Activity One: Importance of Music for Film

URL: http://timchenderson.weebly.com/interactive-learning-activities---1.html


Activity Two: Theme and Leitmotifs

URL: http://timchenderson.weebly.com/interactive-learning-activities---2.html