Professional Documents
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C2a Musical Practice Discussion
C2a Musical Practice Discussion
3:
Students of diverse linguistic, cultural, religious and socio-economic backgrounds
(“Australian Professional Standards for Teachers”, 2018) and Quality Teaching Model 2.4:
self-regulation (NSW Department of Education and training, 2006) as explored through this
discussion in relation to the following areas of musical identity, performance presentation,
self- expression and individual-based learning. The performative activities associated with
rehearsal represent the learning experience of performance as outlined within the Stage 1
Music 6 Syllabus. (Board of Studies NSW, 2009).
The practice of rehearsing is to identify a way to present ourselves within the social
construct of performers. Performance presentation represents the setting in which we present
ourselves within a performance. It’s relates to our values derived from the diverse
backgrounds and social context that individuals decide to engage with creating the meaning
and purpose behind our stories. Rehearsing provides a fundamental learning tool for students
as it allows students to experiment, modify and improvise among their own creations and
modifications of selected repertoire. This means that for students to convey meaning, they
need to engage with the musical works through the use of particular strategies that develops
the identity formation we oppose on ourselves as performers. In relation to Standard 1.3,
rehearsing for music performance provides opportunities for student creativity and self-
regulation through the contributing cultures and backgrounds that enrich the attitudes and
creativity of the student. These attitudes and ideas of creativity are already familiar values
that surround the “practice of music-making and musical reception”. (Green, 2009)
Rehearsing for music performance within music education provides the opportunity
for students to engage and communicate with other students and teachers to obtain the needs
and potential skills required for the learning experience ‘performance’ (Board of Studies,
2009). Rehearsing for music performance is a state of self-regulated learning often devised
through individual-based learning on improving the musical skill of the individual students’.
Students are often provided with “freedom of choice” when it comes to the selection of
repertoire for rehearsal purposes. As identified by Green (2009), students are more inclined to
decide on repertoire that is relatable to the student’s background reflecting on cultural aspects
of popularity and sustainability of upholding cultural status. Although Standard 1.3 supports
student wellbeing, the influence of background knowledge can restrict the students’ musical
ability from the choice of repertoire that may not provoke creativity or explore the
individual’s musical ability. Therefore, students need to be self-regulated to ensure that they
are meeting the performance outcomes as identified within the Music 1 Stage 6 Syllabus
(Board of Studies, 2009). This can be identified through student commitment and motivation
towards the rehearsal process drawing attention to their musical skills and abilities that need
improvement and development proceeding academic and performative goals. Working
towards learning goals involves the interactivity with the selected repertoire to experiment
and develop well-practised skills that students can use in order of presenting an identity that
conforms to the setting and cultural representation of the song selection. A purpose to
rehearsal is to define the interpretation of ourselves as performers and increase musical skills
to create stronger representations of the cultural context behind the song to effectively
communicate our understanding to a wider audience.