1c Ass 1 Rationale Excerpt

MUSIC CURRICULUM 1C ASSESSMENT 1 RATIONALE
My reason for choosing Popular Music as a topic is because it would be one of the familiar topics
that my Stage 4 class can get easily accustomed to. The repertoire selection for the topic is vast with
current day artists like Billie Eilish and Maroon 5, as well as musical icons throughout the times such
as Michael Jackson, The Beatles and Elvis Presley. My approach to Popular Music would be that of
artists that are well known and respected rather than what is popular today. The repertoire also
contains simple chord patterns that the students can easily learn and get engaged in during the
activity. If in the case that they were able to play a piece in a short amount of time, I can challenge
them to insert ornamentations and embellishments to create musical interest. This can encourage
higher order thinking and problematic knowledge to the students due considering multiple
perspectives to improve on an existing song, which fulfills the high expectations that I would set for
them (NSWDET, 2003). The theory behind Popular Music can also fulfills the literacy and numeracy
aspects of the syllabus because students are learning to identify and analyse sections of the Pop
Music Structure and measuring the amount of bars in each section of songs.
I believe that the incorporating ICT elements within my pedagogy is both beneficial and crucial for
differentiated learning because it would present many opportunities for students on how they
approach learning the content, as stated in Standard 2.6 by the Australian Professional Standards
for Teachers (AITSL, 2017). Furthermore, the syllabus encourages the usage of ICT within education
as utilising computer-based technologies would enable students to reflect on their progress, which
will assist in them achieving the learning outcomes set by the syllabus (BOSTES, 2003) and Duncan
Mackrill commented that recent developments in technology has allowed them to be used as
effective pedagogical tools for pupils (Evans and Phipott, 2009).
A method of ICT integration within my lesson plans was allowing students the use of virtual
instruments for their performance and composition activities. The activities involved playing chords
on an instrument for performance and composition, and there might be circumstances in which
some students are unable to play on the keyboards or guitars due to special needs or not being able
to play the right chords on the guitar comfortably. The music application GarageBand would allow
students to play chords on the virtual instruments easily via the touchscreen on their iPads or
iPhones. It contains a feature in which the chords can be automatically played without the need for
specific fingering like guitar and piano. This can help with differential learning as students using
GarageBand as an alternative form of playing music would enable equal progression with other
students using traditional instruments during the activity. Additionally, the non-traditional nature of
GarageBand would be innovative students to learn composing and performing because this new
mode of learning would motivate the students to be more engaged with participation, which results
in an enhanced learning experience (Wright, 2003). This also satisfies some of the elements within
the Quality Teaching Model, such as the student using problematic knowledge by considering
multiple options to use GarageBand at its full potential, which in turn can improve on their direction
of the lesson (NSWDET, 2003).
Cooperative learning is another aspect that is heavily promoted within my lessons. The activities as
well as the formative assessment task involves group work in which students assist each other in
creating a short composition and performing it in front of their peers for quality feedback, in which
they can use it for future improvement. Furthermore, cooperation is part of differential learning due
to students of different abilities and backgrounds supporting each other in order to cover any
difficulties that some students would have, and at the same time accelerate their learning and bring
them up to an appropriate skill levels (Standerfer, 2011). According to my lesson plans, I instructed
that when sorting the groups out for activities, I wanted each group to have at least one member
who has musical experience to aid their peers in learning the contents and engaging with it.
Cooperative learning within classrooms can have long term benefits not only for the group, but for
the individuals themselves as it would contribute to the reflection of music-making and the
development of long-term identity (McGillen and McMilan, 2005). Cooperative learning manages to
fulfill the learning outcomes and goals set within the syllabus, such as “performs music
demonstrating solo and/or ensemble awareness” and “organise musical ideas into simple
compositions both individually and in groups” (BOSTES, 2003). Additionally, it also satisfies elements
within the quality teaching framework model such as social support, student direction and inclusivity
due to a strong positive learning environment enabling students to be confident within their
direction of learning, which can lead to an inclusive classroom (NSWDET, 2003). As a result,
cooperative learning is an important aspect throughout my three lessons on Popular Music.


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MUSIC CURRICULUM 1C ASSESSMENT 1 RATIONALE

effective pedagogical tools for pupils (Evans and Phipott, 2009).

of the lesson (NSWDET, 2003).

cooperative learning is an important aspect throughout my three lessons on Popular Music.

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