Beruflich Dokumente
Kultur Dokumente
102098
Date: 31/08/17
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TABLE OF CONTENTS
Abstract .......................................................................................................................... 3
References ................................................................................................................... 24
ABSTRACT
The following report will evaluate an existing six-week unit of work from Doonside
improvements within areas that lack in-depth spectrum towards the topic focus of
popular music. The reconstructed unit be supported by current literature that adheres
towards various modifications made through justifications, identifying why and how
these new improvements will establish higher academic results. In addition, to the
new scope and sequence, a concept map will be developed to graphically present
the threshold concepts, tasks and literature within the six-weeks. Lastly, an
evaluation report for all justifications will present findings supported by current, and
relevant literature.
steps highlighting crucial elements with clearer, concise understanding. This unit
presented was taught at (DTHS) during terms 3-4. DTHS, a government school, is
located in Sydneys Western Suburbs and has a diverse array of students from both
English and non- English backgrounds. According to the My School (2017) website,
currently 44% of language backgrounds are other than English, and 14% are from
Indigenous backgrounds. DTHS has a current total enrolment of 689 students with
an enrolment of 322 Girls and 367 Boys under the 2016 report from (My School,
2017).
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The topic of popular music was taught to (stage 4) year 8 through my professional
practice for a duration of six-weeks. The unit uncovered many challenges, from little
provided. In addition, classes during these initial stages recognised a shift in lesson
content, due to a lack of student identification that was later established over 3-4
For this particular reason, reconstructing the year 8 unit is imperative. Developing a
clearer sequence that meets the requirements of all students, and further helps
to sustain new skills and knowledge essential for this particular school environment.
Furthermore, literacy and numeracy skills mentioned under the My School website
Lastly, from the current outlook of the old unit, this did not demonstrate any literacy
implemented within the new unit of work, providing new aspects with appropriate
modification for student academic improvement through the topic of popular music.
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PART A: ORIGINAL UNIT OF WORK
Students will choose a studied repertoire through the unit of work and perform in groups to
the class demonstrating studied concepts are understood.
Student Name: Date:
Total __/20
Comments:
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COMPARATIVE TABLE OF SUGGESTED PROGRAM ALTERATIONS
Areas of weakness within unit Suggested Unit Modifications Research Supporting Justifications
There is no explicit identification of threshold The scope and sequence are redesigned and The aim of the year 7-10 syllabus is provides
concepts nor any sign that there is any clear clearly incorporate with the 6 key threshold necessary skills for active engagement and
focus for threshold development throughout concepts of Music, this unit of study utilises enjoyment through performing, composing and
the unit of work. the BOSTES 2003 Music 710 syllabus and listening (BOSTES Music syllabus, 2003).
other documentation as noted in the new unit.
Music context examples do not account for The unit of work will provide a diverse range of Protocols associated with diversification
the schools diverse environment of repertoire as examples for study through the through assessment becomes an integral role
students, lacking connection with socio- topic of popular music, therefore can reflect for conduct of ethical approach, promoting
cultural demographic. across the cultural distinctions that are within cultural belonging, aligning threshold concepts
the DTHS school community. with learning outcomes and content, relevance
and cultural competence (Perso, 2012).
Minimal to no theoretical lessons are Incorporating music theory lessons and aural Music theory throughout all curriculum
understood for students to gain knowledge identification will build on students conceptual increases students repertoire awareness of
about threshold concepts that are also not knowledge. Students learn the concepts of both melody and lyrics as well developing their
implemented. Further, no literacy and music prior to the final assessment providing understanding of concepts such as pitch,
numeracy foundations are accounted for, higher-order thinking to be accomplished. rhythm, and tempo producing a deeper
not meeting the professional standards Additionally, applying literacy and numeracy understating (Bridges, 2012). Further,
required for students. through lesson content and connecting with interlining with standards 2.5 for demonstrating
concepts allows more in-depth personification knowledge and understating of concepts while
to be understood through critical reflection. implementing numeracy and literacy skills for
student development (AITSL,2017).
Project based lessons (PBL) are not The project based lessons are administered PBL provides an opportunity to build qualities of
structured. Teacher administering content when structure and scaffolding of content is critical thinking, communication, management
can therefore confuse the process of recognised. Project based tasks are tested and efficiency for students to deeply learn and
instruction as students knowledge of towards the end of the unit, where the understand the content and how it applies
concept and performance are additional scaffolded approach builds on (Larmer, Mergendoller, & Boss 2015).
underprepared. Students can misinterpret concept skills and performance development Differentiating PBL instruction is beneficial
performance key philosophies and knowledge, critical for higher-order thinking towards, providing student attainment for
appropriate program cross-curriculum using explicit teaching strategies to develop learning new pedagogies through SRL and PBL
priorities or general capabilities, that are not student (SRL). environments that link towards dynamic,
included within the scope sequence. reciprocal relationships within activities (Bender
2012).
Performance assessment task focuses on The performance assessment task is Summative assessment allows teachers to
minimal genres not accounting diverse restructured and focused on a wider variety of evaluate student learning demonstrated within
socio-cultural backgrounds of DTHS musical context. Further, providing an observation and performance through a high
students, limiting repertoire choice. Further, assessment outline will allow students to recap point value (Didicher & Fraser, 2016). Providing
the final assessment task provides no knowledge and analyse the outcomes through a diverse range of choice material allows
outline of explanation identified, except for explicit detail, this allows students to pre- student choice through group performance to
verbal identification hindering on students prepare and fulfil the outcomes of the accommodate towards project-based
differentiated abilities, understood through assessment being assessed, addressing identifications, providing evidence of
standard 2.4 know your students and how Hemietic styles of students learning. achievement to the wider community through
they learn. assessment and learning. (NESA, 2017)
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UbD is not identified through the unit of UbD framework is incorporated. Integrating Understanding by Design (UbD) frameworks
work, offering little to no framework towards backward mapping will further focus on the offers a structured guide for curriculum,
successful teachings towards the outcomes music syllabus and threshold concepts, assessment, and instruction (Mctighe &
assessed of students. This hinders on the allowing the teacher to meet an end target for Wiggins, 2012). Therefore, allowing teachers to
teacher's output of the lesson content and what students are to learn and understand by enhance purposeful thinking toward planning,
focus point towards the student experience. the end of the unit of work. This therefore, creating in depth development and deepening
presents a structured sequence for content of student learning through backward mapping
instruction to be administered effectively through three stages. Stage 1 content and
towards students knowledge and teacher understating is assessed, stage 2 and stage 3,
student success. establishing goals for all students to achieve
(Mctighe & Wiggins, 2012). Lastly, organising
content selection for effective learning and
teaching sequence aligns with professional
standard 2.2. organising content for effective
teaching sequence (AITSL, 2017).
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PART C: RECONSTRUCTED PROGRAM
Unit Description
This unit of work demonstrates a focused overview of popular music combined with
ICT features. Developing new understanding around pop music combined within a
broad context of vast genres, exploring learning experiences in performance,
composing and listening. Exploring the six concepts of music through this unit of
work with become a pivotal focus on thresholds concepts and performance. This unit
will also explore cultural pop music with examples to Aboriginal popular music as
outlined. Beginning with rock n roll based music leading into various other popular
music genres outlined will contribute to aural based lessons and discussion tasks for
higher order thinking to be achieved.
The following unit provides diverse music exploring popular music over a six-week
unit. Beginning with multiple examples of western culture pop music, focusing on 4
different examples of repertoire. This explores Rock N Roll examples from Elvis
Presley, then exploring Let it be' by the Beatles which guides students through to
Hard rock/ punk pop rock music listening and performing examples from ACDC, led
zeppelin and Green day discussing stylistic features between examples. Students
then research and examine Aboriginal cultural music by Youthi Yindi, allowing
students to identify pop features combined with cultural music. Lastly students
analyse and discuss the song Royals' from Lorde introducing the features of ICT
software Garage Band and how the revolution of technology has changed pop
culture music, students will compose and perform original material blended with
traditional forms of instrumentation chosen.
Doonside Technology High School UNIT OUTLINE Music
Year 8 Number of Weeks
Topic: 6 weeks
Popular Music
Key Concepts The importance of this learning
Pitch: Major Chords, minor chords, octave, register, range Students will develop an understanding of Popular music by researching music using ICT technologies, identifying the
Duration: Steady Pulse, divisions od beats in simple time,
concepts of music through diverse examples, performing and using ICT recording software GarageBand to compose and
standard time signatures
perform original material in groups.
Structure: Simple structures as encountered in listening and
performance activities
Tone Colour: Instruments encountered in Aural activities
Dynamics and expressive techniques: Tempi and
dynamics as heard in Aural activities
Structure: Popular Music identification
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Integrated Learning Experiences P C L Learning Experiences Evidence of Resources
Week 3 Learning
Students are introduced to GarageBand, teacher Students learn to operate basic Class Discussion White Board
demonstrates the functions of Loops, students then features of Garage Band and identify Garage Band with different
create a 12-bar pop track using loops in groups of 3-4, cultural blends of pop features within Class practical coloured
Aboriginal Music, further exploring identification markers
computers provided
loops creating a composition in ICT development Wi-Fi access
Students research the impact of technology on POP groups. Literacy and numeracy Cultural music Computers
music and fill out worksheet provided, Yothu Yindi explored through counting bars and understanding Garage Band
Aboriginal pop music will be identified and how they worksheet presented Automation software
blend the two features of technology and cultural Composing Stereo system
sounds.
Teacher provides demonstration of automation using
garage band, students in groups of 3-4 compose a 30-
second track using loops and automation features
Integrated Learning Experiences P C L Learning Experiences Evidence of Resources
Week 4 Learning
Teacher hands students group performance Students identify assessment task, Exploring Pitch White Board
assessment criteria. As a class students discuss the creating groups, threshold concept of Class practical with different
task, students are to have their groups chosen by the Pitch is explored with hands on identification coloured
exploration of singing octave. through singing markers
end of the lesson
PBL is explored through Performance Wi-Fi access
Theory on Pitch is identified, students will add music performance creativity, Literacy Stereo system
task composition
intervals associated, with basic notation coupled, explored through assessment criteria development
discovering octave and semi-tone features identified
with Royals by Lord discussing as a class and singing
octave features
Students begin working on performance within their
chosen groups, teacher sets the PBL lesson for
students to take control of their learning.
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Integrated Learning Experiences P C L Learning Experiences Evidence of Resources
Week 5 Learning
Theory on basic notation is further incorporated, students Numeracy and Literacy explored Class Discussion White Board
play a game in their chosen performance groups, naming, through notation adding and spelling, Exploring with different
writing, adding and learning these features. students exploring features of Notation coloured
dynamics through aural identification Dynamics and markers
Students explore the features of dynamics and
and practical elements, ICT explored expressive Wi-Fi access
expressive techniques, playing examples from Adele through Garage Band techniques Stereo system
Hello from the other side, students then explore these Class practical Computers
features through chosen instruments playing basic chords identification Garage Band
provided by teachers ICT software
Garage Band features are explored, teacher shows how
loops can be incorporated into performance assessment
task
Integrated Learning Experiences P C L Learning Experiences Evidence of Resources
Week 6 Learning
Teacher gives a demonstration of texture, showing the Texture is explored with reference to Class Discussion White Board
impact of dynamics when multiple players are involved dynamics and performance, Performance with different
through good examples and bad examples, students students assessment performance Texture identified coloured
is examined and marked, feedback Assessment task markers
then continue working on their performances
and discussion of performance Feedback Wi-Fi access
Students prepare and perform in their groups the final highlights are identified Computers
composition to the class, students not performing will charged
also comment on performance features heard. Stereo system
Last performances are completed, students are Instruments
provided their feedback and discuss in performance Mics, PA, and
additional
groups what they liked or could have changed to
improve the composition. instruments
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A SSESSMENT : G ROUP P ERFORMANCE T ASK
Context Outline
Students are engaged in a unit of work involving performance and composition
grouped tasks structured around the topic of Popular Music. Within groups of 3-4,
students compose a two-minute pop song experimenting with the ICT software
GarageBand and live instrumentation. After group performances, students will then
have a chance to individually mark each group writing comments based on the
performance.
Outcomes Assessed
A student:
4.2- Performs in a range of musical styles demonstrating and understating of
musical concepts
4.3- Performs music demonstrating solo and /or ensemble awareness
4.4- Demonstrates an understanding of musical concepts through exploring,
experimenting, improvising, arranging and composing
4.6- Experiments with different forms of technology in the composition process
Description of Activity
Students select groups of 3-4 to work with. The performance task allows students to
adapt their knowledge of ICT recording software Garage Band into performance,
students create a mix of both live instrumentation and electronic sound sources to
develop the sound. The composition must be appropriate and contain forms of pop
identity using 4/4 metre and voicings.
Range
Feedback___________________________________________________________
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Comments__________________________________________________________
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CONCEPT MAP
PART D: UNIT EVALUATION REPORT
Assessing the previously taught music program reveals various pros and cons to
which need reconstruction towards developing a clearer, more concise unit. Identifying
and direct content focus. Furthermore, providing a complete re-designed scope and
sequence with outcomes for assessment and assessment task and additional
as a result, an expanded range of abilities needs to be identified from this stand point.
For example, DTHS students abilities vary among the context of classes, ranging from
outcomes that detail lesson direction and focus to which all students can achieve. In
support of this knowledge, implementing life the skills outcomes LS.4 and LS.7, help
and content (Hammel &Hourigan, 2017). Therefore, the modification allows teachers
to adjust and revise tasks to match or better help special needs students to ascertain
music, in fact, it can be understood, half of all mandatory music classes are being
taught by a non-music trained teacher. In addition, this position identifies that two
qualified music teachers and three non-music trained teachers develop lesson
material for all mandatory classes. Therefore, positioning a barrier between teacher
line with this point, the school is not heavily induced through ICT development,
though resources are attainable for providing dimensions that will enrich the
throughout the unit as displayed above, as this will allow for teacher collaboration,
which will further encourage team work building skills towards lesson planning to be
conjoint. Additionally, improving the overall outcomes being assessed. In fact, this is
highly recommended through CESE, (2014) where effectively breaking down lesson
material can ensure teacher collaboration is shared achieving the best practice
across classrooms curriculum to improve student outcomes and steer away from the
While the previous program was successfully taught through the professional
practice, there still remained limitations to which required redesigning for perspective
and structural direction. For instance, the unit must offer a UbD framework approach
of backward mapping, this is imperative towards ensuring the design for curriculum
planning, includes templates, tools, and relevant resources to embody the process
for what is taught (Mctighe & Wiggins, 2012). Furthermore, this allows teachers to
set a clear direction for what students know, how they will understand the content,
and what students should be able to understand and take-away by the end of the
six-week unit. In fact, redesigning the unit around the three-stage backward map
design, offers a more in-depth flow of lesson material, as such, students will achieve
greater concept development and teachers will benefit from flow of content. For
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instance, the first stages of UbD allow teachers to consider goals, content standards
and curriculum expectations that can transfer meaningful lesson material, connecting
performance aspects with content for better knowledge (Mctighe & Wiggins, 2012).
Secondly, stage two distinguishes the assessment as evidence across six facets to
explain, interpret, apply and empathize perspective and self-knowledge. While stage
three through this unit will allow teachers to plan the appropriate lessons and
materials, and developing a common goal with the program develops teacher
thought out and complete scope and sequence with UbD, allows teachers and
rearranging material for differentiated abilities to optimise in-depth learning for all
For this purpose, applying UbD framework for assessment, further allows
reconstructing the context of repertoire is important for the schools demographic and
approach for diversification, aligns with promoting cultural belonging for well-being,
where evidence suggests from CESE, (2014) higher levels of well-being are linked
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priorities (CCP), providing the opportunity for students to engage with their cultural
music which can further, allow greater engagement with lesson material, gaining
deeper understanding and appreciation of the content identified through cultural pop
caters towards students overall outcomes, that were non-existent in the previous
unit. In fact, this is essential for improving DTHS average school equivalent under
the My School website, which identified DTHS measured through the 2016 NAPLAN
results as ranking below and substantially below the schools average according to
(My School, 2017). From the data obtained, it is imperative a whole-school approach
in order to maximise the overall improvement from DTHS students to include and
apply these focus areas throughout theory lessons, allowing students to focus on not
only improving their spelling sounding notation but adding note values which identify
2017). Furthermore, research has identified, music education can improve cognitive
speech, and classroom management (Bolduc & Evrard, 2017). In addition, explicit
teaching approaches towards these theory lessons significantly improve the outcome
for literacy and numeracy practice, thus improving students outcomes towards
NAPLAN standardised testing and all other subject areas (OECD, 2013)
Moreover, the redesigned unit implementing PBL instructions will cater more
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motivated learning (SRL), teamwork building, and critical evaluation of literature is
identified through PBL lessons. As mentioned from through Cakici and Turkmen
(2015), PBL improves students active roles, exploring new knowledge and skills,
2014). Therefore, the justification for implementing PBL within the assessment task,
expands itself onto 21st-century skills, that apply towards real world influences, this is
assessment through this unit will allow students to be placed into their appropriate
program, which can offer students through the context range of classes and
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and clarity. Therefore, providing the context outline for the performance assessment
assessed, further distinguishes student differentiation among learning styles for both
visual learners and verbal learners and not using a one size fits all approach
clear comments and effective feedback towards the outcomes assessed. Effective
regulation, this helps to take control of their own learning environment for positive,
Undoubtedly, modifying this previously existing and taught unit of work caters
threshold concepts, while providing a more in-depth scaffolded approach clarifies the
teaching steps towards the topic of popular music. For these reasons, it is evident
outcomes towards performance, literacy, numeracy and music theory. From this
point of view, the supportive faculty of DTHS will greatly benefit from these
adjustments, that are supported by relevant, recent and reliable research. Therefore,
greatly elevating the topic's significance, for assisting both teacher communication
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REFERENCES
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from
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d_for_teachers_final.pdf?sfvrsn=399ae83c_2
https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/music_710_syllabus.pd
Bolduc, J., & Evrard, M. (2017). Music Education From Birth to Five: An Examination of
Early Childhood Educators Music Teaching Practices. Research & Issues in Music
Education, 13(1), 3.
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Centre for Education Statistics and Evaluation, (2014). What works best: Evidence-based
www.CESE.NSW.GOV.AU
Hammel, A., & Hourigan, R. (2017). Teaching music to students with special needs.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based
Association for Supervision and Curriculum Development. PDF E-BOOK ISBN: 978-
1-4166-1954-3
My Schools. (2017) School profile: Doonside Technology High School: Retrieved from
https://www.myschool.edu.au/SchoolProfile/Index/105187/DoonsideHighSchool/418
20/2016
OECD 2013, PISA 2012 Results Ready to learn: students engagement, drive and self-
https://www.oecd.org/pisa/keyfindings/PISA-2012-results-volume-III.pdf
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Perso, T. (2012). Cultural responsiveness and school education with particular focus on
http://ccde.menzies.edu.au/sites/default/files/Literature%20review%20Cultural%20R
esponsiveness%20and%20School%20Education%20March%202012%20FINAL.pdf
doi/abs/10.1177/0027432116655198
Wiggins, G. P., & McTighe, J. (2012). The understanding by design guide to creating high-
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