The Arts Instrumental Music Session overview The Arts in the Victorian Curriculum Learning area structure Organising ideas Transition from AusVELS or Australian Curriculum Working with the curriculum ID: 726804
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Slide1
IntroducingVictorian Curriculum The Arts
Instrumental MusicSlide2
Session overviewThe Arts in the Victorian CurriculumLearning area structure
Organising ideas
Transition from AusVELS or Australian Curriculum
Working with the curriculum
Curriculum planning for Arts learning
Whole school, learning area, year level, units/sequences of learning
Partnerships, incursions, excursions and residencies
Discipline overview:
Dance, Drama, Media Arts, Music, Visual
Arts &
Visual Communication Design
Key terms and phrases
Range of
…
Viewpoints Slide3
Victorian Curriculum F–10Released in September 2015 as a central component of the Education StateProvides a stable foundation for the development and implementation of whole-school teaching and learning programs
Victorian
Curriculum
F–10
incorporates the Australian Curriculum and reflects Victorian priorities and standardsSlide4
Victorian CurriculumVictorian Curriculum F-10 is represented as a
continuum of learning
Capabilities
Critical and Creative Thinking
Ethical
Intercultural
Personal
and Social
Learning Areas
The
Arts
Dance
Drama
Media Arts
Music
Visual Arts
Visual Communication Design
English
Health and Physical
Education
The Humanities
History
Geography
Civics and Citizenship
Business and Economics
Languages
Mathematics
Science
Technologies
Design and Technologies
Digital
Technologies Slide5
Take the web tour
Overview
Introduction
Using the view and filter optionsSlide6
The Arts in Victorian Curriculum One Learning Area that includes curriculum for six Arts
disciplines that schools use to plan and deliver a teaching and learning program
:
F–10
Dance
Drama
Media Arts
Music
Visual Arts
7–10 Visual Communication Design Slide7
The Arts CurriculumF 1-2 3-4 5-6 7-8 9-10
The curriculum is represented
on a
continuum across 6
levels of achievement
An achievement standard is provided for each band
The Foundation (F) standard signifies the importance of The Arts in the early years of schooling
A curriculum to support students with a disability is provided and this is know as Towards Foundation Levels A-DSlide8
Level v Yearthe curriculum should be regarded as a developmental continuum or progression of learning
schools and teachers are best placed to decide where on the continuum the focus of a learning program for a particular Arts discipline or a group of students should be positionedSlide9
Victorian Curriculum: The Arts
2
Strands:
explore & express/represent ideas
practices
present & perform
r
espond & interpret
4Organising ideas:students learn as artist and as audienceStudents learn by making & responding+Slide10
What’s happening now? Where is learning through an instrumental music program positioned in the whole-school planStand aloneConnected to classroom music
Integral part of whole school events or projects
Connected to community music-making?Slide11
Common strand structure The curriculum for each of the Arts disciplines uses a common structure with four interdependent strands, each involving making and responding
This structure provides flexibility for schools to develop learning programs that
Are continuous or non-continuous within a single discipline
Connect across learning areas or Arts disciplinesSlide12
Learning in: MusicMusic practiceslistening, composing and performing
used separately
and in
combination
supported by additional activities
Using notation and ICT to
record and communicate musical ideas;
reading
, writing and interpreting
developing skills and techniques to discuss their own music and the music and music practices of others. The elements of musicMusical ideas are conceived, organised and shaped by aspects and combinations of Rhythm, Pitch, Dynamics and expression, Form and structure, Timbre/tone colour & Texture.Slide13
Learning in Music
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/music/introduction/structure
Strand
Explore and Express Ideas
Music Practices
Present and Perform
Respond and Interpret
…
exploring sound and silence and ways of using voice, body percussion, instruments and technologies …develop and express ideas…listening skills and imagination
…… skills, techniques andprocesses for listening, composing and performing music from diverse cultures, times and locations…… planning, rehearsing and refining performances to communicate ideas and intentions to an audience … voice, instruments, technologies…… r
eflecting, questioning, analysing and evaluating as listeners, composers and performers …listening skills to discriminate, identify
…Slide14
Learning as artist and audience
Audience
Artist
Artwork
responding and interpreting using
imagination
expressing/representing ideas
presenting
and
performing
techniques &
processes
using
materials
practicing skills
instruments
evaluation
exploring
thinking
analysis
mediaSlide15
Learning as artist and audience in Music
listener
composer
performer
singing, playing, composing, improvising, arranging,
interpreting, developing skills & techniques, notating, recording,
performing,
reflecting, analysing,
evaluatingSlide16
Learning by making & respondingSlide17
Victorian Curriculum: The Arts - MusicAssumptionsthe curriculum will be used in many different learning contexts; how that happens will be decided by schools and teachers
the same content is relevant across instrumental, classroom, ensemble and informal contexts
the curriculum is not designed for use with any particular pedagogy or program
each student’s progress on the music learning continuum mapped by the curriculum should reflect their achievements across learning contexts
Opportunities to use digital technologies are embedded throughout the curriculumSlide18
Guidelines for including the Arts in a whole-school curriculum plan
F-2
At
the
Foundation stage
(Prep–Year 2), schools focus on five curriculum areas: English, Mathematics, The Arts, Health and Physical Education and Personal and Social Capability’.
(p. 19). At these levels, substantial attention should be paid to the Arts.
3-8
… an
Arts program that in Years 3–4 includes all five Arts disciplines and at Years 5–6 and 7–8 consists of at least two Arts disciplines, one from the Performing Arts and one from the Visual Arts.(p. 20) 9-10… Slide19
Developing Arts teaching and learning programsThe common strand structure for each of the Arts discipline-specific curricula allows schools to continue to deliver The Arts through
learning programs that focus on one or more arts disciplines, for example,
a junior secondary program where students complete a semester of learning in each Arts discipline over 2 years
a performing arts program with dance, drama and music components
a visual arts program that focuses on 2-d, 3-d and 4d forms
a literacy program that draws on curriculum from English and Media Arts
instrumental music
Project-based
learning where Arts learning is aligned to
themes, other learning areas or capabilities or inquiry questions, for examplework developed in other learning areas where an Arts form (film, play, song, dance) is used to communicate knowledge and understandingwork developed with an artist-in-residence (physcially or virtually) or local artist /s or arts organisation a celebration of school and community and identity expressed through dance, drama, media arts, music and visual arts presentations and performances created by the students in consultation with local Koorie elders and members of the community Slide20
Terminology Band/Level descriptions
statements that provide
an overview to the content descriptions and achievement standard within the level or band.
Strands
key
organising elements within each curriculum area.
Content
descriptions
specific
and discrete information identifying what teachers are expected to teach and students are expected to learn.Elaborationsnon-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity.Achievement standardsstatements that describe what students are typically able to understand, and are the basis for reporting student achievement.Slide21
Music: Explore & express ideas
Foundation
L
1 & 2
L
3 & 4
L5 & 6
L7 & 8
L9 & 10
Explore sound and silence and ways of using their voices, movement and instruments to express ideasUse imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussionUse imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instrumentsExplore ways of combining the elements of music using listening skills, voice and a range of instruments, objects and electronically generated sounds to create effectsExperiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects. Improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpretation and developing music ideas Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music
Manipulate combinations of the elements of music in a range of styles, using technology and notation to communicate music ideas and intentionsSlide22
Elaborations Slide23
Achievement Standards
Based on the content descriptions
Include details that inform assessment task design
Nominally represent expectations over a 2 year period
For example:
By
the end of Level 8, students
manipulate
the elements of music and stylistic conventions to improvise, compose and perform music.
use evidence from listening and analysis to interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrate technical and expressive skills. use music terminology and symbols to recognise, describe and notate selected features of musicidentify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositionsevaluate musical choices they and others have made to communicate ideas and intentions as performers and composers of music from different cultures, times and locations.Slide24
Curriculum mapping
Mapping identifies the extent of curriculum coverage in units of work and clearly links teaching, learning and assessment while working with the curriculum continuum.
Mapping templates support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program.
Instructions:
http://
www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx
Templates
For each Arts discipline
F-6
7-10Slide25
Making choices about teaching materialsNo specific materials or stimulus is stipulated in The Arts curriculumWhen the curriculum mentions ‘across a range of styles, forms’ etc. teachers have the opportunity to choose teaching resources or stimulus materials that are relevant for their students. For example, teachers can make choices to ensure
students
experience Arts
practices
typical of cultures that students identify with
that reflect the culture practiced by the indigenous people of the Country on which the school in situated, in consultation with the local Koorie, Aboriginal or Torres Strait Islander community
used by artists and arts organisations in the local community
typical of selected styles or practitioners
relevant to particular forms or ways of workingSlide26
Curriculum and resourcesCurriculum
2016
school choice between AusVELS and Victoria Curriculum F–10
Victorian
Curriculum F–10
from 2017
Resources
General advice
Specific
Arts discipline advice EvolvingBookmark and check for updatesEmail ideas for updateshttp://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx Slide27
Discuss the opportunities provided by the Education State target for The Arts
Education State goals, ambitions and targets
Page 11: http://www.education.vic.gov.au/Documents/about/educationstate/launch.pdfSlide28
ContactsCurriculum Manager: Performing ArtsHelen Champion
PH: 9032
1723
Email:
champion.helen.h@edumail.vic.gov.au