Music Philosophy and Aims
Music making is one of our oldest, most intimate, and basic forms of communication and cultural expression. Singing, movement, or playing an instrument, provides students with the means of learning musical and developmental skills. Learning to make music enables students to attain individual and group goals, acquire self-discipline, exercise diverse problem solving skills, and opens avenues of success for all students. Growth in singing and playing music occurs by applying skills to increasingly challenging music literature. The unique combination of intellect, artistry, and emotion required for musical expression distinguish it from other human endeavors, and ranks music among the highest of cultural accomplishments. Music has been an important part of education since at least the time of ancient Greece, and it continues to be a central subject in school curricula.
The Music curriculum is established to encourage the emotional and communicative development of students. The purpose of the study of music is to develop an understanding of musicology and to acquire knowledge of historical and cultural developments that have occurred in this field. In so doing students will experiment with the communication of their own ideas and be encouraged to make wise choices for the presentation of their own work.
Cultural diversity is valued and reflected in our Music curriculum and students. Cultural diversity lends itself to the enrichment of Music. Music contributes to the total development of the students’ overall creative potential, both as performers and as individuals. The Music curriculum provides an exploration of career opportunities to encourage personal enjoyment through both process and performance.
Through engagement with each of four strands, we hope to develop the full potential of each student as creative and imaginative individuals. The first three strands: Knowledge, Understanding and Appreciating; Investigating, Designing and Creating; Communicating, Presenting and Critiquing are specific to Music, while the fourth strand Inspiration, Enjoyment and Enrichment is an integrating strand across the Arts.
Students will be engaged in all aspects of the creative process from creating to critiquing. Through participation in experiences such as acting, designing, other theatre forms, devising, critiquing, the Music curriculum contributes to the self-identification of each student, encouraging them to find their place in theatre and life. Through both student-initiated and teacher-facilitated experiences, students take part in all aspects of the creative process: investigating, designing, reflecting, directing, devising, presenting and critiquing. Students will experience a variety of forms, ideas, and skills in Music in order to apply musical elements, techniques and conventions to create, present, and perform works of art for a variety of audiences and purposes.
Structure of the Music Curriculum
The Strands
Knowledge, Understanding and Appreciating
Investigating, Designing and Creating
Communicating, Presenting and Critiquing
The Integrating Strands
Inspiration, Enjoyment and Enrichment
The Strands
Knowledge, Understanding and Appreciating
Knowledge, understanding and appreciating are integral to Music students. Students’ knowledge is broadened by the study of historical and cultural musical forms, with particular reference to our host country Bali/Indonesia. This knowledge aids in the understanding of how music functions today and how they can use its techniques, elements and conventions for their own interests. Students will understand how they can impact upon an audience with music. To fully understand music students develop an appreciation for their own work and the work of others. All three areas of this strand are linked: without knowledge and appreciation of theatre it is difficult to understand the art form as it can be.
Through a variety of practical and written activities students will develop their knowledge of music, the appreciation of this art form, and the understanding that leads to truly effective work.
Investigating, Designing and Creating
Through the processes of music, students will explore the creating of musical compositions and performances. They will create performances based on a variety of stimuli, using different musical forms and strategies, with consideration of the elements and techniques of music.
Students will investigate the use of the elements of music, improvisation, musical scores and the human qualities required for music (e.g. personality and emotion). Students engage in the design and creation of musical compositions, solo performances, group performances, and where possible will use music technology to develop and deliver their work. Through the processes of investigating, designing and creating they will develop the ability to create fully compositions and truly effective performances.
Communicating, Presenting and Critiquing
Students of theatre are regularly required to communicate, present and critique. Through music students develop their communication skills.
Regular displays and discussions about students’ works or the works of others form an integrated part of the curriculum. Such experiences help students to realize the relationship between the students, the audience and the purpose of the presentation. Students interact consistently with works of art, nature and objects in order to compare, analyze and search for relationships as a means of continually learning to make more informed judgments about the meaning and value of art. Through direct interactions with the environment, students learn to see in the manner of an artist. Students engage with works of art and objects to develop observation skills in discrimination and comparison. Students talk about works of art using relevant art vocabulary. Critiques then assist students in recognizing the importance of personal experiences and respect for the originality in their own visual expressions and in the artwork of others.
Inspiration, Enjoyment and Enrichment
Through Music, students are exposed to the ways in which the arts empower people and enrich their lives. Students engage in a multitude of experiences to understand the full range of options and opportunities open to them in the arts. By being involved with school and community based learning opportunities, students are exposed to diverse expressions of ideas, moods, and feelings through various musical forms and performances.
Students learn how the arts influence, shape and are used to change or preserve individuals and societies. Exposure to diverse forms of theatrical expression helps connect individuals with their experience and deepens their perceptions of the world in which they live.
Music Teaching and Learning Methodology
The music teacher is a collaborator, as well as a facilitator and an expert. The students and the teacher learn together as a part of a team. Students are active participants in the learning process that moves from being content-based to process-based through relationships and inquiry. The study of music can provide thematic links with other subject areas through cross-curricular planning and collaboration. Activities are planned appropriately for a variety of learning styles, ability and language levels. Through demonstrations, individual and group work, modeling, and guided learning, students learn that music is its own language.
Students will be introduced to many visual and tactile experiences using a variety of art materials, tools, techniques, and processes. Students are provided with opportunities to undertake a balanced program of art that clearly builds upon previous work and takes account of previous achievements. Students will be given opportunities to work individually, within groups and as a whole class.
Students have a variety of diverse in-school and community-based experiences to work with practicing artists, both Indonesian and expatriate. As a part of these experiences, field trips to museums, galleries, studios, art schools, and other artistic community resources will take place. Opportunities to participate in international, national and local exhibitions, exchanges, competitions and online publishing are encouraged.
The pervasive use and impact of computer technology in our lives have expanded the tools available to artists. Experiences with computer aided processes such as digital cameras, internet, animation, printers, etc. are integrated into the curriculum. Students have opportunities to explore digital images and multimedia graphics utilizing the hardware, software and peripherals available in school.
When appropriate, the curriculum will be linked to school and community projects, for example, PTA events, drama productions, exhibitions, and other related occasions.
To provide time for students to pursue personal interests, extra-curricular learning experiences are also provided outside the regular timetable schedule.
Music Assessment Practices
Assessment in the Music is a continuous cycle providing ongoing feedback to help refine the teaching and learning process. One of the main purposes of assessment is to engage students in reflection on their own learning and progress.
As an integral part of the Music, the focus is on individualized assessment. The assessment strategies focus on both process and product and are used to provide both formative and summative reports. Formative assessment is ongoing to help students learn to what degree their performance meets or exceeds musical expectations. Summative judgments about learning will be made using grade-level and developmentally appropriate achievement standards to guide student progress.
Assessments will involve:
Performance and composition (criterion based)
observations of students participation and practical progress
participation in group activities
developmental workbooks and Research Workbooks ( to include written and visual ideas , music appreciation and critical analysis)
projects
Critiques ( oral feedback from students and teachers)
Self assessment
Peer Assessment
Criterion based assessment
Together, these strategies are intended to build student confidence in their creativity.
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