Well, here we go again. Another day, well 2 since the last post, and another post about another assessment that I have to do before I finish this semester. The last post I did I gave a brief overview of the 5 pieces I am planning on looking at. Unfortunately, I had another look at the the TSS unit outline and realised I needed to change some pieces. Currently my list is as follows:
- Ulpirra by Ross Edwards (1993)
- Ghost Gnat Parasite by Tim Hansen (2011)
- Tangents by Roger Zare (2014)
- Thou Shalt by Naomi Crellin (2006)
- The core performance piece of each student in the class
As you can see the main differences in this list is I have decided to do a string trio by Tim Hansen instead of his orchestral work Goldbrick Oilslick. I have also decided to do Tangents by Roger Zare as an orchestral work, but also because Zare is an international composer. I have finally decided upon a piece by The Idea of North. I am going to study Thou Shalt by Naomi Crellin, as it fulfils both the category of non WAM music and a piece by a female composer.
I have also decided upon the types of students that I theoretically have in my class, and filled out most of the table that I am required to fill out for this assessment (see below). I am yet to fill in the column that talks about what I plan to assess and focus on in each piece.
||Approx. AMEB grade
||Monologue by Philip Czaplowski
||The Lake Isle of Innisfree by Gordon Kerry
||Different Hats, in the Park, on Sunday by Andrew Peachy
||Dawn Lament by Paul Stanhope
||And my Angel whisper peace to me by Jim Coyle
I decided pretty randomly what instruments my theoretical students played as the only criteria was you cannot have a student that plays the same instrument as the teacher. I used the Australian Music Centre (AMC) to find pieces at an appropriate level and time length for my students core performance. The AMC have a page that provides an extensive list of pieces composed by Australian composers in the last 25 years (link here: http://www.australianmusiccentre.com.au/guides/hsc). This is a really handy resource that can be used by teachers and students alike. As a member you can also download scores for perusing for 3 weeks which is really handy as it allows students to find pieces that they like and will enjoy, in conjunction with the teacher.
I have also started on my Unit Of Work (UOW). I have decided to do my UOW on Thou Shalt as it will provide a good pathway into Australian Indigenous culture as well as providing a good way into understanding the concepts through choral works. Thou Shalt UOW shall be supplemented with other pieces that are yet to be confirmed. This unit of work will run over 6 weeks with two lessons a week that run for an hour and a half each. The UOW will give students an opportunity to perform, compose and listen through a variety of scaffolded activities. I hope to share with you a basic structure of my unit of work soon.
Peace out team, and wish me luck.
Well, this is quite late, but better late then never right?? Last week we were asked to watch two videos. The first one is by Dimitri Christakis, in which he discuss over-stimulating children affect their cognitive development. I found it interesting to note that he also states at the start of his talk that under stimulation also affects children’s cognitive development. The other video was of Sugata Mitra, in which he discusses how he found if you give children access to a computer and internet they can and will learn things that a seemingly ‘too hard’ for them. It is interesting to note that he said that just giving children a computer only does some of the work as he found when seeking to improve the children test marks, that marks improved significantly when a teacher was involved.
From both of these videos we had three questions to be used as provocations. They are as follows:
- How do we reconcile the two videos? Don’t they contradict one another?
- Christakis’ work isn’t alone. Many researchers are now suggesting children should be screen-free until school age, and some suggest until 7 years. Is this realistic?
- If Mitra is right, and children can teach themselves extraordinary things with a computer and an internet connection, do we need teachers? Do we need schools?
Here are my thoughts on these questions:
- To start with I think they are addressing different things so reconciling them shouldn’t be that hard right? Christakis is discussing how overstimulation is bad and Mitra is discussing how children with a computer can do extraordinary things. On a deeper level, applying both Christakis’ and Mitra’s ideas to education and the child’s wellbeing, this is where I think there needs to be reconciliation. Mitra’s work shows that computers have great potential and are a valuable educational tool, however this needs to be balanced with Christakis’ findings and definitely need to stay as a tool. It will be interesting to see what happens in the next 10 years in terms of how we interact with the interenet. Tom Uglow, one of Google’s creative directors, spoke at TedX Sydney and discussed how google is looking to make interaction with the internet more physical, and completely transform how we use it. If this does indeed happen then I think we can totally reconcile both Christakis’ and Mitra’s ideas.
2. I think that it is unrealistic to expect children to grow up 100% screen free. There are screens everywhere from the bank, to the supermarket etc. However, I think it is possible to raise children that do not grow up using screens as a form of quick entertainment. I feel that screens are used these days as way to quickly and easily deal with children that are bored and need a quick fix.
3. If you actually have watched Mitra’s talk then you know that there still is a need for teachers, as it was only with the addition of ‘face time’ with the teacher granny’s in England that the children marks went from 30% or whatever they were to a pass. This clearly shows that some sort of teacher-student interaction is necessary. I also think children enjoy having someone to look up to, to go to for help, to be a mentor.