n(t) music syllabus implementation workshop. objectives of workshop interpret the gce n(t) music...
TRANSCRIPT
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N(T) Music Syllabus Implementation Workshop
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Objectives of Workshop
Interpret the GCE N(T) Music syllabus
Plan the N(T) Music course
Teach the N(T) Music course
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Workshop Overview
Day 1Introduction to the N(T) SyllabusUnderstanding the assessment demandsTeaching pop music & music technology
Day 2Planning the coursePanel DiscussionSoftware Demonstration
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The N(T) Music Syllabus
To offer opportunity for N(T) students to pursue music as an examinable subject
To provide broad-based music education
To equip students with relevant skills
WHY
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The N(T) Music SyllabusHOW
Came About
SRC
Trial
Specimen Papers
Syllabus Guide
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Considerations
Profile of Profile of N(T) N(T)
Students Students Progression
to
ITE
Progression from GMP
Educational Trends and
Goals
DOE
Broad-based Music Ed
RequiremeRequirements of nts of IndustryIndustry
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Considerations
Profile of N(T) Students– Hands-on– Shorter attentions span– Enjoy IT– Prefer popular music– No private instrumental lessons– Weaker understanding of music theory– Musically creative– Aspirations (composers, music teachers,
performing artists)
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Considerations
Requirements of Industry– Broad exposure – Basic music rudiments– Basic music literacy and notation skills– Music technology skills– Basic music making skills (performing and
creating)– Listening skills– Creativity and Innovation
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The N(T) Music Syllabus
Acquire range of musical skills & knowledge
Develop basic music technology skills
Develop creativity & critical thinking skills
Appreciate the function of music in society
Provide basis for further training in music
WHAT
Aims To Do
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Interpreting the Syllabus
N(T) Music
Listening Music Making
Performing Creating
Syllabus Framework
Music Technology
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Interpreting the SyllabusAssessment
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Interpreting the SyllabusAssessment
Paper 1 [50%]– Part 1 (40 min): 5-6 short listening extracts
• Short answer questions, MCQs, fill-in-the-blanks questions
– Part 2 (30 min): Type-setting task
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Interpreting the SyllabusAssessment
Paper 2: Coursework [50%]– Create backing track (3-5 parts)– Background study– Perform the final arrangements
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Interpreting the Syllabus
Music Content:– Wide Range of Music
Instructional Objectives
Vocabulary List
Syllabus Content
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N(T) Music Syllabus
Change
Function
Identity
Evolution and differences in musical styles and features
Music associated with particular groups of people
Music in performing and multi-media arts
Content & Approach
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N(T) Music Syllabus
Innovation
Open Mind
Relevance
Content & Approach
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Interpreting the SyllabusAssessment
Paper 1 [50%]– Part 1 (40 min): 5-6 short listening extracts [35%]
• Short answer questions, MCQs, fill-in-the-blanks questions
– Part 2 (30 min): Type-setting task [15%]
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Paper 1: Part 1
Conducted in the computer lab
Each candidate to have musical extracts recorded on CD, no limit to number of times a candidate may play the recording
Assess aural perception skills & understanding of music rudiments
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Interpreting the SyllabusAssessment
Paper 1 [50%]– Part 1 (40 min): 5-6 short listening extracts [35%]
• Short answer questions, MCQs, fill-in-the-blanks questions
– Part 2 (30 min): Type-setting task [15%]
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Paper 1: Part 2
Short break between Part 1 & Part 2
Question: 8-16 bars of a keyboard score with chord symbols
Candidates are to use a notation software to typeset an identical copy
Assessment criteria based on accuracy
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Interpreting the SyllabusAssessment
Paper 2: Coursework [50%]– Create backing track (3-5 parts)– Background study– Performance
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Coursework
Question paper provides 3 contexts
Candidates choose 2 contexts to work on, and select appropriate music for their coursework
They should be able to perform one of the lines with the backing track they create
Final arrangements should be of contrasting styles
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Backing TrackEach arrangement should last 1-2 minutes
Each arrangement should consist of the following:– Melody– Harmony– Bass Line– Drum Part (if appropriate)– Sound Effects (optional)
Students are given 30 hours over 5 months (March – July) to complete
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Background Study
The background study should include:– How their pieces/arrangements relate to the
context– Focus on musical features– Any other relevant information
Can be presented as prose, point-form, mind-map, etc.
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Performance
Recording of students’ performance with their backing track
Students allowed 3 trials for the live recording
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Teaching popular music and music technology
• Introduction
• Music Appreciation
• Composition with Music Technology
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Introduction
Classical or “art” music Popular music
Study of composers’ intentions
• Music devices
• Structure
• Instrumentation
Study of music performing practices
• Improvisation
• Singing styles
• Technologically-mediated sound effects
Score-reading and analysis
Listening and understanding music practices and technology
Teaching popular music and music technology
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Music Appreciation
Teaching popular music and music technology
Give emphasis to aural training
Provide context for music making
Develop intrinsic motivation through personally meaningful engagement
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Composing with Music Technology
Making value judgments
Editing
Listening
Composition
Process
Teaching popular music and music technology
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Planning the Course
• Introduction• Curriculum time• Course plan• Scheme of work
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Planning the course
Scheme of work
2-year course plan
Introduction
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Planning the courseCurriculum time
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Planning the courseCourse Plan
Music rudiments and elements» Rhythm and tempo» Pitch, melody and harmony» Texture» Shape and structure» Timbre» Notation
Musical Styles
Music Technology
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THINK – PAIR- SHARE-
SQUARE
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Planning the courseScheme of Work
Students’ learning profile
Listening, performing and creating
Sequence music skills and knowledge
Use of themes (change, identity, function)
Connect music concepts and ‘real’ music
Use assessment to improve learning
C O N S I D E R A T I O N S
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Approach ALearn through
creating & music technology
Approach BLearn through performing
Approach CLearn through
listening
Planning the courseScheme of Work
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Strategies for Teaching & Learning
S c a f f o l d i n g
D i f f e r e n t i a t e dI n s t r u c t i o n
C o - o p e r a t i v eL e a r n i n g
D e v e l o p i n gS o c i a l & E m o t i o n a l S k i l l s
DI SEL
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S c a f f o l d i n g
Teacher models and talks through strategy
Teacher engages in the task with students helping out
Students take over the task using the strategy
Students use the procedure independently
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D i f f e r e n t i a t e d
I n s t r u c t i o nDI
C o n t e n t
P r o c e s s
P r o d u c t s
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C o - o p e r a t i v eL e a r n i n g
Individual Accountability
Simultaneous Interaction
Positive Interdependence
Equal Participation
Principles of Co-operative Learning
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D e v e l o p i n g S o c i a l & E m o t i o n a l S k i l l s
Self AwarenessSocial AwarenessSelf ManagementRelationship ManagementResponsible Decision Making
SEL