Teaching roles and communication resources



VCE Music Advice for teachers 2017–2022Teaching roles and communication resourcesCommunication between student and teacher/s should be planned and monitored. Instrumental and classroom music teachers should combine their specialist skills and knowledge to deliver a course that meets the needs of individual students. While the starting point for each student will vary within general guidelines, courses developed for Units 2, 3 and 4 should reflect development in work undertaken in earlier units.Teachers who may be involved in the teaching and learning program and the assessment process for these units include:Instrumental music teachers – employed by the school or private studio teachersClassroom teacher/sEnsemble directors – of school or community ensemblesDirector of Music.Teachers’ specific roles will vary from school to school and in some cases from student to student within a school. The following tables outline suggested ways that different teachers may be involved in implementing specific units.Music PerformanceArea/s of studyResponsibility for teaching and learning programAssessment responsibilitiesPerformanceInstrumental music teacher and/or ensemble conductor/director (school or community based) and/or classroom teacher and/or a teaching team.Instrumental music teacher who taught the student or classroom teacher or director of music or two or more of these teachers acting as a panel.Performance techniqueInstrumental music teacher and/or ensemble director and/or classroom master classes focusing on presenting works in performance.Instrumental music teacher or classroom teacher or director of music or two or more of these teachers acting as a panel: ensemble directors/conductors of community ensembles can be involved in the assessment process at the invitation of the school.Musicianship and creative organisation of soundClassroom teacher and/or instrumental teacher/s or other specialists.Classroom teacher or instrumental teacher or other specialist teacher/s or two or more of these teachers acting as a panel.Music InvestigationLearning approachDescriptionTeacher/sSelf-directed learning using a negotiated learning planStudents would undertake sequential and developmental activities for Outcomes 1 and 2 in addition to study of performance repertoire. The learning will be supported by questioning and feedback from the teacher/s. This approach is most appropriate for students who will complete the performance examination as a soloist. There are strong similarities between this approach and the approach used in visual arts education.Instrumental music teacher based at school.OrClassroom and instrumental music teacher based at school.OrClassroom and instrumental music teacher not based at school.Classroom teacher (where student does not have an IM teacher – will require student to identify and access resources and mentors who guide performance study).Class approachStudents will individually respond to a general learning outline provided by a teacher. This approach is most appropriate for students who will complete the performance examination as a member of a group.Classroom music teacher takes responsibility for Outcomes 1 and 2 and instrumental music teacher/s has responsibility for Outcome 3.Classroom teacher may deliver all outcomes acting as performance coach or mentor for a group/s.Music Style and CompositionLearning approachDescriptionTeacher/sSelf-directed learning using a negotiated learning plan (for listening and composition)Guided listening and composition tasks structured toIntroduce students to diverse music styles and genres, treatment of elements of music and use of compositional devices from the familiar to the unfamiliar Develop students’ awareness of approaches to composition and technical aspects of the composing process relating, for example to instrumentation and scoringClassroom teacher establishes a series of tasks or learning goals and provides students with a starting set of resources, particularly online resources and, where possible, supports the student to participate in conversations (face-2-face or virtual) with composersNote, it is study of works (Outcome 2) be undertaken using a teacher-led/classroom approach.It is recommended that one teacher, usually a teacher based full time in the school, oversee all assessment tasks with reference to input from studio/specialist teachers and ensemble directors. Often this teacher will be a classroom music teacher, but an instrumental music teacher can undertake the role successfully. Every effort should be made to develop students’ awareness of the relationship between work undertaken in the classroom, in rehearsals, and work undertaken as part of private instrumental tuition, through regular communication between the student and all teachers involved in study delivery. This might occur through meetings, or an online information-sharing tool like a wiki or blog.In Music Performance and Music Investigation one or more teachers can be involved in the assessment process. For example, a panel of classroom and instrumental music teachers might assess School-assessed Coursework tasks. It is advised that one teacher, usually a teacher who works at the school for a significant time each week, oversee all assessment tasks with reference to the learning plan and Victorian Curriculum and Assessment Authority assessment advice. Every effort should be made to develop awareness of connections between areas of study and how this is reflected in each assessment task. This might occur through student-teacher conferences, meetings of teachers, or an online information-sharing tool like a wiki or blog. ................
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