Teacher: Anji Sami/Jeni Little Class: Level 3 Music Date: 5 August

Focusing Inquiry:
Approaches to composition.
Student Proles:
Students have at Term 3, Week 3 completed the majority of their internal assessments. They
currently have three achievement standards - one external, one peformance standard and a
composition standard that needs to be completed before they leave for study break Term 4, week
3. The standard we need to focus on at this stage is:
AS91419 Communicate musical intention by composing three original pieces of music.
All students are entered into the composition standard but none had completed all three pieces at
this point.
Aroha
Personal: Aroha identies as Maori. She has two parents supporting parents who are
professionals. Her musical tastes are varied and mature - she enjoys everything from motown to
Billy Brag, King Kruel and Little Dragon. Aroha wants to take a gap year next year to have a break
from study and gain some lm industry experience before applying for lm courses the following
year.
Progress in AS91419: One composition written, not recorded or notated. Wants to record the
rhythm guitar tracks so she is able to compose melodies over the top.
Lucy
Personal: Lucy is an accomplished harpist. She recently was awarded high distinction in her grade
6 harp exam. Her favourite band is Fleetwood Mac. Lucy has proven
Progress in AS91419: Two compositions completed. No trouble with notation or recording process
- has garageband and sibelius at home. Has asked for help with arrangement and lyrics.
Georgina - Personal: Georginas passionate about dance. She is an excellent singer and is also
very shy.
Progress in AS91419: one composition completed, one started. Stuck for ideas and inspiration.
Not condent with lyric writing.
Kura - Personal: Kura is a beautiful singer but has very low condence in sharing this ability. She
lives with her aunty and uncle. She has a strong connection to her Maori culture. Kura has
demonstrated a strong commitment and discipline having spent the last three years fundraising for
a school trip to Sri Lanka.
Progress in AS91419: completely disinterested - leaving school in week 7. Has all the credits she
needs to pass the year and wants to concentrate on fundraising.
John - An accomplished drummer and guitar player. Needs to be prompted a lot but when he is
expresses many opinions.
Progress in AS91419: completed these standards last year (a repeat year 13 student - music is for
fun).
Wayne - An excellent all rounder in music, a great communicator. Wayne is actively involved in
bands outside of school and is looking forward to recording an e.p.
Progress in AS91419: Wants help with lyric writing. One instrumental written and recorded.
Kelan - Personal: Is obsessed with classical music and alternative metal. He is an excellent
vocalist. Kelan has worked really hard over the last few years to develop his singing technique.
Progress in AS91419: focussed on writing lyrics. Planning on creating vaguely orchestral
compositions. Sibelius help would be useful.
Mele - Personal: Mele is part Rarotongan but doesnt really identify with that side of her family.
She is proud of her heritage but is more interested in holidaying in Rarotonga than learning the
language. She is a wonderful singer with strengths in harmonising with others and is a core
member of the school singing group.
Progress in AS91419: Has written two compositions with Rebecca - need one more and to record
and create chord charts for all.
Sarah - Personal: Sarah is heavily involved in church music. She is an accomplished guitar player
and pianist. She is also a vital member of the singing group and is going to perform solo at Music
night - for the rst time.
Progress in AS91419: Stressed about recording aspect.
Tom - Personal: Sam is an excellent drummer and guitar player. He is in a band with Wayne and
they are looking forward to recording.
Progress in AS91419: has asked for help with lyric writing. Works with Wayne.
Monitoring:
Because I had such a small class I was able to talk at length with them individually, on more than
one occasion and formatively assess where they were at and where they needed help. At this
level they are also explicitly able to tell me where it is they need help. I asked them to share with
me what they had so far in terms of composition and for them to identify different devices they had
used to assess their knowledge and to make sure they were creating work that was meeting the
curriculum level. I have access to their academic information (through KAMAR) and open
conversations with the careers department, form teachers and their dean.
Teaching and Learning:
Strategies/Deliberate Acts of Teaching
The achievement standard that they are focussed on at this point in time aligns directly with the
Level 8 achievement objective- developing ideas and in particular:

create, structure, rene, and represent compositions using secure technical and musical skills
and technologies to express imaginative thinking and personal understandings.

reect on and evaluate composition processes and presentation conventions.

With that in mind I will design the unit I am to teach accordingly. Many of the students explicitly
asked for help with lyric writing. I have decided to design a unit that ensure that they have the
skills required to complete their
We will compose, structure, rene, notate and record a composition over the course of two weeks.
Deliberate acts of teaching - the strategies I will use:
Modeling - an effective way not only show process criteria but to create product criteria as well,
explaining to teach students how to create a chord chart and a lead sheet and producing these
documents.
Directing - giving specic instructions for example - instructions on how to record in sibelius,
garageband and the handy-recorder.
Giving feedback - working in pairs, encourage peer feedback during class discussion and teacher
feedback to afrm and to inform groups enabling these groups to monitor and regulate their own
learning.
Teaching Inquiry Rationale
These methods of composition have proven effective for myself in the past. We are somewhat
limited with time and resources so my priority is to concentrate each lesson to be centred on a skill
they need as well as ideas that discuss the purpose or aims of their compositions. Also Lucy and
Wayne are experienced garageband users so they are able to assist other groups/individuals. I
have discussed the use of these strategies with my associate and she has been very encouraging.
Learning Inquiry
Using a range of formative assessment approaches including conversations, nished recorded
examples and peer feedback I have been able to investigate the success of my teaching. By the
end of week 6 one group had completed and recorded their composition, another had completed a
set of lyrics and many had begun to compose more compositions. Over the unit I became a little
too lenient in terms of deadlines for different stages and the class became out of synch in terms of
procedures. Which then made some aspects of the unit seem redundant for some of the students.
As a songwriter I understand the care that the students were wanting to take with their
compositions.
I would make the unit longer - extending it to 15 approximately.
I would improve this music unit by giving it a brief. Creating a project based task with specic
process and product criteria with a completion date.
I would have chosen their groups, thinking more about the individuals different strengths and who
they were used to working with. By making them co-operate and have to compromise in a creative
setting with someone they are not used to working with - this could help with the deadlines as
when you are open to compromise in a creative setting you tend to be more open and less
precious.
How has this impacted my PCK?
I thought I had allowed for enough time to investigate where my students were at - and I did in
terms of their success in meeting Level 8 music but it is apparent that theres a need to develop
strategies to better evaluate student learning. I needed to understand better how these students
actually learn and what kinds of activities they respond to. Most worked really well during lessons
where instructions were given directly to develop skills and they were free to be as creative as they
wished to be. I am sure this would develop more naturally if I was their teacher. I could have
consulted with my associate on a deeper level about the kinds of learning theory strategies she
has found successful with this particular group.
To allow for equal opportunities for success I had to recognise individual learning needs.
Curriculum differentiation is the process through which you identify the most effective learning and
teaching strategies for each learner with the aim being that by recognising and accepting
differences you can bring about achievement for all students. I think the more you inquire and
reect and learn as a teacher, over time, the more naturally you will recognise these learning
needs at a cognitive level and have better chances of success. Already I have learned more about
different learners - in a very short amount of time. As a reliever I havent had the chance to
develop my knowledge of learning theory in a practical sense. I have developed greater content
knowledge and behavioral mangagement stategies as well as an ability to think on my feet and
relate to others but I now recognise that this is one place that I havent been able to develop as
much as I would like to and I really look forward to doing this once I am able to nd a permanent
position.