VELS, Assessment and Music (Secondary) - Addressing and assessing other dimensions within our music courses
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VELS, Assessment and
Music (Secondary)
Session 3
Addressing and assessing
other dimensions within our
music courses
MusicSession 3
Addressing and assessing
other dimensions within our
music courses
Information and Communications Technology
Communication
Thinking Science
Music The Arts Humanities
English
Personal Learning
Interpersonal Development
Which dimensions
can we...
should we...
do we want to... address?Which dimensions
can we...
should we...
do we want to... address?
! This depends on a few things...
Which dimensions
can we...
should we...
do we want to... address?Which dimensions
can we...
should we...
do we want to... address?
! What kinds of activities are we already doing or
can we implement in our courses to explicitly teach
the various dimensions?
Which dimensions
can we...
should we...
do we want to... address?
! What kinds of activities are we already doing or
can we implement in our courses to explicitly teach
the various dimensions?
! What kind of evidence can we collect to base our
assessment/reporting of these dimensions on?Which dimensions
can we...
should we...
do we want to... address?
! What kinds of activities are we already doing or
can we implement in our courses to explicitly teach
the various dimensions?
! What kind of evidence can we collect to base our
assessment/reporting of these dimensions on?
! What are the expectations of our schools in
regards to reporting against the dimensions
outside of the arts?
over to you...
1) Which dimensions
do you currently
teach in your
courses?
2) Which dimensions
do you actually
assess?
3) Which dimensions
do you actually
report on?Physical, Health and Physical Education Movement and physical activity
Personal and Health and Knowledge promotion
over to you... Social Learning Interpersonal Development Building social relationships
Working in Teams
Personal Learning The individual learner
Managing personal learning
Civics and Citizenship Civics knowledge and understanding
Community Engagement
1) Which dimensions Discipline- The Arts Creating and Making
Exploring and Responding
based Learning
do you currently English Reading Writing
Speaking and Listening
teach in your
The Humanities - Economics Economics knowledge and understanding
courses? Economics reasoning and interpretation
The Humanities - Geography Geographical knowledge and understanding
Geospatial skills
2) Which dimensions The Humanities - History Historical knowledge and understanding
Historical reasoning and interpretation
do you actually
Languages other than English Communicating in a language other than English,
assess? Intercultural knowledge and language awareness
Mathematics Number, Space, Measurement, chance and
data, Structure, Working Mathematically
3) Which dimensions Science Science knowledge and understanding
Science at work
do you actually
Interdisciplinary Communication Listening, viewing and responding
report on? Learning Presenting
Design, Creativity and Investigating and designing, Producing,
Analysing and evaluating
Technology
Information and ICT for visualising thinking
ICT for creating, ICT for communicating
Communications Technology
Thinking Processes Reasoning, processing and inquiry, Creativity,
Reflection, evaluation and metacognition
Physical, Health and Physical Education Movement and physical activity
Health and Knowledge promotion
Personal and
Social Learning Interpersonal Development Building social relationships
Working in Teams
Personal
Personal Learning
Learning The individual
The individual learner
learner
The individual learner Managing personal
Managing personal learninglearning
• Students identify areas for improvement
in their learning and implement actions to Civics and Citizenship Civics knowledge and understanding
Community Engagement
address them.
• Students seek and respond to Discipline-
feedback The Arts Creating and Making
from peers and teachers and identify
based Learning Exploring and Responding
areas for further development.
English Reading Writing
• Students evaluate the effectiveness of Speaking and Listening
their learning strategies.
The Humanities - Economics Economics knowledge and understanding
Economics reasoning and interpretation
The Humanities - Geography Geographical knowledge and understanding
Managing personal learning Geospatial skills
• Students initiate personal short-term and
long-term learning goals and negotiate The Humanities - History Historical knowledge and understanding
courses of action to achieve them. Historical reasoning and interpretation
• Students allocate appropriate time and
Languages other than English Communicating in a language other than English,
utilise appropriate resources to manage Intercultural knowledge and language awareness
competing priorities and complete tasks
within set timeframes. Mathematics Number, Space, Measurement, chance and
data, Structure, Working Mathematically
Science Science knowledge and understanding
Science at work
Interdisciplinary Communication Listening, viewing and responding
Presenting
Learning
Design, Creativity and Investigating and designing, Producing,
Analysing and evaluating
Technology
Information and ICT for visualising thinking
ICT for creating, ICT for communicating
Communications Technology
Thinking Processes Reasoning, processing and inquiry, Creativity,
Reflection, evaluation and metacognitionPhysical, Health and Physical Education Movement and physical activity
Personal and Health and Knowledge promotion
Social Learning Interpersonal Development Building social relationships
Working in Teams
Personal
Personal Learning
Learning The individual
The individual learner
learner
Managing personal
Managing personal learninglearning
Civics and Citizenship Civics knowledge and understanding
Community Engagement
ICT for creating Discipline- The Arts Creating and Making
Exploring and Responding
• Students apply a range of techniques,
based Learning
equipment and procedures that minimise English Reading Writing
the cost, effort and time of processing Speaking and Listening
ICT solutions
The Humanities - Economics Economics knowledge and understanding
• Students apply strategies that protect Economics reasoning and interpretation
their fi les from being corrupted, stolen or
accidentally lost. The Humanities - Geography Geographical knowledge and understanding
Geospatial skills
The Humanities - History Historical knowledge and understanding
Historical reasoning and interpretation
ICT for communicating Languages other than English Communicating in a language other than English,
Intercultural knowledge and language awareness
• Students exchange ideas and considered
opinions with others through online Number, Space, Measurement, chance and
Mathematics
forums and websites. data, Structure, Working Mathematically
• Students use accepted protocols to
communicate regularly online with peers, Science Science knowledge and understanding
Science at work
experts, and others, expressing their
messages in language appropriate to the
Interdisciplinary Communication Listening, viewing and responding
selected form of communication, and
Learning Presenting
demonstrating respect for cultural
Design, Creativity and Investigating and designing, Producing,
differences. Analysing and evaluating
Technology
ICT
Information and
ICT for visualising thinking
ICT for visualising thinking
ICT forcreating,
ICT for creating,
ICTICT for
for communicating
Communications Technology communicating
Thinking Processes Reasoning, processing and inquiry, Creativity,
Reflection, evaluation and metacognition
Physical, Health and Physical Education Movement and physical activity
Health and Knowledge promotion
Personal and
Social Learning Interpersonal Development Building social relationships
Working in Teams
Personal
Personal Learning
Learning The individual
The individual learner
learner
Managing personal
Managing personal learninglearning
Reasoning, processing and inquiry Civics and Citizenship Civics knowledge and understanding
Community Engagement
• Students process and synthesise
complex information and complete
Discipline- The Arts Creating and Making
activities focusing on problem based
solvingLearning
and Exploring and Responding
decision making which involve a wide
English Reading Writing
range and complexity of variables and Speaking and Listening
solutions.
• Students make informed decisions based The Humanities - Economics Economics knowledge and understanding
Economics reasoning and interpretation
on their analysis of various perspectives
and, sometimes contradictory information. The Humanities - Geography Geographical knowledge and understanding
Geospatial skills
Creativity The Humanities - History Historical knowledge and understanding
Historical reasoning and interpretation
• Students experiment with innovative
possibilities within the parameters of a Languages other than English Communicating in a language other than English,
task. Intercultural knowledge and language awareness
• Students take calculated risks when
Mathematics Number, Space, Measurement, chance and
defining tasks and generating solutions. data, Structure, Working Mathematically
Science Science knowledge and understanding
Reflection, evaluation and Science at work
metacognition
• Students explain conscious changes
Interdisciplinary
that Communication Listening, viewing and responding
Presenting
Learning
may occur in their own and others’
thinking Design, Creativity and Investigating and designing, Producing,
Analysing and evaluating
Technology
ICT
Information and
ICT for visualising thinking
ICT for visualising thinking
ICT forcreating,
ICT for creating,
ICTICT for
for communicating
Communications Technology
Thinking Processes Reasoning,
communicating
Creativity
processing and inquiry,
Thinking Processes Reasoning, processing and inquiry, Creativity,
Reflection, evaluation
Reflection, evaluation and
and metacognition
metacognitionPhysical, Health and Physical Education Movement and physical activity
Personal and Health and Knowledge promotion
Social Learning Interpersonal Development Building social relationships
Working in Teams
Personal
Personal Learning
Learning The individual
The individual learner
learner
Managing personal
Managing personal learninglearning
Civics and Citizenship Civics knowledge and understanding
Community Engagement
Discipline- The Arts Creating and Making
based Learning Exploring and Responding
English Reading Writing
Speaking and Listening
The Humanities - Economics Economics knowledge and understanding
Economics reasoning and interpretation
The Humanities - Geography Geographical knowledge and understanding
Geospatial skills
The Humanities - History Historical knowledge and understanding
Historical reasoning and interpretation
Languages other than English Communicating in a language other than English,
Intercultural knowledge and language awareness
Mathematics Number, Space, Measurement, chance and
data, Structure, Working Mathematically
Science Science knowledge and understanding
Science at work
Interdisciplinary Communication Listening, viewing and responding
Presenting
Learning
Design, Creativity and Investigating and designing, Producing,
Analysing and evaluating
Technology
ICT
Information and
ICT for visualising thinking
ICT for visualising thinking
ICT forcreating,
ICT for creating,
ICTICT for
for communicating
Communications Technology
Thinking Processes Reasoning, processing and inquiry,
communicating
Creativity
Thinking Processes Reasoning, processing and inquiry, Creativity,
Reflection, evaluation
Reflection, evaluation and
and metacognition
metacognition
Classroom
! Informal in class learning
! More structured activities with formal
assessmentClassroom
! Informal in class learning
! Sample activities addressing “Thinking”
! Use of brainstorming techniques as intro to (or other
part of) a topic/unit.
! Pair/small group session on developing questions in a
relation to a particular topic.
! Class on research techniques.
Informal in class learning - “Thinking”
Brainstorming
! DOVE guidelines
Source: http://vels.vcaa.vic.edu.au/support/teaching.htmlInformal in class learning - “Thinking”
Brainstorming
! DOVE guidelines
D – defer judgement on any one
else’s ideas or comments
O – opt for the unusual or creative
V – generate a vast number of ideas
E – expand on the ideas by piggy
backing off others
Source: http://vels.vcaa.vic.edu.au/support/teaching.html
Informal in class learning - “Thinking”
Brainstorming
! DOVE guidelines
! Some strategies:
! Think, pair, share
! Placemat
! Graffiti wall
! Sunshine wheel
! A to Z
Source: http://vels.vcaa.vic.edu.au/support/teaching.htmlInformal in class learning - “Thinking”
Brainstorming
! DOVE guidelines
! Some strategies:
! Think, pair, share
! Placemat
! Graffiti wall
! Sunshine wheel
! A to Z
Source: http://vels.vcaa.vic.edu.au/support/teaching.html
Informal in class learning - “Thinking”
Brainstorming
! DOVE guidelines
! Some strategies:
! Think, pair, share
! Placemat
! Graffiti wall
! Sunshine wheel
! A to Z
Source: http://vels.vcaa.vic.edu.au/support/teaching.htmlInformal in class learning - “Thinking”
Brainstorming
! DOVE guidelines
! Some strategies:
! Think, pair, share
! Placemat
! Graffiti wall
! Sunshine wheel
! A to Z
Source: http://vels.vcaa.vic.edu.au/support/teaching.html
Informal in class learning - “Thinking”
Brainstorming
! DOVE guidelines
! Some strategies:
! Think, pair, share
! Placemat
! Graffiti wall
! Sunshine wheel
! A to Z
Source: http://vels.vcaa.vic.edu.au/support/teaching.htmlInformal in class learning - “Thinking”
Generating questions
! Pair/small group session on developing
questions in relation to a particular topic.
! Activities such as the Question Stem Starters
and The 5 Whys.
Informal in class learning - “Thinking”
Generating questions
!"#$%&'()$%#*)$%+,%#,$-)!"#$%&'&()&#*+,"+-./%*&0"1.)
!"#$%&"'("#(&%)#*%+,'"-%+,#(#-%+,./,-%+,0-%+,1%'23%,0+4%02%",#%&.3#&%05%'%3./#%'23%
",#1%*#2#('"#%67#&".02&%5(0$%",'"%80&.".029
•! ./01 did I do well today?
•! ./232&could I make improvements?
•! ./45/&parts of my practice routine need tweaking?
•! 678&can I change my practice routing so my sessions are more
focussed and I am less tired?
•! ./9&do I find it difficult to memorise my pieces?
•! ./7&could I ask to show me some strategies for memorisation?
Source: http://vels.vcaa.vic.edu.au/support/teaching.htmlInformal in class learning - “Thinking”
Generating questions
%6#):).6;$-&23)&.-&4&5/3.##)&.6"50&-)&#*+,"+-./%*&0"1.)7
•! Because I stuffed up the 1st movement of the Sonata.&'&
23)7
•! Because I was really prepared but I was still really
nervous. '&23)7
•! Because I made too many mistakes. '&23)7
•! Because I played my pieces too fast. '&23)7
•! Because I had a memory lapse in the 2nd movement of the
Sonata. '&23)7
Source: http://vels.vcaa.vic.edu.au/support/teaching.html
Informal in class learning - “Thinking”
Class on research techniques
! questioning sources
! analysing perspectives
! making informed decisionsClassroom
! More structured tasks
! Sample activities addressing a variety of
dimensions
! Completion of planning/evaluation sheets and
processes
! Participation in a peer feedback program, possibly
through online collaborative tools
Structured classroom tasks addressing a variety of dimensions
Planning/evaluation templates
! Research style task
! Introductory research planning sheet - junior
! Planning sheet for major research task
! Creative task
! Arranging Music planning sheet
! Arrangement student evaluation
http://www.auschorale.org.au/Music_and_VELSStructured classroom tasks addressing a variety of dimensions
Peer feedback program
! Collaboration/online collaboration
! Develops community and creativity
! Some kind of creative task, composition, performance
etc... (or anything really! but need to avoid issues of
plagiarism...)
! Students view each other’s work
! Students provide written commentary - criteria
! Students alter work accordingly
! Somewhere in task - discussion of changes in work/
thinking/approach
Structured classroom tasks addressing a variety of dimensions
Peer feedback program
! Sample - year 9 advertisement unit
! Response to/analysis of music in various
advertisements
! Composition of own soundtrack for an advertisement
! Online collaboration/feedback
" Peer group feedback form
" http://docs.google.com
! Completion of soundtrack
! Written analysis of own soundtrack, including
discussion about how and why the student made
changes after feedback on their workStructured classroom tasks addressing a variety of dimensions
Peer feedback program
Personal Students identify areas for improvement in their learning and
learning: the implement actions to address them.
individual learner Students seek and respond to feedback from peers and teachers
and identify areas for further development.
Dimensions
Students determine the factors that contribute to the creation of
positive learning environments and establish, follow and monitor
protocols for a variety of learning situations.
Students evaluate the effectiveness of their learning strategies.
ICT for Students exchange ideas and considered opinions with others
communicating through online forums and websites.
Students use accepted protocols to communicate regularly online
with peers, experts, and others, expressing their messages in
language appropriate to the selected form of communication, and
demonstrating respect for cultural differences.
Communication: Students use subject-specific language and conventions in
Presentation accordance with the purpose of their presentation to communicate
complex information.
Thinking: Students explain conscious changes that may occur in their own
Reflection, and others’ thinking
evaluation and
metacognition
Summary of sample activities
INSTRUMENTAL
Informal Structured
Thinking: Ensemble problem solving Personal learning: keep a practice diary
Personal learning: Regular monitoring of Personal learning/Thinking: Develop a specific
achivement of weekly mini-goals, set practice, technical exercise to combat a particular problem in
acting on feedback etc... a piece.
Communication: Discussion in instrumental Personal learning/Thinking: Regular practice
lesson re interpretation, and the “way performance in front of peers and teachers.
complex messages are effectively conveyed”
and considering “alternative views”,
recognising “mulitple possible interpretations”
and responding “with insight”.
Communication: Ensemble work. “Students use Communication/Thinking (reasoning,
complex verbal and non-verbal cues, subject- processing and inquiry): Completion of listening
specific language, and a wide range of (eg to a recording by a specific performer) and
communication forms.: possible structured questions relating to the
performer’s interpretation.Summary of sample activities
CLASSROOM
Informal Structured
Thinking: Brainstorming techniques Personal learning: Completion of planning and
evaluation sheets/processes for coursework
Thinking: Questioning processes/activities Personal learning/Communication: Participation
in a peer feedback program, possibly through the
use of online collaborative tools.
Thinking: Research – questioning sources/ Communication: Analysis of how music is used to
analysing perspectives (possible eg, research communicate meaning, eg in advertisements, film
on authentic performance practice?, research music. “Students identify the ways in which
on styles?) complex messages are effectively conveyed and
apply this knowledge to their communication.”
over to you...Physical, Personal Personal The individual learner
over to you... and Social
Learning
Learning Managing personal learning
Interdisciplinary Information and ICT for visualising thinking
Learning Communications ICT for creating, ICT for
Technology communicating
Thinking Reasoning, processing and inquiry,
Processes Creativity, Reflection, evaluation and
metacognition
Topic: Classroom activities
addressing 1 or more of these
dimensions.
Assessing these dimensionsAssessing these dimensions ! Collection of evidence Assessing these dimensions ! Collection of evidence ! Assessment sheets
Sample
! Year 9 advertisement task
! Assessment sheet
http://www.auschorale.org.au/Music_and_VELS
Reporting
! Your school’s expectationsDiscussion
Instrumental
! Informal in class learning
! Sample activities addressing a variety of
dimensions
! Regular setting and monitoring of achievement of
weekly mini-goals, set practice, acting on feedback
etc... between lessons (personal learning)
! Discussion in lesson re interpretation (communication)Instrumental
Instrumental
Relevance of Communication domain to
interpretation discussion (reasoning,
processing and inquiry)
Discussion in instrumental lesson re
interpretation, and the “way complex messages
are effectively conveyed” and considering
“alternative views”, recognising “multiple possible
interpretations” and responding “with insight”.Instrumental
! More structured tasks
! Sample activities addressing a variety of
dimensions
! Keep a practice diary
! Develop a specific technical exercise for a technical
problem in a work for performance
! Regular performance practices
! Listening and responding to different interpretations of
a work being prepared for performance
Instrumental - assessment
! Possible criteria sheet
! addressing the range of structured and informal tasks
that an instrumental teacher could base assessment
onEnsemble
! Informal tasks
! Thinking - problem solving
! Why isn’t this passage working?
! How can we approach it differently?You can also read
