Salisbury, David (2011) I write the songs: an appraisal of issues surrounding the composition unit of classroom music, years 10, 11 and 12, in terms of difficulty in delivery and assessment for teachers with limited background in composing. In: Magnetic Resonance and Research Conversations: Proceedings of the 2010 XXXVIInd and 2011 XXXIIIrd Annual Conferences. pp. 23-30. From: 2010 ANZARME conference: magnetic resonance, 3-6 July 2010, Townsville, QLD, Australia.

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Abstract

This paper, based on three case studies, looks at differences in teaching approach or delivery models and assessment strategies at a state high school, a private high school in Townsville and an international school in Hong Kong. Through first hand experience working with the students in the classroom and a series of interviews with teachers at each school, this study builds a profile that should have resonance with teachers in Australia, New Zealand and Hong Kong. Initial findings demonstrate that many teachers have difficulties with this stream of assessment due to a limited exposure of compositional methods and techniques in pre-service training. Much of the syllabus outline in Queensland for example, gives very generic descriptions of what is expected from the students, further complicating the teacher's role in effectively delivering this component. The goal of this study is to forward suggestions and point to resources that may contribute in helping teachers cope with this assessment module.

Item ID:	19882
Item Type:	Conference Item (Research - E1)
ISBN:	978-0-646-57042-6
Keywords:	composition, high school, assessment, syllabus, teacher training
Date Deposited:	15 Feb 2012 04:07
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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