The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected] www.kodaly.org.au 1 Methodology Secondary Level 3 Lecturer: Daniel Crump Overview: Methodology involves the application of Kodaly’s principles to the development of classroom teaching programmes that are suitable for Australian children. The Secondary Level 3 stream will outline repertoire, strategies and teaching process for introducing a developmental, aural/vocal-based music programme in the upper secondary school years. Dates: Block 1 (8 days): Saturday 2 July to Sunday 10 July 2016 (Wednesday 6 July off) Block 2 (2 days): Saturday 1 October to Sunday 2 October 2016 Time: 8.30am – 10.00am, then 10.30am – 11.30am (delivered in conjunction with the Materials and Teaching Techniques course components) Venue: Presbyterian Ladies’ College (room to be announced) Time Commitment: In addition to the daily classes (total 15 hours), participants will need to put aside time to for reading and assignment tasks. The time needed to do this will vary for each person but 30 minutes per day is recommended as a minimum. Materials: Students will need to bring an A440 tuning fork, pencil, eraser, manuscript and notebook. Students also need to acquire the set texts as detailed below. The lecturer will provide all other materials as necessary. Set Texts: • Johnson, J. (1988). Music for all. Clayfield School of Music. • Choksy, L. (1999). The Kodály Method II. Prentice Hall. • Klinger, R. (1990). A guide to lesson planning in a Kodály setting. Clayfield School of Music. Recommended References: The following references may be useful to complement and support work covered in this level. • Choksy, L. (1999). The Kodály Method I. Prentice Hall. • Tacka, P., and Houlahan, M. (1995). Sound thinking (Vol 1). Boosey & Hawkes. • Tacka, P., and Houlahan, M. (1995). Sound thinking (Vol 2). Boosey & Hawkes. • Middle Years Music Education (KMEIA Qld) Course Content:
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The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 1
MethodologySecondaryLevel3Lecturer:DanielCrumpOverview: Methodology involves the application of Kodaly’s principles to the development ofclassroomteachingprogrammes thatare suitable forAustralianchildren.TheSecondaryLevel3streamwill outline repertoire, strategies and teaching process for introducing a developmental,aural/vocal-basedmusicprogrammeintheuppersecondaryschoolyears.Dates:Block1(8days): Saturday2JulytoSunday10July2016(Wednesday6Julyoff)
Block2(2days): Saturday1OctobertoSunday2October2016Time: 8.30am–10.00am,then10.30am–11.30am(deliveredinconjunctionwiththeMaterialsandTeachingTechniquescoursecomponents)Venue:PresbyterianLadies’College(roomtobeannounced)TimeCommitment: Inadditiontothedailyclasses(total15hours),participantswillneedtoputaside time to for reading and assignment tasks. The time needed to do this will vary for eachpersonbut30minutesperdayisrecommendedasaminimum.Materials: Students will need to bring an A440 tuning fork, pencil, eraser, manuscript andnotebook.Studentsalsoneedtoacquirethesettextsasdetailedbelow.Thelecturerwillprovideallothermaterialsasnecessary.SetTexts:• Johnson,J.(1988).Musicforall.ClayfieldSchoolofMusic.• Choksy,L.(1999).TheKodályMethodII.PrenticeHall.• Klinger,R.(1990).AguidetolessonplanninginaKodálysetting.ClayfieldSchoolofMusic.
RecommendedReferences:Thefollowingreferencesmaybeusefultocomplementandsupportworkcoveredinthislevel.• Choksy,L.(1999).TheKodályMethodI.PrenticeHall.• Tacka,P.,andHoulahan,M.(1995).Soundthinking(Vol1).Boosey&Hawkes.• Tacka,P.,andHoulahan,M.(1995).Soundthinking(Vol2).Boosey&Hawkes.• MiddleYearsMusicEducation(KMEIAQld)
CourseContent:
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 2
Studentswillinvestigatecurriculumdevelopmentformiddlesecondaryschoolyearsthroughanin-depthstudyofthefollowing:RhythmicConcepts:
• AllSimpleandCompoundrhythmsneededformaterialsuitableforthisagegroup• Anintroductiontomixedandasymmetricalmetre
Metre: • Simpleandcompoundmetresneededforthematerialusedbythisagegroup.
Pitchandmelody:
• Sequentialmethodologicalapproachestothefollowingconceptsintheuppersecondaryschool.
o Tonalitywithemphasisonextendedpentatonyanddiatonyo Intervalswithinthesetonalitieso Useofchromaticnoteswherenecessary
PartWork:
• Diatonicandmodalcanonsin2to4parts• 2and3partexercisesfromtheKodálychorallibrary• Singandplayactivitiessuitableforthisagegroup
Harmony: • HarmonicprogressionsinMajorandHarmonicminortonalitiesasfoundinArtmusicstudied,includingtriadsinrootpositionandinversions
• Anintroductionto7thchords
Other:
• Anindepthstudyoffocusteachinganditsrelevancetostrategywritingforstudentsintheuppersecondaryschool.
• Aninvestigationoftheprinciplesguidingtheselectionofappropriaterepertoire,includingArtMusic,forlisteninginasecondaryschoolwithasequential,auralbasedprogramme.
• Anin-depthinvestigationofimprovisationandcompositionactivitiesfortheseniorschool
• Criticalreflectionoftheculturalsignificanceofmusicandmusiceducation
Outcomes:
• Studentswilldemonstratetheirabilitytoprovideagoodteachermodel.• Studentswilldemonstrateagrowingknowledgeoftheabilitiesandrequirementsofupper
secondarystudents.• Studentswilldiscuss,communicateideasanddisplayamorematureawarenessofdevelopmental
sequencingappropriatetouppersecondarymusiceducation.
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 3
• Studentswilldemonstrateasynthesisofvocaltechniqueappropriatetothetargetagegroup.
Assessment:
• Ademonstratedin-depthknowledgeofKodály’seducationalphilosophythroughindividualresearchandgroupdiscussion
• Writtenand/orpracticallessonsegmentsdemonstratinganunderstandingoftheparticularstepsintheteachingofaconcept/elementcoveredinclass
• Lessonplanning• Memorisationofrepertoire• Writingexercises• Listeningexercises• Morecomplexsonganalysis
Assessmentwillbemarkedaccordingtothefollowingmatrix(takenfromtheAustralianKodályCertificateCurriculum2013).FocusWritingHighDistinction Distinction Credit Pass FailThestudentdemonstratesanexceptionalunderstandingofhowtoteachthesettaskforthetargetagelevelandstageinthemethodologicalsequence.Thestudenthasacompleteunderstandingofscript/descriptivestyleandusesconciseandappropriatelanguagetoachievelearningoutcomes.Thestudentusesallheadings:BehaviouralObjective,Review,PointandReinforcecorrectly,withlogicalrevision,procedureandconclusionofthelearningtask,and
Thestudentdemonstratesathoroughunderstandingofhowtoteachthesettaskforthetargetagelevelandstageinthemethodologicalsequence..Thestudenthasathoroughunderstandingofscript/descriptivestyleanduseseffectivelanguagetoachievelearningoutcomes.Thestudentusesallheadings:BehaviouralObjective,Review,PointandReinforcecorrectly,withcarefulrevision,procedureandconclusionofthelearningtask.
Thestudentdemonstratesagoodunderstandingofhowtoteachthesettaskforthetargetagelevelandstageinthemethodologicalsequence.Thestudenthasagoodunderstandingofscript/descriptivestyleandusesappropriatelanguagetoachievelearningoutcomes.Thestudentusesallheadings:BehaviouralObjective,Review,PointandReinforcecorrectly,withsuitablerevision,procedureandconclusionofthelearningtask.Thestudentchooses
Thestudentdemonstratessomeawarenessofhowtoteachthesettaskforthetargetagelevelandstageinthemethodologicalsequence.Thestudenthasafairunderstandingofscript/descriptivestyleandusuallyusesappropriatelanguagetoachievethelearningoutcomes.Thestudentusesmostheadingscorrectly:BehaviouralObjective,Review,PointandReinforcecorrectly,withsomeunderstandingofthestepsinrevision,procedureandconclusionofthelearningtask.
Thestudentdemonstrateslittleornounderstandingofhowtoteachthesettaskforthetargetagelevelandstageinthemethodologicalsequence.Thestudenthaslittleornounderstandingofscript/descriptivestyleanduseslanguagethatisinappropriatetoachievingthelearningoutcome.Thestudentfailstouseheadings-BehaviouralObjective,Review,PointandReinforce-correctly,withlittleornounderstandingofthestepsinrevision,procedureandconclusionofthelearningtask.
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 4
suitableextensionwhereappropriate.Thestudentchoosesoutstandingsongmaterialandactivityfortheagelevelandstageoflearning.
Thestudentchoosesexcellentsongmaterialandactivityfortheagelevelandstageoflearning.
appropriatesongmaterialandactivityfortheagelevelandstageoflearning.
Thestudentchoosesquestionablesongmaterialoractivityfortheagelevelorstageoflearning.
Thestudentchoosesinappropriatesongmaterialandactivityfortheagelevelandstageoflearning.
StrategyWriting
HighDistinction Distinction Credit Pass FailThestudentdemonstratesanexceptionalunderstandingoftheprocedureinvolvedinlongtermplanningtoteachamusicalelement.Thestudenthasusedageappropriateactivitieswithoutstandingsuccess,andhaslogicallysequencedtheintroductionofnewinformation.AllmodesoflearningareusedwithaneffectivedelineationbetweenEarly,MiddleandLatepracticestages.Thestudentusesallheadings(GeneralObjective,Pre-RequisiteSkills;SongList,BibliographyofSources;Preparation,PresentationandPractice)correctly.Extensivevarietyofperformance,reading,writingandcreativetasksisused.Thestudentchoosesoutstandingsong
Thestudentdemonstratesathoroughunderstandingoftheprocedureinvolvedinlongtermplanningtoteachamusicalelement.Thestudenthasusedageappropriateactivitieswiththoroughsuccess,andhaslogicallysequencedtheintroductionofnewinformation.AllmodesoflearningareusedwithacleardelineationbetweenEarly,MiddleandLatepracticestages.Thestudentusesallheadings(GeneralObjective,Pre-RequisiteSkills;SongList,BibliographyofSources;Preparation,PresentationandPractice)correctly.Considerablevarietyofperformance,reading,writingandcreativetasksisused.Thestudentchoosesexcellentsongmaterialfortheage
Thestudentdemonstratesagoodunderstandingoftheprocedureinvolvedinlongtermplanningtoteachamusicalelement.Thestudenthasusuallyusedageappropriateactivitieswithgoodsuccess,andhassequencedtheintroductionofnewinformation.MostmodesoflearningareusedwithsomedelineationbetweenEarly,MiddleandLatepracticestages.Thestudentusesmostheadings(GeneralObjective,Pre-RequisiteSkills;SongList,BibliographyofSources;Preparation,PresentationandPractice)correctly.Agoodvarietyofperformance,reading,writingandcreativetasksisused.Thestudentchoosesappropriatesongmaterialfortheage
Thestudentdemonstratessomeawarenessoftheprocedureinvolvedinlongtermplanningtoteachamusicalelement,Thestudenthasusuallyusedageappropriateactivitieswithsomesuccessinsequencingtheintroductionofnewinformation.Somevarietyinthemodesoflearningisused,andsomedelineationbetweenEarly,MiddleandLatepracticestages..Thestudentusessomeheadings(GeneralObjective,Pre-RequisiteSkills;SongList,BibliographyofSources;Preparation,PresentationandPractice)correctly.Somevarietyofperformance,reading,writingandcreativetasksisused.Thestudentchoosessomequestionablesongmaterialfortheagelevelandstageof
Thestudentdemonstrateslittleornounderstandingofprocedureinvolvedinlongtermplanningtoteachamusicalelement,.Thestudenthaslittleornounderstandingofageappropriateactivities,andlittlesuccessinsequencingtheintroductionofnewinformation.Littleattentionisgiventodifferentiatethemodesoflearning,andthereislittleornodelineationbetweenEarly,MiddleandLatepracticestages.Thestudentfailstousemostheadings(GeneralObjective,Pre-RequisiteSkills;SongList,BibliographyofSources;Preparation,PresentationandPractice)correctly.Littlevarietyofperformance,reading,writingandcreativetasksisused.Thestudentchooses
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 5
materialfortheagelevelandstageoflearning,andsupplementsmaterialswitharangeofsightreading,partworkandartmusic
levelandstageoflearning,andsupplementsmaterialswithsomeexamplesofsightreading,partworkandartmusic.
levelandstageoflearning,andsupplementsmaterialswithafewexamplesofsightreading,partworkand/orartmusic..
learning,andhaslittleprovisionforsupplementarymaterials..
inappropriatesongmaterialfortheagelevelandstageoflearning,andprovidesnoexamplesofsupplementarymaterial..
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 6
SecondaryLevel3TeachingTechniquesLecturer:DanielCrumpandPhilippaRoyOverview:TeachingTechniques(SecondaryLevel3)involvesthepracticalapplicationofthemusicalandpedagogicalconceptstaughtinMethodology(SecondaryLevel3).Sensitivitytothemusicalcontentisessentialthroughouttheteachingprocess.Studentswillbegiventheopportunity,notonlytoteach,butalsotoobserveanddiscusssegmentstheyseetaught.Dates:Block1(8days): Saturday2JulytoSunday10July2016(Wednesday6Julyoff)
Block2(2days): Saturday1OctobertoSunday2October2016
Time: 8.30am–10.00am,then10.30am–11.30am(deliveredinconjunctionwiththeMaterialsandTeachingTechniquescoursecomponents)Venue:PresbyterianLadies’College(roomtobeannounced)TimeCommitment:Inadditiontothedailyclasses(total5hours),studentswillneedtoputasidetimetoforpreparationofassignmenttasks.Materials: Students will need to bring an A440 tuning fork, pencil, eraser, manuscript andnotebook.CourseContent:
• Anintroductiontopeerteaching.• Peerteachingofrepertoireappropriateforpreschoolandmiddlesecondaryschoolyears.• PeerteachingofthelessonsegmentscoveredinSecondaryLevel2.
Outcomes:
• Studentswilldemonstratetheirabilitytoprovideagoodteachermodel• Studentswilldemonstrateaconsistentconfidenceintherepertoireandtheteachingtechniques
underdiscussion• Studentswilldemonstrateabasicabilitytoplanlessonsegmentsthatshowanunderstandingof
therequirementsofchildrenofthetargetagegroup.
Assessment:
• Studentswillteachsufficientsegmentstosatisfythecourseprovideroftheircompetency.• Peerdiscussionandanalysisofdemonstratedtechniques.• Willingnessofthestudenttoactasthe“teacher”andthe“student”.
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 7
Assessmentwillbemarkedaccordingtothefollowingmatrix(takenfromtheAustralianKodályCertificateCurriculum2013).SecondaryLevel1TeachingTechniquesMarkingMatrixHighDistinction Distinction Credit Pass FailThestudentdemonstratesanexceptionalunderstandingofthepedagogicalprinciplesinvolvedinlogicallysequencingarangeofactivitieswhichcatertoalllearningstyles..Thestudentdemonstratesaconfidentapproachtoteaching,withoutstandingpacing,cleardelivery,andconciseinstructionsandquestions.Thestudenthasmasteredclassroommanagementskills,fullymaximisingstudentengagementviaenergiseddemeanorandmusicalityofapproach.
Thestudentdemonstratesathoroughunderstandingofthepedagogicalprinciplesinvolvedinlogicallysequencingarangeofactivitieswhichwillengagemostlearningstyles.Thestudentdemonstratesaconfidentapproachtoteaching,withexcellentpacing,cleardelivery,conciseinstructionsandquestions.Thestudenthasexcellentclassroommanagementskills,andcarefullyconsidershowtomaximisestudentengagementviaenergiseddemeanorandmusicalityofapproach
Thestudentdemonstratesagoodunderstandingofthepedagogicalprinciplesinvolvedinlogicallysequencingarangeofactivitieswhichwillengagemostlearningstyles.Thestudentdemonstratesagoodapproachtoteaching,withadequatepacing,cleardelivery,andsuitableinstructionsandquestions.Thestudenthasgoodclassroommanagementskills,andisworkingtowardsmaximisingstudentengagementviaenergiseddemeanorandmusicalityofapproach..
Thestudentdemonstratesanawarenessofthepedagogicalprinciplesinvolvedinsequencingarangeofactivitieswhichwillengagesomelearningstyles.Thestudentdemonstratesasoundapproachtoteaching,withfairpacing,cleardelivery,andbasicinstructionsandquestions.Thestudenthassoundclassroommanagementskills,andisworkingtowardsdevelopingtheconfidencetofullymaximisestudentengagementviaenergiseddemeanorandmusicalityofapproach
Thestudentdemonstrateslittleornounderstandingofthepedagogicalprinciplesinvolvedinsequencingactivities,andshownoabilitytocatertodifferentlearningstyles.Thestudentdemonstratesahesitantapproachtoteaching,withpoorpacinganddelivery,andunclearinstructionsandquestions.Thestudenthaslimitedclassroommanagementskills,andhaslittleornocapacitytoengagestudentsviaenergiseddemeanorandmusicalityofapproach.
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 8
SecondaryLevel3CulturalMaterialsLecturer:DanielCrumpandPhilippaRoyOverview:CulturalMaterials(SecondaryLevel3)involveslearning,collectingandanalysingthefolkmusicofAustraliaandothernationstodetermineitssuitabilityforpedagogicalprocessesoutlinedinmethodologyanditsabilitytosupporttheacquisitionofmusicianshipskillsinanauralvocaldevelopmentalmusicprogramme.Dates:Block1(8days): Saturday2JulytoSunday10July2016(Wednesday6Julyoff)
Block2(2days): Saturday1OctobertoSunday2October2016
Time: 10.30am–1.00pm(delivered inconjunctionwith theMaterialsandTeachingTechniquescoursecomponents)Venue:PresbyterianLadies’College(roomtobeannounced)TimeCommitment:Inadditiontothedailyclasses(total5hours),studentswillneedtoputasidetimetoformemorisationofrepertoireandpreparationofassignmenttasks.Materials: Students will need to bring an A440 tuning fork, pencil, eraser, manuscript andnotebook.CourseContent:• Aninvestigationofthevariouscategoriesofsongs,rhymesandgameswhichareappropriatetoan
uppersecondarymusicprogram.• Analysisofsuggestedmaterialwithguidelinestohelpteacherschoosewiselyforthisagegroup.• Songs,dances,rhymesandrecordedmusicofothercultures• Listeningsongs• Thecontinuationofasystemfororganisingandstoringaprofessionallibraryoftheabovematerials
suchasasongfileandretrievalsystem.
Outcomes:
• Throughperformanceoftherepertoire,studentswillmemoriseabodyofmaterialsuitableforthisagegroupandbeabletodemonstrateitmusicallyandconfidently.
• Throughanalysis,studentswillbegintounderstandtheattributesofappropriateresourcesforstudentsandhowtochooseeffectivematerialfortheirprogrammes.
CoreSongs:
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ThefollowingcorerepertoirewillbememorisedaspartoftheCulturalMaterialscourseforSecondary3participants.OthersupplementarymaterialwillbesourcedfromtheMethodologySecondaryLevel3settextsorprovided.Thelecturerwilloutlinesupplementarymaterialduringthecourse.ThisrepertoiremustbefiledandanalysedtoformpartoftheSongRetrievalSystem.ThislistofrepertoirehasbeensourcedfromtheAustralianKodályCertificateCurriculum2013SupplementaryMaterials.
Secondary 3
SOURC
E
Melody Rhythm Form Uses:
C1 Canon#38“ClassicalCanons”
Caldara m,f,s,si,l,t,drm . ABC
3parts;MelodicandHarmonicminor;Anacrusis;2/2metre;Harmonicprogression;suspensions;RenaissanceGenre;
C2 CoralsDeep
TimSherlock s,l,drmsld’ .
ABCDE
Extendedapplicationofpentatony;Motifdevelopment;phrasing;retrograde
C33partvariations:majorandminor“Ah!Vousdirai-jeMaman”
Mozart f,s,l,t,drmfslrmffissiltdrmf
ThemeandVariation
Variationform;Suspensions;3parts;ClassicalGenre
C5 Canon#85“ClassicalCanons”
Martini s,l,t,drmfsl7
ABC
3parts;Majordiatonic;2/4metre;Harmonicprogression;ClassicalGenre
C6 Canon#75“ClassicalCanons”
Telemann f,s,l,t,drfmsl7
ABC
3parts;Majordiatonic;Commontime;Harmonicprogression;BaroqueGenre
C7 Canon#227“ClassicalCanons”
Brahms m,sil,ta,t,ddirmffissil .
ABC
3parts;Minordiatonic;chromaticcolours–NeopolitanandTiercedaPicardie;triplets;2metre;gracenotes;RomanticGenre
C8L;EstroArmonicaoOpus3No11Ritornellotheme–topandbottomparts
Vivaldid,m,f,s,si,ltdL,t,drmfsl
.
.
ABC
Circleof5ths;Motifdevelopmentandimitation;Baroquegenre;BaroqueDescendingSequence
C10 #12from“FifteenTwo-PartExercises”
Kodaly“Temadi
AntonioVivaldi”
A=lE=lD=l
.
2parts
Circleof5ths;Motifdevelopmentandimitation;modulation;4/4;6/4;
C11 “WholeToneCanon” TimSherlock ta,drmfisitad’
ABCAD 2parts;prepareImpressionisticGenre;
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 10
C12 “LongingforSpring” Mozart ddirmffisltd’Compound
metreQ&A
Compoundmetre;alteredtones;ClassicalGenre;secondarydominant
AdditionalSongswillbemadeavailabletoparticipantsasdeterminedbytheCourseProviderandLecturers.Assessment:
• Songanalysis• Awrittentestwhichrequiresthestudenttowriteoutsetmaterialsandtodiscusstheiruseinan
uppersecondaryyearssetting.• Assessmentwillbebasedonpunctualclassattendance,thestudent’swillingnessandpreparedness
toparticipateandonallwrittenandpracticalassignments.• Thesongfileitselfwillbeassessedonapass/failbasisfortheawardoftheAustralianKodaly
Certificate,butknowledgeoftherepertoirewillbeassessedinavivavoceexam,andthisexamwillcontributetothegradeforCulturalMaterialsSecondaryLevel3.
SecondaryLevel3CulturalMaterialsReadingMatrixHighDistinction Distinction Credit Pass FailThestudentperformswithexceptionalaccuracyinpitchandrhythm,alwayschoosingsuitablepitchesfromthetuningfork.Thestudentperformsconfidentlywithastrongsenseofmusicality,includingphrasing,dynamics,moodandtimbre..Thestudentperformsallofthematerialfrommemory,anddemonstratesanextensiveknowledgeoftheusesandcharacteristicsofthematerial.
Thestudentperformswithconsistentaccuracyinpitchandrhythm,usuallychoosingsuitablepitchesfromthetuningfork.Thestudentperformsconfidentlywithagoodsenseofmusicality,includingphrasing,dynamics,moodandtimbre.Thestudentperformsmostofthematerialfrommemory,anddemonstratesathoroughknowledgeoftheusesandcharacteristicsofthematerial.
Thestudentperformswithmainlyaccuratepitchandrhythm,usuallychoosingsuitablepitchesfromthetuningfork.Thestudentperformswithsomeconfidence,andanadequatesenseofmusicality,includingphrasing,dynamics,moodandtimbre.Thestudentperformssomeofthematerialfrommemory,anddemonstratesasoundknowledgeoftheusesandcharacteristicsofthematerial.
Thestudentperformswithreasonablyaccuratepitchandrhythm,choosingsuitablepitchesfromthetuningforkgivenmultipleopportunities.Thestudentcommunicatessomesenseofmusicality,includingphrasing,dynamics,moodandtimbre.Thestudentperformsalittleofthematerialfrommemory,anddemonstratesanadequateknowledgeoftheusesandcharacteristicsofthematerial.
Thestudentperformswithinconsistentaccuracyinpitchandrhythm,andhasconsistentdifficultychoosingsuitablepitchesfromthetuningfork.Thestudentcommunicateslittleornosenseofmusicality.Thestudenthasdifficultyperformingthematerialaccurately,eitherfrommemoryorfromreading,anddemonstrateslittleornounderstandingoftheusesofthematerial.
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
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SecondaryLevel3CulturalMaterialsWritingMatrixHighDistinction Distinction Credit Pass FailThestudentwritesneatlyfrommemorywithno,orveryfewinaccuracies,consistentlyusingallconventionsofmusicnotationaccurately.Thestudentreproducesthetextandgameinstructionswithoutstandingaccuracy,andwithconsistentattentiontothecorrectuseofslursandhyphenationwhereappropriate.Thestudentdemonstratesanextensiveunderstandingoftherepertoireandit’susesformethodologicalandmusicalpurposes.
Thestudentwritesneatlyfrommemorywithfewinaccuracies,usuallyusingallconventionsofmusicnotationaccurately.Thestudentreproducesthetextandgameinstructionswithgreataccuracy,andwithgoodattentiontothecorrectuseofslursandhyphenationwhereappropriate.Thestudentdemonstratesathoroughunderstandingoftherepertoireandit’susesformethodologicalandmusicalpurposes
Thestudentwriteslegiblyfrommemorywithsomeinaccuracies,usingmostconventionsofmusicnotationaccurately.Thestudentreproducesthetextandgameinstructionswithsomeinaccuracies,withsoundattentiontothecorrectuseofslursandhyphenationwhereappropriateThestudentdemonstratesagoodunderstandingoftherepertoireandit’susesformethodologicalandmusicalpurposes
Thestudentwriteslegibly,withsomelapsesinmemory,usingsomeconventionsofmusicnotationaccurately.Thestudentreproducesthetextandgameinstructionswithmanyinaccuracies,andwithsomeattentiontothecorrectuseofslursandhyphenationwhereappropriateThestudentdemonstratesansoundunderstandingoftherepertoireandit’susesformethodologicalandmusicalpurposes
Thestudentwritesillegiblyandwithconsiderablelapsesinmemory,andlittleornoattentiontousingtheconventionsofmusicnotation.Thestudentwritestextandgameinstructionswithmajorinaccuracies,andwithlittleornoconsiderationgiventothecorrectuseofslursandhyphenation.Thestudentdemonstrateslittleornounderstandingoftherepertoireandit’susesformethodologicalandmusicalpurposes
TheFolioisgradedasPassorFail.Itdoesnotinfluencetheresultsofothermodulesinthecourse,butisanecessarycomponentoftheAustraliaKodalyAwardandAustraliaKodalyCertificate.ThesefinalresultsneedtobekeptonrecordbytheCourseProviderandsenttotheChairoftheEducationCommitteeattheendofeachcoursegraduation.
Pass FailThere is evidence of a good understanding of the ageappropriateusesoffolksongsandothermaterialsrelevanttotheclassroommusiccontext.
Thereislittleevidenceofanunderstandingoftheappropriateagelevelorusesofmaterialsandfolksongstotheclassroommusiccontext.
Theabilitytoaccuratelyanalysefolksongsothermaterialswithregardtotone-set,scale,formandharmonicstructureisdemonstratedconsistently.
Analysesofmaterialsarelargelyinaccurateorincomplete.
AllmaterialreceivedfromLevelsOne,TwoandThreeoftheelectedcoursesisincludedintheA-ZCollectionandRetrievalFile.
AsignificantamountofrepertoirefromLevelsOne,TwoandThreeoftheelectedcoursesisabsentineithertheA-ZCollectionand/ortheRetrievalFile.
MaterialsarethoroughlyorganisedintheA-ZCollection,andtheRetrievalFileshowsinclusionofappropriatelistsofelementsandrelevantrepertoirefortheteachingofthese
MaterialsaredifficulttofindintheA-ZCollectionandinaccuratelyorinadequatelyrepresentedintheRetrievalFile.
The Kodály Music Education Institute of Australia Western Australian Branch Incorporated PO Box 1073 CLAREMONT WA 6910 [email protected]
www.kodaly.org.au 12
elements.Overallpresentationisneatandlegible,andeaseofaccesstomaterialshasbeenconsidered.
Overallpresentationispoor,andmaterialsarenoteasilyaccessible.
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