Methodology Secondary Level 3 - · PDF fileMethodology Secondary Level 3 ... • Memorisation of repertoire • Writing exercises ... range of sight reading, part work

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:


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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.


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• 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.


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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


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materialfortheagelevelandstageoflearning,andsupplementsmaterialswitharangeofsightreading,partworkandartmusic

levelandstageoflearning,andsupplementsmaterialswithsomeexamplesofsightreading,partworkandartmusic.

levelandstageoflearning,andsupplementsmaterialswithafewexamplesofsightreading,partworkand/orartmusic..

learning,andhaslittleprovisionforsupplementarymaterials..

inappropriatesongmaterialfortheagelevelandstageoflearning,andprovidesnoexamplesofsupplementarymaterial..


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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”.


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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.


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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


Martini s,l,t,drmfsl7

ABC

3parts;Majordiatonic;2/4metre;Harmonicprogression;ClassicalGenre


Telemann f,s,l,t,drfmsl7

ABC

3parts;Majordiatonic;Commontime;Harmonicprogression;BaroqueGenre


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;


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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.



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.



elements.Overallpresentationisneatandlegible,andeaseofaccesstomaterialshasbeenconsidered.

Overallpresentationispoor,andmaterialsarenoteasilyaccessible.

Methodology Secondary Level 3 - · PDF fileMethodology Secondary Level 3 ... • Memorisation of repertoire • Writing exercises ... range of sight reading, part work

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Methodology Secondary Level 3 - · PDF fileMethodology Secondary Level 3 ... • Memorisation of repertoire • Writing exercises ... range of sight reading, part work