2008 Tasmanian State Conference

1. 2008 Tasmanian State Conference

2. Welcome On behalf of the Tasmanian Chapter Council of ASME – welcome to our 2008 State Conference Dr Bill Baker Chapter Chair ASME (Tas.)

3. Who’s here then? Diversity of representations From King Island and the Cradle Coast, to Hobart and even from Queensland Diversity of backgrounds From tertiary education students to primary, high school, college, TAFE and tertiary educators

4. Purpose Within these diverse groupings of delegates we come together with a unity of purpose – to learn about the new Tasmanian Music Curriculum

5. But is that all? It is almost impossible to examine the New Curriculum without encountering or ‘bumping’ up against some bigger questions. ‘It is not easy to determine the nature of music, or why anyone should have a knowledge of it’ Aristotle cited in Elliott, D. (1995). Music matters: A new philosophy of music education. New York: Oxford University Press.

6. Aristotle was right! ‘Without some form of intentional human activity, there can be neither musical sounds nor works of musical sound. In short, what music is, at its root, is a human activity’ (p. 39). And so music education is de facto a ‘serious matter’ Elliott, D. (1995). Music matters: A new philosophy of music education. New York: Oxford University Press.

7. Serious matters... ‘The questions raised by music teaching and learning form a kind of philosophical hub at the center of practical life. Like the spokes of a wheel, they take us to the heart of what it means to be human. They raise complex issues of knowing, meaning, thinking, feeling, teaching, learning, acting, and believing’ Elliott, D. (1995). Music matters: A new philosophy of music education. New York: Oxford University Press.

8. Some uncomfortable ‘bumps’! As we discuss, share and learn from one another over the next two days we may well be challenged to consider some of these hefty questions, ‘bumps’ along our journey.

9. Such as… What is unique in music education and how is learning in music different to learning in other domain areas? We are ‘similar’ yet ‘different’ – how is that and what does that mean for our practice? How do our own beliefs about the value and purpose of music impact on the ‘what’ and ‘how’ of our curricula? How do our values as educators impact upon the way we design teaching and learning experiences?

10. And yet… We know the importance and value of music education to young people and how challenging our roles are, but do others?

11. The National Review of School Music Education ‘There is widespread recognition that music is an important part of every child’s education. There is also a general perception that Australian school music education is approaching a state of crisis’ (p. 2).

12. The National Review of School Music Education ‘The most consistent factor contributing to the success of school music programmes was the commitment, dedication and enthusiasm of teachers. In nearly all instances these were specialist music teachers’. (p. 69).

13. So what? We are central to ensuring engaging and meaningful provision of music education The decisions we make about curriculum are weighty and important and reflect our own beliefs and values What will change, evolve and develop for you as a result of these two days?

14. Welcome - Mandy Stefanakis • Mandy is Director of Music at Christ Church Grammar School in Melbourne. • She has taught music at pre-school, primary and post-primary levels and lectured in music education at the University of Melbourne where she obtained her Master of Education. • She worked for many years in the Curriculum and Development section of the Victorian Education Department and continues to contribute to curriculum initiatives for them. • She is the current Vice-President and Past-President of the Association of Music Educators (aMuse). • She is the author of 'Turn it Up!' a set of music education kits published by McGraw-Hill.

15. Keynote Presentations • Keynote Session 1 - Next: What does the new curriculum mean in terms of the way we think about teaching and learning in music? • Keynote Session 2 – 3.45 today:Practical session aimed at implementing the curriculum in primary years. • Keynote Session 3 – 10.15 tomorrow:Practical session aimed at implementing the curriculum in secondary years. • Keynote Session 4 – 1.15 tomorrow:Filling in the Gaps: Linking curriculum writing with assessment and reporting

16. Workshop Sessions • Workshop Sessions 1 – 1.30 today: Composition and the new curriculum • Workshop Session 2 – 2.45 today: Problem-solving in music education • Workshop Session 3 – 3.15 today: Music learning centres teaching resource • Workshop Session 4 – 11.45 tomorrow: Sound before sight: Making ensemble experience accessible

17. Student Performance Groups Thanks to: • Students of Glenorchy Primary School and teacher Sharee Haberle • Students of Newstead College and teachers Jennie MacDonald and Karlin Love

18. Your Satchels Include… • The official Conference Schedule (Programme) • Useful industry and product information • Pads and pens courtesy of UTAS School of Education • ASME XVII National Conference Flier • Supporting notes for presentations Thanks to Barratts Music for supplying and preparing the conference satchels

19. Conference Dinner Tonight From 6.30pm Prickly Cactus (corner George & Paterson Streets Launceston) Register with Carolyn Cross at the registration table by 12.30 to attend

20. Our Sponsor • Huge thanks to Mark and the team from Barratts Music • They have supported both the 2007 and 2008 State Conferences very generously, so why not support them!

21. It is your ASME Tas. • We are music educators whose principal aim is to support music education in Tasmania • We have our biggest challenge coming next year… ASME XVII National Conference with an expected 300-350 delegates! • Why not join us - and play your part? Next meeting: Sunday June 15, 2pm at Zeps (Campbelltown)

22. ASME XVII 2009 National Conference The conference theme of musical understanding may be interpreted in its broadest sense as contextualised, authentic musical practice that foregrounds the conceptual understanding of musical ideas; through to a more literal interpretation of Teaching for Musical Understanding (TMU) as an identified approach to musical teaching and learning. At its core, TMU is a vision of music learning and teaching that assumes the more students understand about music and how it operates, the more successfully they will be able to engage in musical processes: listening, creating and performing.

23. Conference sub-themes 1. Studio teaching for musical understanding 2. Classroom teaching for musical understanding 3. Conducting and rehearsing for musical understanding 4. Musical understanding and popular musicians 5. Musical understanding in and through the community 6. Curriculum for musical understanding 7. Technology and musical understanding 8. Inclusion and musical understanding.

24. Thanks to the ASME Tas. team… • Wendy Ross: Vice Chair (South)/Treasurer • Angela Howie: Vice Chair (North) • Carolyn Cross: Secretary/Newsletter Editor • Professor Margaret Barrett: Research Officer • Andrea Scott: Catholic Schools Representative • Simon Reade: Government Schools Representative • Stephen King: Independent Schools Representative • Luke Beasley: Committee • Sarah Elliott: Committee • Jennie MacDonald: TMTA Representative • Barry Dudgeon: Conference Organising Committee With thanks also to Suzie Terry (our sometime co-opted member!)

25. Have a great conference everyone!