Dr Bill Baker University of Tasmania School of Education

1. Music Learning Centres: A resource for primary and early childhood classrooms Dr Bill Baker University of Tasmania School of Education

2. Overview • Background to the project • Foundations for learning centres • Discuss what learning centres are • Give a demonstration of some of the features of the resource • Discuss some suggestions for using the resource

3. Background to the project • The project was the result of a 2007 University Teaching Development Grant offered designed to improve teaching and learning in music education. • Aims of the Grant: The project sought to address the issue of declining hours for pre-service teacher education in music through the development of a practical resource for pre-service teachers, featuring: • Tasks that were collaboratively devised with Tasmanian school students and teachers, current pre-service teachers and academics. • Links to existing units within UTAS pre-service teacher education programs. • Access for pre-service teachers outside of the time-intensive classroom context. • A format that could be readily accessed by all stakeholders.

4. Background – Implementation • 21 Bachelor of Education students designed 18 learning centres – some individually and some in teams • Trialled them for 2 weeks in a DoE school • Collected feedback and refined the learning centres • A CD ROM platform was designed for the learning centres • And over a period of about six months the final product was developed • Released in March this year – onto www.asme.tas.edu.au homepage

5. What are learning centres? “consist of designated areas in the classroom where children explore a range of ideas and materials in arriving independently at a solution to a problem. Through such challenges children are able to exercise choice, take responsibility for their decision-making and work at their own pace…learning centres are effective in promoting a child-centred rather than a teacher-centred learning environment” Barrett, M. (1996). Learning Centres in Music Education. Launceston: Uniprint

6. So they are… • Discreet physical spaces in the classroom • Enable students to work independently of the teacher • Self-paced • May consist of composing or creating activities, performing activities or listening activities.

7. Some Foundations for Learning Centres • Schema theory • Understandings, skills and knowledge are evolved through an addititive process wherein existing schemas of understanding are expanded and shifted • Teaching for musical understanding • Musical learning is ‘authentic’ learning rather than learning ‘about’ music. it is learning ‘as’ a composer or ‘as’ a performer. It is learning that occurs in authentic ways and in authentic contexts. – Wiggins • Collaborative and independent learning • Facilitates both

8. Demonstration of the Resource On the homepage, note: • Setup: • 18 Learning centres – 6 EC, 6 middle and 6 upper • Mix of processes: listening, performance and composition • Links to Tasmanian curriculum • Page setup: • Overview of the learning centre • Curriculum links • All sheets for the learning centre including an assessment sheet

9. Some Demonstrations • Three Jars and a Case of Rhythm – early childhood • John and his Mouse – middle primary

10. Using the Resource • Can be used in general classrooms • Can be used to supplement learning in music specialist classrooms

11. Suggested Approach – Setup Set up between one and three learning centres in your classroom. These should be located in a separate area of your class and be setup with their own tables and all of the necessary equipment, task cards and other resources to hand.

12. Suggested Approach – Schedule Schedule learning centre time for students to be involved in learning centres during the week. This may occur as a whole class, depending on the number of learning centres available, or as a reward for students completing other set tasks in class or achieving their personal learning goals.

13. Suggested Approach – Shared time At the start of the week schedule a time when you can introduce each learning centre to the class. During this session go through the requirements of the learning centre and demonstrate possible solutions to your students. This ensures that students are aware of the requirements of each learning centre and have viewed a demonstration of completed learning centre tasks, thereby maximising the possibility that they will be able to engage in learning with minimal or no assistance from you.

14. Suggested Approach – Perform At the end of the day or week schedule a time for students to demonstrate completed learning centres to the rest of the class. If all students have completed the same learning centres this may even involve a large group performance or a series of small performances. Either way this is critical for creating and performing learning centres as this allows students to engage in the roles of performer, audience and critic.

15. Access Released in March this year – onto www.asme.tas.edu.au homepage

16. Questions

17. Thankyou