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Music
Education
Guide

 

Music in context

Performance opportunities

The music learning program for your school is the starting point for making music performances part of the school and community culture.

Performances are an opportunity for students to learn, and to celebrate learning. There is no single formula that will guarantee a successful school concert, or a list of ‘must-have’ performance events or types of ensembles that will be found in every successful music learning program. Establishing a set of guidelines that provide a structure for planning performance events is beneficial. The guidelines needs to reflect the overall music plan at the school. In turn, it provides answers about the ‘why’ and ‘what’ for having a performance program, the type and number of events and ensembles, and from there, answers to questions about when, where and for whom performances should happen.

Ideas for beginning, building or rethinking a performance calendar might come from answers to the following questions:

  • How does the music program fit into the whole school plan?
  • What instrumental music programs are currently offered and how do these deliver curriculum?
  • How do classroom and instrumental music programs connect?
  • How does the music program use digital technologies?
  • What opportunities are there for performances, or for students to play with groups – for example, ensembles, choirs, bands, school concerts, gigs?
  • How do students enrol? What is the fee structure? How can students acquire an instrument?
  • How can parents support the program?
Students performing music. 

Example 1

A regional primary school takes this approach to their guidelines for performance opportunities:

  • Students must have input into music events, including content, set-up and running of events.
  • Students should be allowed to perform when they want to and are ready to, both formally and informally – for example, at a concert/event or during lunchtimes.
  • Students should be encouraged to take charge and learn how to put on a performance, with teacher guidance, including learning about lighting, sound and staging.
  • Students should be at the centre of music education and teachers should take into consideration every child’s right to learn music, their interest in musical styles, instruments and the fact that all students learn differently. There is more than one way to effectively teach music to students and this should always be considered when planning for student performances.
  • Performance opportunities can be used to deliver a range of curriculum content, such as learning about collaboration in the Personal and Social Capability.

At this school, ensembles can rehearse and perform throughout the year, or be formed for special projects and events. Ensembles and performances include:

  • acoustic solo, duo, trio performances, involving (but not limited to) guitars, vocals, piano, drums and bass
  • rock bands, both large and small, ranging from three to 10 members, and involving (but not limited to) guitars, vocals, bass, drums and horns and brass
  • instrumental ensembles that perform for special Performing Arts Concerts
  • performances at the Southern Metropolitan Region Battle of the Bands
  • eisteddfods with instrumental and rock band sections
  • local performances both in and out of school, for example local community events, busking, awards nights, special event concerts for parents and community members, lunchtime concerts and school productions, talent shows
  • performances for local community groups and organisations.

Example 2

At a medium-sized metropolitan P–12 school, the approach to planning performances is based on these guidelines:

  • There should be a major event every term.
  • Every student learning an instrument is part of an ensemble (including guitarists and pianists on tuned percussion).
  • Every student experiences solo, ensemble and theatre performances.
  • The broadest range of quality art-music across many genres will be featured in every concert program. Students play music that is both complex and ‘catchy’, music that the music team consider valuable (connoisseurship).
  • Students who are aspiring to be professionals can be playing, singing, acting, dancing, composing and arranging in multiple contexts.
  • At the same time, the program should include opportunities to celebrate all levels of student learning and achievement, including those students who just want to sing in a non-auditioned choir show once a year.

To support this approach, the school performance program features some ensembles that run throughout the year and others that rehearse only for particular events. These groups include a Year 3–8 choir and a Year 9–12 choir, junior string, wind, percussion and guitar ensembles, and a senior orchestra, stage band and rock club. All students learning an instrument through the school perform at an instrument-based soiree every term, and the ensembles perform each term. The school presents three musicals each year (Years 3–8, Years 9–12 and F– Year 2), and a Presentation Evening for Year 6–VCE.

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