The Australian Curriculum states that “thinking that is productive, purposeful and intentional is at the centre of effective learning”. The curriculum further indicates that creative thinking “involves students creating ideas and actions, and considering and expanding on known actions and ideas.” In our schools, we are required to make explicit to students learning intentions and success criteria – goals for what they should know, understand and be able to do.
As music teachers, we are uniquely placed to develop students’ capacity to think creatively and to be courageous and reflective in applying their knowledge and understanding as individuals and working with others. In this practical workshop, we will explore new repertoire and some old favourites. We will experience ways in which we can continue to teach musical skill and understanding in each lesson, whilst providing space for student choice and voice, differentiate for different levels of ability and develop our students’ ability to think with curiosity, creativity and intelligence about their music learning.
The intention of the workshop is to build on teachers’ current knowledge of Kodaly pedagogy and to give practical examples of the way in which I, as a primary music specialist, have blended my research into inquiry approaches to music education and my recent work on solutions fluency with a pedagogy that sequentially develops understanding of the elements of music. In the workshop I will share examples of questions that elicit reflective thinking in my students. I will share examples of classroom practices that encourage curiosity and creativity, and make explicit connection between students’ classroom music learning, their instrumental learning and their learning in other disciplines. I will share stories of success with students and some examples of practices that haven’t worked as successfully and what I did to overcome difficulties.
The workshop will be joyful, engaging and practical, involving making music together and providing different points at which teachers can expand their application of this thinking.
LOWER PRIMARY (LP)