Introduction
Music encourages the intellectual, creative and emotional development of all learners through an art form, which holds significance in everyday life (Queensland Studies Authority, 2013). I strongly believe that music education plays a vital role in the social and cognitive development of students. Furthermore, the skills acquired in music are cross-disciplinary, relevant and engage all learners. The following report will discuss the Australian curriculum and discover how curriculum, pedagogy and assessment are interrelated. To achieve this, three pedagogies, which I feel are applicable to my teaching area and philosophy will be examined.
Curriculum in the Australian Context There are many different definitions of the term curriculum …show more content…
It prompts students to be critical when sourcing information to determine whether it is accurate and relevant (Guichard, 2006). The three main categories of thinking are critical (looking at), creative (looking out) and reflective (looking in) (Churchill et al., 2016). If used effectively, this pedagogy can explore content across a wide range, yet also in deep complexity. Ron Richhart identified that dispositional thinking is a combination of a student’s ability, sensitivity, inclination and motivation (Ritchhart, 2002). Additionally, evidence from four different schools, discovered that confidence also had a major influence on dispositional thinking (Tsui, 2002). Therefore, it is important for teachers to be enthusiastic and supportive to foster a comfortable learning environment where students aren’t afraid of …show more content…
As music is an extremely creative and emotion-evoking art form, a great deal of information is based off one bias opinion (Abeles & Custodero, 2010). Students are more likely to have engaging learning experiences when they participate in dialogue, ask questions and debate ideas when exposed to this material. To ensure that every student has the opportunity to learn from their strengths and weaknesses, teachers must ask critical, creative and reflective questions. Some examples that foster dispositional thinking are outlined in figure 3
Music encourages the intellectual, creative and emotional development of all learners through an art form, which holds significance in everyday life (Queensland Studies Authority, 2013). I strongly believe that music education plays a vital role in the social and cognitive development of students. Furthermore, the skills acquired in music are cross-disciplinary, relevant and engage all learners. The following report will discuss the Australian curriculum and discover how curriculum, pedagogy and assessment are interrelated. To achieve this, three pedagogies, which I feel are applicable to my teaching area and philosophy will be examined.
Curriculum in the Australian Context There are many different definitions of the term curriculum …show more content…
It prompts students to be critical when sourcing information to determine whether it is accurate and relevant (Guichard, 2006). The three main categories of thinking are critical (looking at), creative (looking out) and reflective (looking in) (Churchill et al., 2016). If used effectively, this pedagogy can explore content across a wide range, yet also in deep complexity. Ron Richhart identified that dispositional thinking is a combination of a student’s ability, sensitivity, inclination and motivation (Ritchhart, 2002). Additionally, evidence from four different schools, discovered that confidence also had a major influence on dispositional thinking (Tsui, 2002). Therefore, it is important for teachers to be enthusiastic and supportive to foster a comfortable learning environment where students aren’t afraid of …show more content…
As music is an extremely creative and emotion-evoking art form, a great deal of information is based off one bias opinion (Abeles & Custodero, 2010). Students are more likely to have engaging learning experiences when they participate in dialogue, ask questions and debate ideas when exposed to this material. To ensure that every student has the opportunity to learn from their strengths and weaknesses, teachers must ask critical, creative and reflective questions. Some examples that foster dispositional thinking are outlined in figure 3