This is short video on my musings of my educational philosophy of teaching music. 

OnTask 1 - Online MOOC
Outlining your position on the question of how much technology and the cultures around digital technology should influence education, and music education, in the 21st Century. My response
For myself, music education embraces technology because it makes music more accessible to students of all ages and abilities. Just like the first video in the course from Northern Beaches Christian School in Australia they promote mixing year groups to extend the learning of younger students and the consolidation of learning for older students (The University of Sydney, 2007a). What was fantastic is that students could work at their own pace in their own time to create and perform music. What was also great was space that was designed to be flexible for the learner. The learner has the opportunity to use the space in order of they want to create. This is what I aspire to do my own classroom, to create pockets of spaces that the learner can go into to work independently or collaboratively with others to create music. Moreover, in the second video, they explain that there is a consistency of learning and the learning style over six years (The University of Sydney, 2007b). Providing consistency of education over six is great for giving students a steady and consistent pathway for learning and creating. Also to develop skills and knowledge over a course of time. In contrast, the Steiner style of education is also appealing because of the sense of community it brings to learning(The University of Sydney, 2007c). With working as a community it gives the music a true essence of belonging and purpose within the culture of the school. Having no technology allows students to develop their skills such as listening, improvisation, performance and creativity differently than using music technology. They are able to carefully consider the arts and how they are applied into all of the classes. The students are allowed to express themselves and give their ideas. Also instilling pride and worth of what they are creating (Kamaroi Rudolf Steiner School, 2014). However, using music technology allows interaction with the modern world and for students to put their work in a domain that can produce endless possibilities. 

Kamaroi Rudolf Steiner School (2014) The Kamaroi Difference. Available at:  https://vimeo.com/68889303 Accessed on: 24th July 2020

The University of Sydney (2016a) The Place of Music in 21st Century Education. Available at: https://coursera.org/share/52d33a1676c941bf8134af4438872ddc Accessed On 24th July 2020

The University of Sydney (2007b) The Place of Music in 21st Century Education. Available at: https://coursera.org/share/74e6922c3e7bb7510311d643d6f1a985 Accessed On 24th July 2020

The University of Sydney (2007c) The Place of Music in 21st Century Education. Available at: https://coursera.org/share/bfeed9b00f3d4eb5dd71bfb4ac827ea3 Accessed On 24th July 2020

I have started a new online MOOc with Coursera about The Place of Music in 21st Century Education. Hopefully this will give great ideas to incorporate into the classroom. 

I am happy that EARCOS has published my article on Learning Spaces for their latest Triannual Journal. 

To read the article you can find it here.

http://www.earcos.org/ad_magazine.php

Thank you to all who came to the festival of lights concert on the 12th December 2018. Despite the rain it was a great success. With fantastic performances from all of our students. Concerts like this take months of preparation and it is a momentous achievement for students to keep their composure for it to come together on the night. 

The line up included individual performances of Romantic, Rock, and Musical Pieces. And the Guitar ensembles from Grade 9 and 10 who performed Somewhere over the Rainbow - Harold Arlen Home on the Range - Daniel E.Kelley Gymnopedie I - Erik Satie, Bach Canon - J.S. Bach Lemon - Kenshi Yonezu and Wake Me Up - Avicii. 

We look forward to seeing you at our next Musical event in March.

To see more photos.app.goo.gl/vM6xyMyJo4tsKrAc6 

As a music teacher, I am a believer in the power of music. One of these powers is the ability to affect how we feel and our mood. Our mood can also greatly effects our classrooms, a teachers reaction contributes to how a students reacts and ultimately performs in a class. 

It is a simple step but works, Taking a minute or two to practice mindfulness by listening to relaxing music can help us to contemplate, reflect and reevaluate our moods.  I use the music whilst marking, break time etc.

I even put some of this music on whilst students enter the classroom. It helps them to listen and realign and focus on the lesson. The following playlist is some of the music I have chosen. I put this together thus that can help ourselves to relax and put into perspective some of those stresses that happen over the school day, thus our mood and influence on the class is better 

The exam period can cause many students anxiety and stress. Lots of that is due to the bad habits that they pick up. Even more so when there are so many distractions. Many students already know what the good and bad habits are. It is a case of reminding them and trying to come up with solutions to break the bad habits. 

Students in my year level were asked in groups to reflect on what are good study habits they have and which bad habits they have. They were then asked to pin up their work and discuss the ideas of the other groups.

Students were able to discuss and understand what good habits they need to employ but also what stops them studying. They can understand what the good habits are.

Their list included;

Good Habits

• Time Management - Give yourself enough time
• Avoid distractions - Mobile phone/TV/ Netflix/ chat
• Find a good space to study
• Work with friends - form study groups - test each other
• Take regular breaks
• Eat Healthy - Your brain needs fuel and at regular times
• Healthy snacks
• Plenty of Sleep - It’s how your brain processes information and recovers
• Drink plenty of water
• Use graphic organisers
• Highlight important text
• Create a study timetable
• Use note taking techniques
• Work in a focused and concentrated manner
• Ask for help when you need it
• Mindful Activities
  
• Stay organised
  
• Shutting down the wi-fi

Bad Habits include

• Procrastination - Don’t put it off
• A bad study environment - that's noisy or uncomfortable.
• Allowing yourself to be distracted, your phone is on or facebook is in the browser. Every Time you check FB it take an average of 5 minutes to get back in the work zone.
• Cramming - The night before - It doesn't work
• Study groups who don’t study.
• Not getting enough sleep
• Getting the Junk food/sugar fix
• Overloading on energy drinks
• Losing focus and getting stressed
• Forgetting to learn - Reading the material and then forgetting it the next day.
• Being the socialite - Chat/messaging/ basically not revising
• Playing videos/games
  
• Overdoing it - Not allowing your mind to have a break and recover

The G12 students are deep in studying their set works for the IB exam. Having completed the study of the Bach Brandenburg concerto. I thought it would be useful to do some open book exam questions with the G12 students and how to approach the section A question. 
 
This is quite a general explanation of how to approach the question. However, the simple steps should help students develop their practices and focus their time when in a pressured environment. 

IB Music Section A, Exam Preparation - Strategies for Success,
 

1. Time Management. This is important when answering the question. You should practice and learn to give each question the same amount of time. This is 30 minutes for each question.
2. Focus on what the question is asking you. Is it asking you to look specifically at a certain section of the music. Has it used specific musical terminology? What do you understand from the specific music terminology given? Highlight any key words, you may want to use them in your answer to demonstrate you have understood the question.
3. Display your knowledge and understanding. Explain your ideas and what you know in relation to the question
4. Find examples from the score, back up your ideas.
5. Keep refering back to the question. This will keep your focus on what the question is about.
6. Check your music terminology, question if you are using the right terminology to explain your ideas.
7. Draw a conclusion/conclusions. Make sure you are refering back to the question.

 
Leaving the exam room do not dwell on what you have written. It is in the past, you can be safe in the knowledge you prepared the best you could, and you gave it all of your effort.
 
By Christopher Hoddinott

This week has been busy once again. The Music room is looking great especially with the redesigned practice rooms which are getting more student use. 

The G10 students are continuing with their Keyboard Skills. They are starting from the beginning of their instrument skills and thus developing accordingly.

Cleaning up the classroom

The G9 students are currently starting their film music module. Some students are advanced in their guitar playing whilst the new students are just starting. I have added a couple of instructional videos to aid their playing

Happy New Year. With the festivities. This week had only with only 2 teaching days and two training days. 

The first training day included looking at emotional intelligence with Dr Sarah Whyte. Dr Sarah was a clear expert in her field. What was interesting was how to understand how and why students react the way we do and how we can react in turn as teachers. My favourite Metaphor from the day was that "Teachers are the Weather in the classroom, we can make a place sunny and bright or create a storm where everyone gets wet"

The second part of the day included mindful practice and exploring how we can use mindfulness in the school environment. 

The G10 students started their ePortfolio presentations. Every student is enlightening and giving fasinating insights with their project. Check up next week with their progress.