Suggested teaching and learning strategies

The following teaching and learning strategies are suggested as possible approaches and contexts, and are neither comprehensive nor exclusive. Teachers and students may choose to select from these, and are encouraged to consider other strategies according to particular needs and interests.

Understanding music

Suggested teaching and learning strategies may include, but are not limited to:

• practising aural perception skills (rhythmic, melodic, harmonic)
• exploring contemporary music notation (scales, note groupings, chord construction, popular chord progressions, tabs, lead sheets)
• exploring theoretical concepts in context, through which students make connections between musical elements and works selected for analysis, or performance repertoire, compositions, or arrangements
• exchanging ideas in class about music‑making and presentation
• practising skills in lead chart and score‑reading, emphasising structural features of selected works, and reflecting on own performance repertoire, and own compositions or arrangements
• exploring lyric‑writing and text‑setting within a range of selected works
• exploring harmonic analysis of selected works and own created works, with score annotations as applicable
• analysing professional recordings and identifying the production techniques and arrangement strategies used
• analysing recordings of a variety of music, using the elements of music categories
• reflecting on and discussing a range of contemporary music styles appropriate to comparing and evaluating influences and techniques
• establishing the historical time/place/purpose for a range of contemporary musical styles
• experimenting with and recreating specific performance, compositional, or production features that suggest particular musical styles.

Creating music

Suggested teaching and learning strategies may include but are not limited to:

• guided notation composition tasks
• guided audio and MIDI production skill development tasks
• exploring and experimenting with compositional techniques
• creating a composition in response to a text, image, or event
• show‑me‑how styled online training resources for modelling skill development
• workshops and master classes (e.g. with externally sourced clinicians)
• presenting works at sessions or concerts
• critiquing exemplary performances (live or online)
• exploring feedback (including peer feedback) on performances or compositions
• attending local community music performances
• performing/presenting students’ musical works at local, national, and/or international events.

Responding to music

Suggested teaching and learning strategies may include but are not limited to:

• critically listening to and viewing recorded or live performances, making notes for a reflective writing or oral presentation task discussing presentation techniques and elements of music
• using a learning process journal that encourages reflection on students’ intended aims and purpose in what they are experimenting with
• comparing students’ own experimentation and musical ideas with those of their identified exemplars
• recording progressive commentaries on explorations and experimentations.