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This series of strategies repeats
much of what has already been discussed for the fifth and
sixth lessons. The difference is in the presentation of
music and arts being for audiences other than their peers,
particularly more public audiences. Beyond the skills of
music making students will need to feel confident and
prepared to face audiences who we can assume may have a
fairly sophisticated expectation of the presentation.
This is not a bad thing, as it demands that students
respect the rights of an audience to have music and arts
communicated in an aesthetically satisfying was. The class might again invite the
full school assembly or an audience of adults whose
activities relate to the school (eg parents, school
committee, parent teacher associations and so on) to
share their experiences in learning about the focus
through performing and visual arts.
Again students should be
encouraged to be constructively critical of their own,
group and class performances. These responses could form
part of the final assessment of individual and group work.
The teacher's cumulative records of student attitudes,
critical to effective participation in music, will
generally be anecdotal.
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- To an extent it
will be reflected in students' responses and work,
but this may not be a critical or equitable
enough analysis. The teacher might take note of
students who provide support for others, who
affirm the performances of the whole class, who
communicate their enjoyment of the subject and
music under study, who actively participate in
discussion and who prove, by their responses both
musical and verbal, that they are active
listeners.
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