8. Continue to plan for presentation to a wider audience   

Description of the methods

Mrs Boldwill has students continue to rehearse not only their 're-created' items but also the new 'original' lancaran in readiness for presentation to a more public audience.  They also begin preparing a classroom display visually supporting their proposed performance. She encourages her students to think about ways of presenting their items and their art display which might, in themselves, be new and different enough to 'grab' the attention of those attending the performance.  When these additional presentation activities are completed they decide to test them out by presenting the display as part of a trial 'dress rehearsal' before the middle school assembly. 
Following a positive reception of both their performance and their visual display before the assembly they return satisfied to their classroom.  Here they share with each other and Mrs Boldwill positive and negative feedback from themselves and from friends attending assembly.  There are some minor changes they would like to make, mostly to their visual work.  Over the next few days they attend to this and claim now to be ready to perform.

Assessment points and indicators

Mrs Boldwill records, informally, how well her students use previous knowledge in the preparation of their music for performance.  At the same time she notes how they employ arts judgements to determine a balanced program

Crossover to other learning areas

Art

9.    Using the study to continue to inform new  original music

Description of the methods

Mrs Boldwill and her students negotiate this time in groups to create original items which reflect what they have found musically during this series of lessons.  Two groups of eight students decide they would like to continue to create their own lancaran charts. The remaining students are keen to experiment with angklung to create a piece of music in the style of 'Tangan di kepala'.  They experiment with visual arrangements of the colour coding then interpret the patterns created as music.
Mrs Boldwill encourages these activities but tries not to be too much a part of the creating process.  She does however ask them all to report back to her every quarter hour of the hour long music session set aside for this activity, as a class, for feedback and shared discussion of how they are progressing and what strategies they are using to get results.

Assessment points and indicators

Mrs Boldwill involves students in a final formative assessment of the group negotiated original works by involving peer and teacher 'assessment panels' to listen to and make observations about the performance of each of the three 'original' items.
She also notes how imaginatively students have organised elements of music to give feeling and form to their new works.

10.    Presenting the music and arts to other audiences   

Description of the methods

The class rehearses all the items learnt to date. This now includes two of the three original works created in the last lessons.  The program is quite impressive, comprising two traditional and two 'composed' lancaran, two traditional angklung performances and the 'patterned' one created in the last lessons.  There is also an informative display of posters and large-font text related to music, art and language in Indonesia.
Nevertheless the students are still refining their concert program and the visual presentation.

Assembly presentation

They invite the full school assembly to share their experiences learning about 'Indonesian Music' through performing and visual arts.  Some parents of students in the class have also turned up to share the presentation.  One father records their program on video and this proves useful later when they are reviewing their performance.
Mrs Boldwill again encourages her students to be constructively critical of their own, the group and the class performances.  These shared comments form part of the final assessment of individual and group work.

Assessment points and indicators