Join Carla Trott (Primary) and Michael Bradshaw (Secondary) for a full day of workshops and outstanding professional development.

Date: Saturday 18 November 2023

Time: 9am – 3pm (8.30am registration)

Venue: Camberwell Grammar School, Mallinson Music School
55 Mont Albert Rd, Canterbury Vic

Enter Gate 5

Presenters: Michael Bradshaw, Carla Trott

A light lunch will be provided

Primary Sessions

Session 1

Transformations

Are you looking for new songs, games and rhymes which can be used across a sequential curriculum (K-10) which challenge and allow for creativity? If yes (and you are keen for a brain work-out) this session will get you transforming rhythms and melodies in various ways.

Session 2

Executive Function in the Music Classroom

What is executive function and how can music have a role to play in supporting the development of these skills? In this session, the current research about music and executive function will be discussed and matched with practical songs and games. Repertoire aimed at Years K-6.

Session 3

Musical Multiliteracies

What does musical multiliteracy mean? What are the eight talents of a musician? How can we incorporate a musical multiliteracy approach into our classroom programs using the eight talents? If you are new to the aural-vocal approach of music teaching, or you want to dive deeper into pedagogy, this session will give you some insight into how a music program can reflect the multidimensionality of music.

Secondary Sessions

Session 1: Including Multicultural Music in the Curriculum

The inclusion of music from multiple cultures can enrich our students’ experiences of music, open their minds to different ways of thinking about meaning through sound, and enrich our understanding of our own musical “mother tongue”. This session considers how to include multicultural music in a way that involves meaningful engagement of our musicianship through the lens of music from Japan.

Session 2: Teaching Compositional Schema

Teaching composition requires careful scaffolding of skills for our students while maintaining a balance of creative freedom to explore individual voice. One tradition that gained success in this balance of rigour and freedom is the Italian Partimento tradition. This session will explore some of this tradition’s techniques, how it is successful in generating cognitive schema in students, and showcase some works of students who are currently learning composition through this system.

Session 3: Repertoire and Concept-Tracing Across Years

By the time students are completing their final Year 12 examinations in music, we expect them to not only have a deep understanding of the concepts/elements of music (pitch, duration, structure etc.), but also of concepts used to describe compositional techniques such as imitation, word-painting etc. This session looks at a few such concepts to show how backward mapping and careful choice of repertoire can assist in students initial learning and consolidation of understanding through the use of a spiral curriculum.