A small rant about diagrammatic illiteracy in the Arts Curriculum draft document

This has been my longest ever break in blogging since I began nearly three years ago. Family matters have been very pressing, and I ended up shutting down all my projects until things were on a more even keel. During this time, however, I’ve either tried or wanted to blog about any number of things: the Steve Reich retrospective held at the Sydney Opera House at the end of April, the value of learning the melodic minor scale, background information on my piece Vendetta which is currently on the Trinity Guildhall Grade 5 piano syllabus, a post on how I’ve let a student down by not teaching her to read chord charts before now, a review of the Nico Muhly/Sufjan Stevens/Bryce Dressner collaboration “Planetarium” as performed here in Sydney at the end of May, a Top 5 Things Parents Need to Know Once Their Child Starts Taking Piano Lessons list, as well as a discussion of the value and challenge

read more A small rant about diagrammatic illiteracy in the Arts Curriculum draft document

Defining Music in the National Arts Curriculum: To Conclude

I’ve been analysing the proposed definition of music in the proposed new National Arts Curriculum, one or two sentences at a time, covering with What Music Is, Values, Musical Engagement and ‘Need’, and finally  A Mobile Digital Age. The proposed definition looks to have been constructed from a preferred teaching and assessing format rather than from a genuine effort to define what music is. This is no small thing: defining music by one’s teaching preferences ossifies and endorses current teaching praxis without leaving open the possibility of innovation and improvement let alone the recognition of educational failures in the status quo. Blind spots remain invisible, and the opportunity to remap the teaching landscape goes to waste. As bad as it might be to define a subject by one’s preferred classroom activities and assessment rubrics, in this case I believe the curriculum definition is simply being determined by the way teachers have become accustomed to teaching music. Complacency is no friend

read more Defining Music in the National Arts Curriculum: To Conclude