Evidence Piece- Three
AITSL Standards evident in the piece1. Know your students and how they learn 1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 2. Know the content and how to teach it 2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 3. Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals 3.4 Select and use resources 3.5 Use effective classroom communication 4. Create and maintain supportive and safe learning environment 4.1 Support student participation 4.4 Maintain student safety 5. Assess, provide feedback and report on student learning 5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.5 Report on student achievement 6. Engage in professional learning 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning 7. Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and organisational requirements 7.4 Engage with professional teaching networks and broader communities Assessment OutlineWhen I first started my job as a Music teacher, my aim was to make the most of the instruments that the school had already purchased. I designed a program centered around teaching the West African Djembe drum, relying on online research and various Djembe education books for guidance. After a year, I felt a strong desire to deepen my understanding of the Djembe instrument. I wanted to learn to play different rhythms influenced by West African nations and explore the history and cultural roots from which the instrument emerged.
Motivated by this pursuit, I sought out a Djembe teacher and began attending weekly group workshops with them. Through these sessions, my knowledge of Djembe rhythms and history expanded, and the newfound knowledge enabled me to develop a more comprehensive and enriching education program for my students. 
AITSL: 1.1, 1.2, 1.3, 1.5, 2.1, 3.2, 3.7, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4
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Every year, I strive to expand my knowledge of the curriculum content, enabling me to enhance student learning and develop a more comprehensive music program. For this year, I have exciting plans to introduce an incursion featuring the AKWAABA Djembe workshop and Afro Dance workshops. These activities aim to provide our students with a richer and more immersive learning experience in the realm of music and cultural expression.
AITSL: 1.3, 4.1, 6.4, 7.4
Junior Drumming
For our junior students in Pre-primary to Year 2, I introduce them to drumming as a foundation to enhance their beat and rhythm skills in preparation for learning with the Djembe drums. During this initial phase, students participate in drumming exercises with sticks, which not only improves hand-eye coordination and dexterity but also fosters increased focus, discipline, and a creative outlet for self-expression. Additionally, they get the opportunity to collaborate with others as part of a music ensemble.
To support their learning journey, I have prepared a comprehensive Powerpoint Presentation, which serves as a valuable resource throughout the Drumming program. The presentation includes clips of bucket drummers from around the world, designed to inspire and captivate the students' interest from the very beginning of their drumming experience.
As we progress through the program, we establish rules and allocate weekly responsibilities to the 'Stick Police' to maintain a positive, safe and productive learning environment. Warm-up exercises help build students' confidence, and we start with musical pieces that they are already familiar with to ease them into the learning process.
The Powerpoint Presentation also highlights the various sections of the SCASA Scope and Sequence, providing a clear structure for what is being practiced and taught at each stage. As the weeks progress, students play through the presentation, and I provide individualised feedback on their progress for a minimum of four weeks. Afterward, I assess each student's ability and growth, which is recorded on a separate application.
Through this engaging and structured approach to drumming, we aim to lay a solid foundation for our students' musical journey and nurture their passion for rhythm and beat in a supportive and fun way.
To support their learning journey, I have prepared a comprehensive Powerpoint Presentation, which serves as a valuable resource throughout the Drumming program. The presentation includes clips of bucket drummers from around the world, designed to inspire and captivate the students' interest from the very beginning of their drumming experience.
As we progress through the program, we establish rules and allocate weekly responsibilities to the 'Stick Police' to maintain a positive, safe and productive learning environment. Warm-up exercises help build students' confidence, and we start with musical pieces that they are already familiar with to ease them into the learning process.
The Powerpoint Presentation also highlights the various sections of the SCASA Scope and Sequence, providing a clear structure for what is being practiced and taught at each stage. As the weeks progress, students play through the presentation, and I provide individualised feedback on their progress for a minimum of four weeks. Afterward, I assess each student's ability and growth, which is recorded on a separate application.
Through this engaging and structured approach to drumming, we aim to lay a solid foundation for our students' musical journey and nurture their passion for rhythm and beat in a supportive and fun way.
| PP- Year 1- Drumming Presentation |
AITSL: 1.1, 1.2, 1.5, 2.2, 2.3, 3.2, 3.4, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.5
Differentiation
In Year 4 of 2022, students had started their Djembe learning, and the presentation was quite comprehensive. However, we encountered a situation where a student with diverse learning needs faced extended absenteeism and had to participate in school activities from home. To ensure inclusivity and accommodate the student's needs, I made adjustments to the presentation and sent the learning home. While they couldn't physically interact with the Djembe drum, the adapted version allowed them to engage with the ideas and concepts of Djembe drumming in a meaningful way, promoting their learning and participation from a distance. The student would be assigned tasks related to drumming, and they would submit their work for marking on Teams and Seesaw. This approach allows them to demonstrate their grasp of the concepts and skills they have learned in a creative and interactive manner.
One year later and the student can successfully identify crotchet and quaver notes when played in a simple four beat pattern. This skill has in turn helped solidify Djembe rhythms and give confidence when playing with the whole class.
One year later and the student can successfully identify crotchet and quaver notes when played in a simple four beat pattern. This skill has in turn helped solidify Djembe rhythms and give confidence when playing with the whole class.
| Djembe Presentation- Student E |
AITSL: 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.6, 3.3, 3.4, 4.5, 5.1, 5.2, 5.3, 5.5
