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12 August 2016

posted 11 Aug 2016, 19:30 by Carolyn Brett
Adagio, Crescendo, Allegro, Ritardando........ it's all happening. The hills really are alive with the sound of music! Thanks so much for the parents who have popped their hands up to help out and thanks in advance for all of you who we are counting on to work with us on the 2 evenings. If you were in assembly on Friday, you would've heard me say, "Well, we have never done this before, but we are hoping it all pans out!" We really are modelling risk taking!

In our 2016 planning session, we identified the desire to increase the focus on further developing our music curriculum:

- Music – Sound arts

Sound from natural, acoustic, and digital environments is the source material for expressive ideas in music. These ideas are manipulated and extended into forms, genres, and styles that are recognised as music. Music is a fundamental form of expression, both personal and cultural. Value is placed upon the musical heritages of New Zealand’s diverse cultures, including traditional and contemporary Māori musical arts. By making, sharing, and responding to music, students contribute to the cultural life of their schools, whānau, peer groups, and communities. As they engage with and develop knowledge and deeper understandings of music, they draw on cultural practices and on histories, theories, structures, technologies, and personal experiences.

In music education, students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting, and representing music ideas. As they think about and explore innovative sound and media, students have rich opportunities to further their own creative potential.

Students develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works, and analyse and appreciate music. This enables them to develop aural and theoretical skills and to value and understand the expressive qualities of music.

As students learn to communicate musically with increasing sophistication, they lay a foundation for lifelong enjoyment of and participation in music. Some will go on to take courses in musicology, performance, or composition. These may be steps on the way to music-related employment. - (NZ Curriculum)

Although this is a little wordy, it's important to recognise just how all encompassing and wide ranging the possibilities are. With the percussion work with Andreas Lepper leading up to the Festival, we are excited about how our plans are being realised and are keen to see where we may head in 2017. For some time, we have been talking about creating permanent 'musical fixtures' in our playground space as it lends itself really nicely to this. If you have low budget ideas and are keen to discuss this further, please see either John or Scott. We are keen to move from the talking to the action, what with Summer coming?!

This article in the NY Times describes the link between serious music training and success, not necessarily what you may find at our upcoming festival per se, but you may still find it interesting: