Music helps Dylan learn

To print this complete exemplar download one of these files:
Download PDF file (380.2 KB)
Download Word file (647.5 KB)
Print only this page

Reflection - what these stories exemplify

Key competencies

In this string of learning stories, we observed Dylan’s development as an eager and positive participant and contributor to class music making. He showed he was able to self-manage his involvement and role during both singing and instrumental sessions in an appropriate way that contributed to the class music session as a whole, while developing his musicianship.

How might theses stories strengthen Dylan’s identity as a learner?

Dylan was eager to participate and contribute in the music sessions by joining in songs and playing instruments. He showed self-efficacy (agency) when he joined in unaided and initiated actions; for example, singing the chorus, playing the woodblock, and getting the book.

This learning took place in various contexts – in community time, during music sessions, and at his new school (breadth). We saw Dylan conversant with new songs and instruments with and without extra assistance (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 the arts

Dylan enjoys music and shows an interest in it. He was able to wait and join in with songs and instruments. He could sing in tune. He was also able to keep the beat and stop at the appropriate time initially with support, and then unaided. He shared a favourite song with others at his new school.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Dylan is an active and visible member of a learning community. His teacher enables Dylan to share his interest in music with his peers, thus supporting relationship building and learning (creating a supportive learning environment).

Dylan’s learning is deliberately built on what he already knows and has experienced (making connections to prior learning and experience).

Dylan had repeated opportunities to practise and transfer his learning (providing sufficient opportunities to learn).

Reflective question for the reader

“What planning (or reflective) prompts do you use to try and ensure that you build enough variety and number of learning opportunities into what your students do?”

Useful resources

Mitchell, D. (2008). What really works in special and inclusive education: Using evidence-based teaching strategies. Abingdon [England]: Routledge.

The arts on tki. http://tki.org.nz/e/community/arts/

Footer navigation