Four Key Tasks

4.4.1 Project Learning

Project learning is an open learning approach which encourages self-directed learning and cultivates reflective learning as well as generic skills. Apart from the specified objectives, the content, method, progress and timetabling of project learning are very flexible. Teachers can decide on these details with students so as to cater for their different needs and thus enhance their motivation to learn. Project learning is not constrained by teachers’ expertise and the school timetable. Teachers are not only transmitters of knowledge, but also facilitators, providers of feedback and assessors. Both the process and product of project learning should be valued.

Generally speaking, the process of project learning can be divided into three stages -preparation, implementation and concluding stages. In the preparation stage, students set clear learning objectives for the topic, collect and record data. In the implementation stage, students process the collected information such as classifying, sorting, selecting and analysing data. In the concluding stage, students present their projects in the form of oral / written presentation or performance. Self and peer assessment can be conducted to help students to make conclusion and self-reflection on the projects. During the learning process of each stage, teachers should give clear instructions and appropriate feedback so as to enable students to actively construct knowledge and develop their generic skills. The following is an exemplar based on the Sound Project “The Sound of Nature” (Assessment Exemplar VI, page 145) to illustrate students’ tasks in the three stages.

PREPARATION STAGE

• Visiting country parks and exploring the sounds of nature; and

• Recording, in groups, at least four sound sources by means of written form, audio recordings, pictures or photos, and describing their characteristics.

CONCLUDING STAGE

• Performing sound projects in groups; and

• Conducting self and peer assessment, drawing

IMPLEMENTATION STAGE

• Analysing the collected sounds and using them as the source to create a sound project with 30 seconds in length;

• Developing the chosen sounds, and expressing them by the appropriate use of human voice, percussion, self-made instruments, electronic sounds or other sounds; and

• Developing the structure of the sound project according to the needs, and traditional forms such as binary form or ternary form may be used.

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With teachers’ elaborate design and arrangement, project learning in Music can be connected with other art forms and / or KLAs to broaden students’ learning experiences. Teachers can discuss and coordinate with teachers of the other KLAs to select suitable learning topics and areas. In this way, student learning across the KLAs can be connected and an excessive number of projects can be avoided within a particular period of time.

Another exemplar on project learning is given in Teaching Exemplar 4 : Project Learning

-“Getting to Know the Chinese Instruments” on page 116. For materials on project learning, please refer to Booklet 3C “Project Learning” of Basic Education Curriculum Guide: Building on Strengths (2002).

4.4.2 Information Technology for Interactive Learning

Information Technology facilitates a favourable learning environment for students, in which students can access to a rich source of information and communicate with the outside world. Student-centred learning is thus supported. Apart from tape recorders, compact disc and video disc players, the

commonly-used IT equipment in Music lessons includes the computer and a series of peripherals such as the synthesizer, electronic keyboard, mixer and music software. Through using these tools, students can explore, create and experience music freely, and their creative thinking is enhanced. For students who are not familiar with music reading or instrumental playing, they can still learn to create music by using sequencing, wave editing or notation software. Students can use computer and related software to improvise, arrange, perform and record music. They can listen to the effects of the creative work right away and make revisions at any time.

With the assistance of IT, students can conduct self-directed music training and activities without the presence of teachers to suit their own pace of learning. Activities such as aural training, score reading and listening may take place through students’ use of computer software or information on the Internet. The Internet provides rich and up-to-date

information, which is conducive to project learning and interactive learning. However, teachers should guide students to grasp effective searching techniques and skills in processing and analysing information. Through designing music websites or making multimedia presentations, students construct knowledge and develop their communication skills, as well as exchange and share music information with others.

The Music room should have at least one set of music workstation, that includes a computer with sound card, a MIDI keyboard, speakers, a headphone and a printer. If resources allow, other peripherals such as mixer, sound module and a multimedia projector can be installed to reap greater benefits.

If there is only one set of music workstation in the Music room, teachers should, as far as possible, project the visual output through a projector, screen or TV to facilitate whole class participation in activities. However, if the learning activities of a particular lesson is mainly focused on listening, visual projection is not necessary but the audio output is essential. The audio signal from the computer should then be transmitted to speakers with amplification so as to obtain better audio quality. Teachers can discuss with their own school on the setting up of appropriate peripherals and music software in the multimedia learning centre or computer room in order to support learning and enable hands-on experience for students.

In addition, teachers can make use of free music software on the Internet, and encourage students to use them for self-directed learning and study.

To help students gain some basic IT music knowledge and skills, this Guide suggests that students should learn how to use IT to record and create music in Key Stages 2 and 3 under Section 2.3.2 “Learning Objectives Leading to the Four Learning Targets” on page 13. Hence, it is necessary for schools to arrange about six lessons in each of the Key Stages for students to use IT equipment and music software in related activities.

For information on websites related to the learning and teaching of music, please refer to Appendix I “Resources on the Internet” on page 154. For more details on the suggestions of

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4.4.3 Moral and Civic Education

Moral and Civic Education, as one of the five basic and essential learning experiences, aims to cultivate students’ character, proper values and attitudes, civic awareness, sense of responsibility, and enhance their sense of belonging to the nation and society. Teachers can facilitate students’ understanding of their roles in families, schools, society and nation through learning and teaching in music, which help them cultivate good moral standards and proper values.

Transmission of knowledge and hard-selling are not appropriate ways to promote Moral and Civic Education. However, teachers can connect music learning activities with students’

daily life events so as to promote Moral and Civic Education in a gentle way. The following are some suggested activities:

• Personal Development and Healthy Living: Learn and compose an aspiration song, encouraging students to understand the importance of health and to cherish life.

• Family Life: Sing a song to family members to express love and respect.

• School Life: Join as a member of choir or band so as to cultivate a sense of responsibility and commitment.

• Social Life: Discuss and analyse the inter-personal relationship conveyed in Chinese pop songs, and make value judgement to cultivate proper social attitudes.

• Life in the Community: Participate in the National Flag hoisting ceremony and sing the National Anthem to instil a sense of belonging to the nation and society.

• Working Life: Assist in organising concerts to gain knowledge and experience in organising arts activities.

With due reference to the school’s mission and overall strategic planning, Music teachers have to discuss with teachers of other subjects on strategies to promote Moral and Civic Education. Regardless of the strategy used, being a role model and consistent with one’s word and deed are crucial and effective ways to cultivate students’ values and attitudes.

4.4.4 Reading to Learn

Reading can help students enrich knowledge, broaden perspectives, enhance language and thinking skills, cultivate different interests and raise the quality of living. Reading facilitates creating, performing and listening in music. It is also an effective learning approach to enrich students’ music knowledge, deepen their understanding in music theory and contexts.

Therefore, teachers should create an environment that facilitates reading, and make good use of resources to cultivate students’ good reading habits such as:

• collaborating closely with teacher librarians to create a reading culture;

• recommending regularly a list of music books and scores to be purchased for the library collection;

• introducing library facilities, and ways to use music reference books and search music information and scores;

• putting suitable books, newspapers, magazines or articles on reserve, encouraging and arranging for students to read them;

• providing students with the latest information on music by posting and updating news related to music such as information and critical reviews about concerts;

• arranging a variety of follow-up activities such as making brief presentations in lessons, lunchtime concerts or reading sharing sessions so as to encourage students to collect and read information about different pieces of music; and

• encouraging students to read extensively diversified materials through different resources such as the Internet, liner notes, concert programmes, newspapers and magazines.

With a favourable reading environment and diversified music activities, teachers may promote reading in music step by step among students in order to broaden perspectives, cultivate open attitudes for accepting different points of view, values and cultures. Some reading materials on music which are suitable for students and teachers are listed in Appendix II “Reading Materials” on page 160 for reference.

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