I believe that the achievements made at my recent replacement full time Head of Music Position at Balcombe Grammar School will give valuable insight into my capacities and skillset that I will bring to Kilmore International School.
BALCOMBE GRAMMAR SCHOOL REPLACEMENT FULL TIME HEAD OF MUSIC ROLE 15/1/21 – 1/4/21
- Conduct music classes for Years 7-8 Music and Media (4 week mini course rotations), Year 9 Mini Production, VCE Music,
- Generate engaging programs for students,
- Preparing online reporting assessments using the school LMS (Schoolbox), and generate quality formative and summative assessments,
- Managing the Instrumental teaching staff and holding meetings where appropriate,
- Receive incoming parental enquires, enrolments and concerns from the parental body, and resolve issues where appropriate,
- Developing a new vision for the music ensemble program for the school after it was ravaged by the Covid19 lockdowns of last year,
- Recruit new students for Instrumental/vocal lessons from the school cohort,
- Rehearse, prepare and present student performances for school assemblies,
- Accompany performances where appropriate,
- Teach my own list of Brass Students on a weekly basis,
- Update student enrolments on the Music lesson database (music monitor) and generate staff pays and parent invoices in liaison with the school office,
- Undertake a year 11 tutor (pastoral) group
- Undertake 2 lunchtime yard duties per week,
- Lead students weekly on community programs (Thursday afternoons) – Active Community Program.
- Report to the Head of Performing Arts on a regular basis throughout the term.
- Conducted engaging lessons in classroom music at all secondary levels without a single behavioural incident,
- Developed curricula that was as effective onsite as on an online format (did not need modification during the snap 3 day lockdown in February 2021),
- Completed all reporting outcomes on time,
- Supervised sound and lighting students in a highly successful mini school production in March,
- Recruited new students to the point where enrolments had successfully reach pre Covid19 levels,
- Generated weekly rolls from Music Monitor for Instrumental teachers and successfully resolved a discrepancy in pay generated by a ‘glitch’ in the program,
- Presented highly engaging student performances to the school community and accompanied same on piano where appropriate,
- Prepared a vision statement addressing the need for a post Covid ‘culture shift’ enabling ensembles to thrive and be more resilient for the future, to be actioned in term 2 after the Head of Music returns from Long Service Leave,
- Maintained harmonious relationships with staff, student and parent bodies,
- Maintained 100% punctual attendance for work.
Sample Curriculum – Year 7-8 Music and Media mini course – completed in a 3 week rotation.
- Students created their own music using a DAW – Digital Audio Workstation – either on Garageband (ipad) or Bandlab (PC and Mac),
- Completely digital delivery, including youtube links and support files. The course was not modified during the 3 day lockdown in February 2021,
- Extensive use of Formative and summative assessment tools using the Victorian Curriculum Framework.
- Extensive use of Differentiation enabling all student to complete the course successfully, but also for competent musicians to utilize their abilities to access advanced features of the DAW, including recording of their own instruments/voices into their compositions.
Three Week Course outline:
Signing up to Bandlab/Garageband – Introduction.
- Using Loops in Garageband and Bandlab
FOR BANDLAB (PC’s and MACs)
Introduction to loops (also use the suggested videos on the link:
when you have done that, try altering some loops using this tutorial:
2. Editing Loops in Garageband and Bandlab
Editing Loops in Garageband and Bandlab
Extension: Recording a live instrument or voice onto your soundtrack
Create your own edited loop library to use in your assignments. Try to create at least 10 loops to use for your work.
Create your own ‘Bell time’ (music to be played over the speakers while students walk to class at the end of recess and lunch) 2 minute composition using Bandlab or Garageband. You must use existing loops plus your own edited loops for this assessment
Creating music for certain moods (preparation for Summative Assessment)
Creating suspense INTENSE music in Garageband ipad and Bandlab
Creating a LoFi Beat on Garageband and Bandlab
Creating an Epic Orchestral Soundtrack on Garageband and Bandlab
How to make sad (Mellow) music on Garageband and Bandlab
SUMMATIVE ASSESSMENT – CREATING A SOUNDTRACK TO A VIDEO
2. Watch this video: BandLab – Create Amazing Soundscapes & Film Music – Part 1 – YouTube
3. Choose the video clip you want to use for your major assignment. See templates in resources.
4. Write timing points for your video which will be used to shape your soundtrack.
5. Compose your soundtrack using Bandlab or Garageband
6. Use the extra loop packs provided in the resources
7. Edit your loops and use effects and envelopes to get a great soundtrack.
8. Playing your own live loop using a digital or live instrument of your choice
9. Download the finished soundtrack and put with your chosen video on #1 Free Online Movie Maker (kizoa.com) or your own app.
10. Export the finished movie and soundtrack for marking.
Keep a detailed Journal of the steps you have taken to create your video soundtrack.
Timing points for Halo Video
Video game Halo trailer bandlab Timings
00:00:00 Hole Dripping Water
00:00:05 Dark Mountain
00:00:06 Sunlight Flash
00:00:09 Deer Drinking
00:00:12 Deer Startled
00:00:13 Trees – Firelight
00:00:17 Ancient Writing
00:00:21 Desert Vehicle
00:00:25 Walkie Talkie – Tent – Shadow
00:00:30 Rocks – River – Jungle
00:00:37 Blue Mountain
00:00:38 Sky Flash
00:00:39 Beasts Grazing
00:00:41 Beast Stampede
00:00:52 Crashed Plane
00:00:56 Sea Creature
By the end of Level 8, students manipulate the elements of music and stylistic conventions to improvise, compose and perform music. They use evidence from listening and analysis to interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use music terminology and symbols to recognise, describe and notate selected features of music.
Students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others have made to communicate ideas and intentions as performers and composers of music from different cultures, times and locations.
|Explore and Express ideas: Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects (VCAMUE033)||Not Shown||Very Limited insight to the experimentation and decision making process.||Limited insight into decision making re: appropriate video showing a variety of moods and appropriate musical loops for use in the compositional process.||Satisfactory organisation of decision making re: appropriate video showing a variety of moods and appropriate musical loops for use in the compositional process.||High organisation of decision making re: appropriate video showing a variety of moods and appropriate musical loops for use in the compositional process.||Sophisticated selection process of appropriate video showing a variety of moods. The mood(s) of Music that are to be used are discussed and decided upon selected using the Mood Wheel. Appropraite loops are selected for the compisitional process.|
|Music Practises:Structure compositions by combining and manipulating the elements of music and using notation (VCAMUM036)||Not Shown||Very Limited use of Bandlab and Garageband to select appropriate musical loops, editing and adapting to enhance the compositional process.||Limited use of Bandlab and Garageband to select appropriate musical loops, editing and adapting to enhance the compositional process.||Satisfactory use of Bandlab and Garageband to select appropriate musical loops, edit and adapt loops, add effects to enhance the compositional process.||High use of Bandlab and Garageband to select appropriate musical loops, edit and adapt loops, add effects and own effects/live tracks to enhance the compositional process.||Sophisticated use of Bandlab and Garageband to select appropriate musical loops, edit and adapt loops, add effects and own effects/live tracks to enhance the compositional process.|
|Present and Perform: Rehearse and modify the performance track to include elements of syncing, snapping, dynamic envelope, fade ins and outs and different effects using different settings and contexts,using a range of music already composed, using techniques and expression appropriate to style (VCAMUP037)||Not Shown||Very limited demonstration of the general features of Garageband and Bandlab to create an effective video/sound clip.||Limited demonstartion of the general features of Garageband and Bandlab to create an effective video/sound clip.||Satisfactory demonstration of the general features of Garageband and Bandlab to create a cohesive video/sound clip.||High knowledge of the advanced features of Garageband and Bandlab to create a polished final video/sound clip of high quality and impact.||Sophisticated knowledge of the advanced features of Garageband and Bandlab to create an exceptionally polished final result that syncs and snaps to the video clip in a highly effective manner, producing a final video/sound clip of exceptional quality and impact.|
|Respond and InterpretAnalyse the use of the elements of music and stylistic features when listening to and interpreting music (VCAMUR038)||Not Shown||Very limited use of journalling in this task. Reflections and self assessment lack any substance.||Limited use of journalling in this task. Reflections and self assessment reveal a very basic working knowledge iinto the scope and sequence of this task.||Satisfactory journal describing how the elements music are manipulated and used. Reflections and self assessment reveal a working knowledge iinto the scope and sequence of this task.||Highly detailed journal describing how the elements music are manipulated and used to create music of high impact and stylistic beauty. Reflections and self assessment reveal a developed understanding iinto the scope and sequence of this task.||Sophisticated and highly detailed journalling describing how the elements music are manipulated and used to create music of high impact and stylistic beauty. Reflections and self assessment reveal an outstanding insight into the scope of this task and how to achieve an outstanding product.|
Samples of Student Work
‘Bell time Music’
- Cleo, Year 8
2. Oscar, Year 8
3. Zac, Year 7 (in video mode showing the DAW interface)
‘Major Summative Assessment – Composition of a video Soundtrack’
- Oscar, Year 8
2. Taj, Year 7
3. Cleo, Year 8
4. Lilly, Year 8 (Using all the moods presented in the course)
To view my full digital portfolio with many other examples of my work, please go to http://www.grantfurneaux.com Use the password ‘inspire’ to unlock content. Thank you.