Tuesday, October 3, 2017

sMAG Spring ENews

With slightly warmer weather in Victoria as Spring commences, sMAG extends good wishes to everyone, and the hope of a well-earned September break.

Federal Delegation

Music Australia recently organised a Federal trip to advocate for Music Education on a National level. While sMAG representatives were invited, sMAG committee members were not available. We would like to support the Music Australia Federal efforts by asking sMAG Victoria members to write a letter of support. Please write to your local Federal member and the Hon. Simon Birmingham - Education MP. https://www.senatorbirmingham.com.au/contact/
Letters need to highlight your support of the recent delegation, the challenges faced in delivery, and the strategic outcomes required to reach every child in every State in Music around the goals as outlined in the TEMAG report Recommendation 18;
https://www.education.gov.au/news/teacher-education-ministerial-advisory-group-report-released  While Music is not listed as a specialism, it is not excluded from the conversation.  Federal legislation covers Initial Teacher Education (Undergraduate teacher training).  We need tertiary institutions to provide specialism training in Music so that a high quality sequential, continuous and developmental music education can be delivered to all Australian children, by an expertly trained teacher.   It is only the Federal government that can make music a compulsory subject, allocate a minimum time allotment to the subject, and can implement requirements for Primary Teachers to graduate as specialists.  It is simply not feasible to expect a generalist classroom teacher to deliver expert training in music education on top of the Literacy and Numeracy requirements.  Whenever a delegation takes place, a letter writing campaign needs to happen to demonstrate to politicians how important the issue is to the community.  As other lobby groups are currently dominating the political landscape, it is VITAL that as many people as possible write letters now as a follow up to this delegation.  I have published a video outlining how necessary it is to write to MPs on the sMAG Victoria Facebook page: https://www.facebook.com/sMAGVic/.
Please look at the Music Australia pdf and phrase your thoughts around the key points: http://musicaustralia.org.au/wp-content/uploads/2017/09/Australian-Music-Education-Status-Priorities.pdf
sMAG Victoria also runs a Facebook group where you can develop conversations and relationships with other Music Teachers across the State: https://www.facebook.com/groups/1101931139911842/

SIMP
As mentioned in our Autumn and Winter ENews, sMAG Vic has focused all attention towards the Secondary Instrumental Music Program (SIMP).  Work has been quite intensive and time consuming, so we are pleased the new Permission To Teach (PTT) policy will come into effect on October 1, 2017.  The policy is publicly available on the VIT website: http://www.vit.vic.edu.au/news/news/2017/permission-to-teach-policy-changes

We welcome the clarity the document brings around the definition of a teacher according to the Act of 2006:

“Central to the 2017 PTT policy is the principle that whenever a person is undertaking the duties of a teacher - such as delivering the curriculum, assessing student outcomes in an educational program and being responsible for a class - then that individual must hold teacher registration or permission to teach.”


The AEU will hold meetings with the Hon. Mr. Merlino, and DET regarding to the new PTT policy as well as the new EBA and implications around workplace employment conditions.  Should anyone have concerns with any SIMP position employment conditions, we advise you bring the conversation to the attention of Sarah Parr at the AEU: Sarah.Parr@aeuvic.asn.au.

What you can do (Repeated from Winter)
All Music teachers, and particularly IMTs, are acutely aware of how intrinsic classroom, Instrumental lessons and ensemble pedagogy all intertwine and are essential to delivering the Victorian Curriculum, VCE or IB outcomes.  As a community we need to be able to articulate this clearly in every local school setting.
A few key phrases to embed in professional lives and documentation may be;
·       Instrumental lessons and ensemble delivery are intrinsic in delivering outcomes against the school’s approved curriculum (VicCurr, IB, VCE etc).
·       Instrumental teachers and ensemble directors report against the standards stated in the approved curriculum, keeping accurate records of evidence and data.
·       Instrumental teachers and ensemble directors document curriculum across The ARTs domain as required by the approved curriculum.
·       Instrumental teachers and ensemble directors meet with their Head of Music or upline managers to provide evidence of their documentation and student progress.
·       IMTs and ensemble directors set aside time for professional meetings with their faculty to ensure curriculum delivery is meeting the requirements of the approved curriculum.

MEERG (Repeated from Winter)
Consultation around the sMAG discussion paper for strategic leadership architecture over the SIMP program has been ongoing.  With adequate structures around the SIMP, accountability and support processes can be implemented across the state, to see the program thrive.  The Music community highly values the SIMP, and understands the intrinsic value in developing high achieving music professionals, able to enter tertiary courses and perform on the global stage.  Prof. Gary McPherson is particularly advocating for the growth of the SIMP to ensure high quality delivery into the future.

VICTORIAN JOBS
With the roll out of Victorian government targets for improvement in Music outcomes, we see jobs. Let a friends know about the listings at Recruitment Online, and let's get some music happening!

GREATER SHEPPARTON
Great things happening in Greater Shepparton! See the blog posted by Nicole Thorne: https://www.musicmovingmountains.com.au/blog.  School Music programs are gaining access to much needed funds through the Fairley Foundation http://www.fairleyfoundation.org/ and The Pratt Foundation.  Fiona Phillips from Deakin in Geelong is currently researching and working with these music programs.  Any spare/old instruments can be donated.  Please email smag.schoolmusicactiongroup@gmail.com if you can help out.

THE VICTORIAN MUSIC LIBRARY
The Victorian Music Library is urgently looking for a space to call home.
Do you know of a disused church, or converted warehouse? We are seeking your creative help and imagination!
Our wish-list is:
* Approximately 400 square metres of floor space for the total collection
* A location close to a shopping precinct and public transport
* Kitchenette and bathroom facilities
* Administration area with temperature control and space for
cataloguing and processing music
* Adequate amount of car parking spaces for members and volunteers
* A ramped entrance for disabled, pram and trolley access
* Our target area is from the Melbourne CBD in an easterly direction towards Camberwell and then down in a southerly direction towards Sandringham
Background information:
* The VML is a not-for-profit independent incorporated organisation
* We offer a niche market service which is different from universities
* We are open to the general public
* Originally established in 1974 as a string music library
* An ever-increasing collection, currently listing more than 20,000 items of catalogued sheet music
The sheet music collection currently includes:
* Chamber music
* Orchestral music
* String Orchestra music
* Choral and Vocal music - both secular and religious
* Band music
* Solo Instrumental music - including works for AMEB and VCE exams
* Percussion music - a large collection rarely available elsewhere
* Piano music
Remember!!! Finding a suitable place for the VML is only a few steps away.
Please pass this information around to as many people as you can to help the
entire music community.
Contact the VML at vicmusiclib@gmail.com


FREE PROFESSIONAL LEARNING
aMuse and Musical Futures are offering primary and early childhood teachers the opportunity to take part in a FREE Singing Classroom workshop during October and November.
The Singing Classroom is a Professional Learning program for generalist primary classroom teachers offering them support, confidence, skills and resources to sing more regularly with their students. The approach is designed in such a way so that singing is not an add-on or an extra activity, but integrated into the existing your daily program.
The Singing Classroom workshops:
Provide skills and resources for generalist teachers to enable more singing in the classroom
Build confidence in generalist primary teachers to sing with their students
Provide techniques to lift the profile of singing in schools and classrooms
Demonstrate ways of integrating singing into dedicated music sessions as well as into the general curriculum
Supporting the development of self-confidence in teachers and students
Workshop activities include:
Introduction to the purpose of singing in the classroom and why singing is important
How to teach a song including chants, rounds, part-songs, action songs
Ideas for integrating singing into the curriculum especially links to literacy, numeracy and more
Extension ideas for integrating composition and percussion including body percussion, songwriting composition and creating a rap
Materials and resources including sample songs, rounds, tools for creating a group composition activities, writing a rap and more
All teachers will be provided with a certificate of attendance recognising the professional learning hours
Dates and Locations:
Ballarat - Wednesday October 25th at Phoenix P-12 Community College, Sebastopol
Bendigo – Thursday October 26th at Crusoe P-7 College, Kangaroo Flat
Geelong – Wednesday November 8th at Northern Bay College, Corio
Melbourne – Wednesday November 15th at Melbourne Graduate School of Education, Queensberry St, Parkville
Each workshop starts at 4.30pm and ends at 6.30pm
Register now:
Registrations for each of our FREE Victorian regional workshops are now open: 
http://www.musicalfuturesaustralia.org/singing-classroom-rego.html

Twitter: @sMAG_Vic   https://twitter.com/sMAG_Vic  

Monday, July 10, 2017

sMAG Winter ENews

With a semester of learning behind us, sMAG extends good wishes to everyone, and the hope of a well-earned winter break.

As mentioned in our Autumn ENews, sMAG Vic has focused all attention towards the Secondary Instrumental Music Program (SIMP).  Work has been quite intensive and time consuming, so we are pleased to report some progress.  Following a VIT review of the Permission To Teach (PTT) policy in early 2015, recommendations were finalized, and consultation with stakeholders proceeded.  A draft for a new PTT was put to the minister in 2015. After further consultation with stakeholders, The Education Minister, the Hon. Mr. Merlino, approved the VIT PTT policy in June this year. 

Regional Instrumental Coordinators have been, and will continue to be consulted with regard to the implementation of the new policy in due course.  IM Coordinators indicate that they are largely pleased with the new policy, and are happy to work through implementation discussions. The VIT will publicly publish the PTT policy according to their regulations and guidelines.  We expect the policy to come into effect in October 2017.

The AEU will hold meetings with the Hon. Mr. Merlino, and DET regarding to the new PTT policy and implications around workplace employment conditions.  Should anyone have concerns with any SIMP position employment conditions, we advise you bring the conversation to the attention of Sarah Parr at the AEU: Sarah.Parr@aeuvic.asn.au.

What you can do
All Music teachers, and particularly IMTs, are acutely aware of how intrinsic classroom, Instrumental lessons and ensemble pedagogy all intertwine and are essential to delivering the Victorian Curriculum, VCE or IB outcomes.  As a community we need to be able to articulate this clearly in every local school setting.
A few key phrases to embed in professional lives and documentation may be;
·       Instrumental lessons and ensemble delivery are intrinsic in delivering outcomes against the school’s approved curriculum (VicCurr, IB, VCE etc).
·       Instrumental teachers and ensemble directors report against the standards stated in the approved curriculum, keeping accurate records of evidence and data.
·       Instrumental teachers and ensemble directors document curriculum across The ARTs domain as required by the approved curriculum.
·       Instrumental teachers and ensemble directors meet with their Head of Music or upline managers to provide evidence of their documentation and student progress.
·       IMTs and ensemble directors set aside time for professional meetings with their faculty to ensure curriculum delivery is meeting the requirements of the approved curriculum.

MEERG
Consultation around the sMAG discussion paper for strategic leadership architecture over the SIMP program has been ongoing.  With adequate structures around the SIMP, accountability and support processes can be implemented across the state, to see the program thrive.  The Music community highly values the SIMP, and understands the intrinsic value in developing high achieving music professionals, able to enter tertiary courses and perform on the global stage.  Prof. Gary McPherson is particularly advocating for the growth of the SIMP to ensure high quality delivery into the future.

VICTORIAN GOVERNMENT ANNOUNCEMENT
Grants for schools to partner with professional artists are available through the ‘Creative Learning Partnerships’.

Wednesday, May 3, 2017

sMAG Autumn ENews

As we moved into 2017, sMAG Vic has focused on various conversations around the Secondary Instrumental Music Program.  At this stage, progress is slow.  We await a progress report from the AEU on their negotiations with DET around the issues. We have reservations around some professional conversations regarding the future of the SIMP, and will continue to advocate for the strong contributions this sector makes to the overall success of Victorian music programs.  Should anyone become concerned with positions advertised as ES, we advise you bring the conversation to the attention of Jo Patterson at the VIT.

SUBMISSION
During Term 1, sMAG Vic Teacher Training Working Party made a submission to the Legal and Social Issues Committee of the 58th Parliament of Victoria: Inquiry into Youth Justice Centres in Victoria.  Dr. Helen Farrell led the writing and research outlining the benefits of using Music Education in the rehabilitation of young people during juvenile detention.  
A summation of our final recommendations:
sMAG (Vic) recommends that the Legal and Social Issues Committee takes courage to develop and implement an exemplary community of practice in the juvenile justice system in Victoria (Wenger & Snyder, 2000; Wenger, 2004; Wenger, McDermott & Snyder, 2002), e.g.,
·                improved culture, policies, practices and reporting, specifically, policy and research relating to exemplary performing and visual arts programs;
·                additional program options for keeping young people out of youth justice centres, specifically, exemplary performing and visual arts programs – such as DIG DEEP at The Arts Centre;
·                a more clearly defined role for the Department of Health and Human Services (DHHS) in overseeing practices that this complex adaptive challenge be mitigated, specifically, improved health and wellbeing of school aged children and young people through exemplary performing and visual arts programs, i.e., Rickard & McFerran, 2011, op cit.


VICTORIAN GOVERNMENT ANNOUNCEMENT
Have a look at this press release: Helping Victorian Students Learn A Musical Instrument

YAMAHA
Yamaha have published a series of videos promoting Music Education:


Tuesday, September 27, 2016

sMAG Term 3 ENews

Welcome to another vibrant report form the School Music Action Group Victoria.  As Term is so busy, and each member of our team invests so much time into our lobby work, as well as their own daytime jobs, Term-by-Term news will be collated during the school holidays, and regular updates can be found on the Facebook page.  https://www.facebook.com/sMAGVic/

sMAG Instrumental Music Teacher Working Party (IMT WP)

We have continued to discuss the VIT PTT draft policy with the VIT and at the Music Education Expert Reference Group.  Letters to Mr. Merlino have also continued.  We received reassurance from the Minister that he takes our concerns very seriously, and will address many of the matters personally.  We remind everyone to contact Jo Patterson of the VIT, should any cases of concern be brought to your attention. The VIT will then engage their compliance measures, commencing an investigation process and contacting the Principal concerned.

We saw the Government Response to the Bracks Report. Publications can be found here: http://www.education.vic.gov.au/about/department/Pages/fundingreview.aspx and specifically http://www.education.vic.gov.au/Documents/about/department/Bracks%20Government%20Response%202016.pdf   This report is pertinent to the SIMP as it included a minor inclusion of the funding models appropriated for this area.  Within this we see that the government is putting strategic oversight mechanisms to direct future work with the School Policy and Funding Advisory Council (SPFAC).  We understand that there is a focus on providing equity.  In other government publications we see the Community Hubs model published.  The sMAG IMT WP advocates that any funding model for the SIMP be devised around the HUBS or ‘Lighthouse’ concept: http://www.premier.vic.gov.au/making-our-schools-thriving-community-hubs/ With base schools for both SIMP and classroom music educators, staff can be provided with some security of employment at a major music center school, and then supply to local smaller schools for fractions of time as the student numbers permit. 
We also understand from the Bracks documents that there is a Framework for Improving Student Outcomes (FISO).  We are researching the implications of this document.
sMAG Teacher Training Working Party (TT WP)

We saw the publication “WORKING TOGETHER TO SHAPE TEACHER EDUCATION IN VICTORIA” discussion paper released in mid September.  With limited time we were able to submit with recommendations around undergraduate entrance requirements, and course content.
sMAG Strategy Working Party
Discussions around the benefits of a DET Music Branch have commenced.  We believe that should DET take up the concept of a leadership branch for music education situated at Treasury Place, staffed by music trained professionals with credentials in both performance and education, mechanisms for visionary aspirations, strategic oversight, as well as transparency and accountability measures would have opportunity to be developed and see long term generational change throughout Victoria.  The LOTE branch has had tremendous success with the same leadership model, and so we believe such a model would work for Music Education.  We have written to the minister with this suggestion.

VICTORIA – THE EDUCATION STATE – Music Education

As we moved through Term 3, we saw the development and implementation of many improvement points against the Victorian Inquiry into the Extent, Benefits and Potential of Music Education 2013.  We now see many and varied announcements coming through the Andrews’ government portals and encourage you to get involved and respond.
INFRASTRUCTURE
Schools -
Quote: “Victorian schools will be thriving community hubs with new libraries, sports facilities, performing arts centres and early learning centres to be shared with the whole community, under a new Andrews Labor Government initiative.”
Minister for Education James Merlino launched the $50 million Shared Facilities Fund, which will help schools and communities build shared facilities on school grounds. http://www.premier.vic.gov.au/making-our-schools-thriving-community-hubs/
The opportunity here is for many private music providers.  Investment from the music industry into music education would have tremendous outcomes.  Should music industry look into partnerships where significant infrastructure is built, with access to the facility by both industry and education – the potential is enormous.  Individual schools, and music education groups need to start having rich conversations around proposals and connect with the Victorian Government to see this happen, so that future generations of Victorians can benefit for decades to come.

Universities -
Infrastructure is a theme, a wonderful theme, coming out of the Andrews’ Labor government.  After last term’s announcements around a new conservatorium for Melbourne University, we also saw announcements around new music facilities for Monash University. The Monash Alexander Theatre Upgrade: https://alexander-theatre.monash/
Although sMAG has not been directly involved at all, we welcome the magnificence of this announcement, and the generational change that will come through in Jazz and Musical Theatre.
Now I shall sing ‘Fly me to the moon….’

Further news from Gary around the University of Melbourne Upgrade –




“The Melbourne Conservatorium of Music’s (MCM) new Conservatorium building will offer state-of-the-art teaching facilities on the University of Melbourne’s Southbank campus.

Conceived by award-winning John Wardle Architects, and funded by the University of Melbourne, the Victorian Government, and generous philanthropic support, the $104.5 million building will help consolidate existing MCM staff and students on the Southbank campus, further strengthening the relationships between the Faculty of the Victorian College of the Arts and Melbourne Conservatorium of Music (VCA&MCM) and its neighbour and partner arts organisations, creating a dynamic new environment for music education and collaboration.

The project plans include an (approximate) 443-seat auditorium, two very large spaces for orchestral and large ensemble rehearsals, teaching studios and lecture halls, as well as a public square that will contribute to the community space plan for the Melbourne Arts Precinct Blueprint. Construction is slated to begin in 2017, with first classes to commence in the building in 2019. The existing Conservatorium infrastructure, including the renowned Melba Hall, will be retained on the University’s Parkville campus.

The new Conservatorium building forms part of the ongoing redevelopment of the Southbank campus, which also includes a refurbishment and repurposing of the former Police Stables in Dodds Street, as well as the establishment of the Buxton Contemporary. The Faculty of VCA&MCM teaches more than 7,000 students and attracts more than 31,000 visitors a year.

Further details on the new MCM Conservatorium building and Southbank redevelopment can be found at http://mcm.unimelb.edu.au/southbank-redevelopment
                                                                                                               
Professor Gary McPherson 
Ormond Chair of Music and Director
Melbourne Conservatorium of Music
The University of Melbourne

FRAMEWORK
The Arts Education Colloquium Series PresentedDeveloping a framework for music education and defining quality: Associate Professor Neryl Jeanneret

sMAG’s Fiona Phillips went along and provided the following report.

“Reflections on the F-12 Quality Music Framework

Neryl explained that the journey towards the framework had begun in August  2015, when the Melbourne Graduate School of Education was given the  mission to develop a F-12 Quality Music Education Framework. She mentioned the importance of professional groups such as sMAG, that had continued to apply pressure at the political level resulting in the Victorian Parliamentary Inquiry into the Extent, Benefits and potential of Music Education in Victorian Schools. It is therefore imperative that we continue to pull together and write to politicians.

The challenge for Neryl’s team was to pull together research, policy, and stakeholder interests into a single framework that defined “quality music education” for Victorian schools and that covered a spectrum of schools and teachers. Neryl highlighted that there is still such inequity when it comes to the provision of music education in Victoria and that the ‘spectrum’ included either/or schools and teachers with little or no music education in place to those with well-established and robust music education programs. Neryl highlighted that the task to define “quality music education” in a way that also provides a ‘framework for accountability’ had been a complicated exercise.

The people, places, pedagogies and repertoire of music education in Victorian schools are so diverse and it was pleasing to hear of the recognition that music education can and does exist outside of metropolitan Melbourne. This diversity however, creates its own set of issues. Neryl and her team recognized that policy documents relating to classroom music have to be “necessarily broad to accommodate the needs and contexts of students across a broad range of demographic, cultural and geographical backgrounds. This need for flexibility must be balanced with a specificity that is actually useful for teachers in guiding their practice in a wide range of music education contexts.” This underpinning statement brought up the necessity for the M.E.G. (Music Education Guide) to be completed and made available to support the implementation of the framework.

Post presentation questions from teachers who are required to also implement the Victorian Curriculum whilst employed as “Performing Arts Teachers” highlighted another level of complexity and this continues to bring to the surface the importance of arguing for musical learning and development as intrinsically important. It also brings up the question of what the skill level and musical background is of those implementing music education from this position.

The presentation indicated that the work done by the team had drawn from a meta-synthesis of the music education research and policy literature. A bibliography would be made available – something that will assist sMAG in the preparation of documentation going forward. There is still a gap in the literature in relation to research of practice and what music education ‘looks like’ in the real life classrooms outside Metropolitan Melbourne. There was mention of Lucy Green’s work in the UK in lower secondary classrooms and the informal musical learning model that is the backbone of Musical Futures Approach.

Of particular interest to me, was a graphic suggesting the use of a range of pedagogical models across the learning spectrum. The idea that knowledge of more than one pedagogical approach is necessary when teaching and learning in music is not new, but the suggestion in the framework that particular approaches are more useful at particular stages of development was interesting. This was highlighted in comments to me made by a colleague from the host organization. He indicated that in his area of learning this was an aspect of their practice that was not considered. In his area instead, a particular approach and set of strategies was suggested with levels of complexity the area of differentiation applied. I believe that this idea of a range of developmentally appropriate pedagogical models in the framework provides the grounds for applying some level of pressure to ITE providers to have this as more of a focus in their courses and in order to accomplish such will require more effective use of time and dedication to the learning area. I also believe that it highlights the need for strong partnerships to exist between the various professional organizations and ITE providers. Giving time to perfecting skills and knowledge and expertise in the implementation of a range of pedagogical approaches and strategies will also require the relevant professional organisations to step up their level of provision to in-service professionals.

Brian Loane once said, “Use music itself to explain to young people what you mean. This isn’t an art lesson or an English lesson.” It was great to have a sample of recent VCE work from a young person to help highlight what this type of framework may be able to achieve for more students across the state. At the forefront of my mind was one main phrase – it rang like an ostinato in my mind – “continuous experiences”. This will be a challenge but it is and should be the baseline or foundation of what we aim for.”
Fiona Phillps


STEAM
Keep up the pressure, and make it STEAM!  Science without creativity – would mean no invention, but simply analysis and data.  To be the clever country, all scientists need creativity.



WHAT YOU CAN DO….

1. Celebrate:
Do you have a success story to tell?  Share it with us – we love to share the results of progress with the wider community.
Has your school received funding through the Musical Instruments Grant program? http://www.premier.vic.gov.au/helping-victorian-kids-to-embrace-music/  Share photos, celebrations and feedback here on the sMAG FB page, via the Music Education NING and music.eduation@edumail.vic.gov.au. We want to celebrate with you as the improvement implementations roll out!
2. Integrity in Partnerships:
Whenever a school requires a partnership with an outside music/arts provider - check the credentials. It is crucial that the outside provider has a qualification and can a) read music, b) sing in tune c) interact in a professional way with students d) are consistent so that students are not confused e) provide original works. If the provider does not pass the 'fair dinkum' test, find someone who does. There are plenty of private providers who can match the score to the performance, the rehearsal to the product at a high level - seek those providers out and reward them for their professionalism.

3. Promotion
Wouldn’t it be great to see Australian Music greats immortalized in bronze like our sports legends are around the MCG?  It can happen!! The Victorian government has released funding to do just that!  More laneways named after music legends, tourist walks, and even sculptured art installations.  http://www.premier.vic.gov.au/rockin-the-laneways-to-celebrate-vic-music-heritage/ You could write a submission encouraging your local council to seek funding that puts a sculpture of Molly Meldrum in a prominent place in St. Kilda, bronze statues of Christmas Carols singers outside the Sydney Myer Music Bowl, and Richard Gill outside the Vic Opera building! Let's write in and celebrate our music in the streets with art, sculptures, laneway names and history walks everywhere!