Cross Curriculum: PrioritiesMusic can be evident within a number of facets both directly and indirectly, across the curriculum. Participation within music based activities have been shown to improve social skills, levels of expression, tolerance of other races, cultures, genders and provide students within an opportunity to explore their own selves and others in a creative way. It provides an environment for students who may not academically excel in other curriculum based subjects to achieve and shine. Additionally, music and other subjects within the arts curriculum provide opportunities for those students from all socio economic backgrounds and lifestyles to participate. Research has identified a high level link between increased participation in music, drama and other art based subjects with increased attendance and academic performance.
Music can be represented or used through a number of other curriculum subjects including but not limited to maths, science, history, geography and physical education. Studies have shown that music evokes improved spatial relations, increased abilities in pattern recognition, can assist in hand eye coordination and can be used to enhance the understanding of cultures and historical events. Other uses for music and other art based subjects include use within presentations and tuning in activities within formal and informal class structures. To further this, music is an imperative component within many cultures, particularly that of the Aboriginal and Torres Strait Islander community, as they value oral language above all else. Their use of music and dance to communicate is intrinsically embedded within their culture. References: Champions Of Change: The Impact Of Arts On Learning. 2015. Print. http://leo.acu.edu.au/pluginfile.php/1145588/mod_resource/content/1/champsreport.pdf Artsengine Task Force Interim Report, March 2012.. Print. http://leo.acu.edu.au/pluginfile.php/1145588/mod_resource/content/1/champsreport.pdf Cross Curriculum: DomainsEnglish
Some music that is taught and used in primary schools uses music with lyrics that students can learn and understand the meaning of. Students also have to understand the musicality of different songs and how rhyming words can work in music. Some songs have a story and children develop their skills of retelling in English. This also helps to understand music and can be beneficial to promote a deeper understanding. Students from foundation to year 2, Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083) (ACARA 2015). This shows how music in the curriculum can develop literacy skills by retelling and acquiring new vocabulary. Geography Through exploring different music genres students can discover ways that they can connect to different places in the world. It is also important for students to learn about music that originates from their local area such as aboriginal music, and learn different music with eastern influences therefore promoting discussion of Asian and Australian engagement. Music contains spatial and environmental dimensions, and can help students to explore land and its inhabitants. The different styles of music can help to distinguish between regions, for example, Cajun music originated in southern Louisiana, whereas New York was a thriving Jazz city at the same time. Music can also help to demonstrate migration patterns, transportation routes and elements of globalisation. When the first settlers came to Australia they brought their sea shantys and from these we got songs such as 'Botany Bay' and 'Waltzing Matilda'. These songs express the harsh conditions of Australia on arrival. Firstly by the conditions on the ship during transportation, and then introducing Australian geographical features such as 'billabongs' and 'Coolibah trees'. History Students can learn about the historical background of music, instruments and techniques in music, which not only assists them in learning about history but also assists in students developing research skills and comprehension skills. Music can help students to understand the contexts and emotions of people through any given time period. For example, when students study the roots of blues music, they can understand the transportation of Africans into Southern USA, where they picked cotton, performed other menial and degrading tasks, were separated from their families and forced to work long and laborious days. Blues music became a form of protecting the African American identity and expressing their sorrow. Similar themes could be used when studying the Holocaust or World War II. Many interpretations of Chopin erupted to reflect the pain that was endured by the survivors. These could be used as introductions to the topic, and help students to form deeper and more meaningful connections with the historical event. Mathematics There is a strong relationship between mathematics and music. Students learn about size, scale, shape, pattern and proportion in both, as well as learning how to count to the beat and understanding fractions to be able to grasp the concept of crotchets, quavers and semi-quavers. For example, students in years 3 and 4, Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084) (ACARA 2015). Students develop and apply numerical skills for this content descriptor. Music plays a role in other areas of the curriculum that are not necessarily subjects or domains but are very important in the development of young people. These are:
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References
ACARA. (2015). Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/english/curriculum/f10?layout=1#levelF.
AusVELS. (2015). The Arts. Retrieved from: http://ausvels.vcaa.vic.edu.au/The-Arts/Curriculum.
Pellegrino, A.M. (2013). Employing Music in the History Classroom. The Social Studies. 104(5). pp. 217 - 226.
Carney. G. (2011). Music Geography. Journal of Cultural Geography. 18(1). pp. 1 - 10.