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Music

Participation

The Music program at Narbethong State Special School acknowledges the rights of all students to participate in individualised, relevant and diverse music experience. Our students with vision impairment and additional disabilities derive great enjoyment and benefit through their participation with their teachers in this educational program.

For a human being, aesthetic growth is highly desirable. Almost all children respond to music and most express great pleasure through participation. Expressively, music provides a means for communicating needs and expressing a wide range of feelings. All this takes place in a situation that is both powerful and non-threatening.

Music provides a means for students to experience a wide range of experiences and human feelings. In fact, music often reaches children when other methods have been found to be ineffective. Music and music-based activity can be used to promote and enhance the acquisition and/or development of a range of social, communication, cognitive and physical skills.

Broadly based program

The music program at Narbethong caters for students both in groups and on a one-to-one basis.

On the whole, music at Narbethong is used 'functionally’ to develop non-musical goals. Music is used to actively involve the students in meaningful experiences, which develop skills appropriate to individual functioning levels. Music is valued as a means of interacting with others and understanding others within the social settings in which we operate.

Curriculum

There are four strands in the Music curriculum:

  • create and perform
  • listen and perceive
  • culture
  • connect

Each of these strands incorporates purposeful experiences within which students actively participate. Students at Narbethong actively engage in the perception, performance and creation of music. Their participation is determined and demonstrated according to the modes of communication (responses) which are appropriate for each student.

The purpose of an activity gives meaning to the communicative modes that students demonstrate i.e. a hand movement or an expression change can demonstrate performing, listening or appreciation of musical style.

Music as facilitator and motivator

Music is used as a vehicle through which to achieve non-musical objectives such as:

  • Socialisation
  • Communication
  • Self care
  • Sensory training
  • Fine/Gross motor training
  • Sensory input

Expressively, music provides a means for communicating needs and a wide range of feelings.

Receptively, music is used to signal activities or time (e.g. greetings, eating, relaxation and end of lesson/session). Verbal instruction incorporated in songs has often proven to be a valuable means of conveying information, sequencing tasks, learning routine procedures etc.

Music and related activities, appropriately designed and implemented in group or individual programs, provide structure, routine, a sense of security, focus and anticipation of events, as well as enjoyment, motivation and positive reinforcement.

Music as a subject

General music education is provided where appropriate. Children participate in music at their particular level. By adapting the activity, the music or the instruments it is possible to find some way to involve every child in a musical activity. It is possible to establish activities in which all children can achieve some success.

The activities include:

  • Group and individual music sessions
  • Listening (music appreciation)
  • Pitch and rhythm work
  • Exploring sound and use of percussion
  • Creative music making
  • Movement and dance
  • Music tuition where appropriate (theory and instrumental)

Music for leisure/enjoyment

Music experiences are provided which encourage social interaction and which strive to provide the listener / player with independent recreational skills.