Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Music Studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect better with others. Credits in level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines. Students cover solo performance, group performance, composition, sound technology and music theory. They continue to receive one hour of free instrumental tuition every week. They are encouraged to perform at various events such as the A&P Show, Soirees, Talent Quest, Rockquest, Pacifica Beats and more. Students will have solo performance opportunities both in and out of class, across the year. Some of these will be formative assessment and others summative. Students will be assessed when they are ready.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Acoustics engineer; Artist manager; Arts administrator/arts management  (includes grant writing and fundraising, managing events, arts advocacy, programming, house manager); Audio production (editing, audio engineering, audio development; Composer  (professional and school band/orchestra; film/TV/gaming; educational publishing; children’s music; religious music; musical theatre; commercials); Cruise ship entertainer; Educator; Electronic production and design (including audio engineering, mastering, mixing, music directing, producing, program directing, programming, recording engineer, studio manager, MIDI technician); Entertainment lawyer; Event production; Film, TV, gaming music; Fundraiser, grant writer; Instrument repair and restoration; Lyricist; Marketing; Media development; Music app developer; Music critic, reviewer, blogger; Music licensing; Music programmer  (for events, clubs, restaurants); Music publishing (online and print writing, copywriting, editing, managing, proofreading, publishing, researching); Music therapist; Music web producer; Musicologist; Personnel Manager (orchestras, arts organizations, shows, events); Producer; Promoter; Public relations agent or coordinator; Radio (announcing, librarian, manager, programming, research, station broker) Recording (producer, engineer); Religious music - sacred music; Royalty analyst, royalty accountant; Session musician; Software developer; Songwriter (including composer, lyricist, producer; jingle writing for television, radio and internet; freelance work; librettist); Sound engineer or technician.

Studying Music gives students skills that are highly desirable in a variety of non-music related careers, eg, the Health profession: “I am a strong advocate for the role of music for health professional students. Apart from producing more well-rounded professionals who can engage more widely with life in general, the transferable skills that come with a musical background are invaluable.” Prof Sunny C Collings, Dean and Head of Campus, University of Otago, Wellington

Learning outcomes/Assessment links:

Note: Courses are subject to change with the review of courses at the end of each year. Course is endorsable. *Students' courses will be designed to suit the individual.

Progression: (What courses does this course lead to?)
This course leads to NCEA Level 2 Music. Also to community engagement through performance. Music can become a lifelong passion, creative outlet, stress management tool and a way to engage collaboratively with others.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Students will work with professional composers during the year and have the opportunity to make links with musicians in the community. They will have instrumental lessons from a specialised tutor.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will have an opportunity to perform in real-life situations. They will also learn to use the recording studio with industry-standard software. They will be involved in compiling an album of their work from throughout the year.

Teaching and Learning Approaches: (How will I learn in this course?)
This course is differentiated to suit learner needs. Students will not complete all the standards available, but will negotiate a course to suit them. Students can bring their prior learning and world view to their compositions, which can be individual or collaborative. In learning their instrument, students will work at their own pace and will be assessed when their skill level has reached the required standard - this can be throughout the year. A multi-level approach is possible (ie if a student completes Level 1 solos, they can choose to move on to Level 2 solos or they may choose to learn another instrument).

Resource requirements: (What resources will I need to have to learn in this course?)
In Level 1 Music, all students must commit to practising at least four times a week, for thirty minutes, outside of class time. This may be at home or in the Music Department during break times. To have a realistic chance of passing this course, and gain entry into the next level, students MUST attend at least 90% of lessons. This is especially important for group rehearsals. To achieve at the Level 1 standard, the learning required is “equivalent to two and a half years learning in an itinerant music programme”. This means students need to have begun learning an instrument (includes singing) before coming into this class.

 Course Outline  

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Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Music Studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect better with others. Credits in level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines. Students cover solo performance, group performance, composition, sound technology and music theory. They continue to receive one hour of free instrumental tuition every week. They are encouraged to perform at various events such as the A&P Show, Soirees, Talent Quest, Rockquest, Pacifica Beats and more. Students will have solo performance opportunities both in and out of class, across the year. Some of these will be formative assessment and others summative. Students will be assessed when they are ready.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Acoustics engineer; Artist manager; Arts administrator/arts management  (includes grant writing and fundraising, managing events, arts advocacy, programming, house manager); Audio production (editing, audio engineering, audio development; Composer  (professional and school band/orchestra; film/TV/gaming; educational publishing; children’s music; religious music; musical theatre; commercials); Cruise ship entertainer; Educator; Electronic production and design (including audio engineering, mastering, mixing, music directing, producing, program directing, programming, recording engineer, studio manager, MIDI technician); Entertainment lawyer; Event production; Film, TV, gaming music; Fundraiser, grant writer; Instrument repair and restoration; Lyricist; Marketing; Media development; Music app developer; Music critic, reviewer, blogger; Music licensing; Music programmer  (for events, clubs, restaurants); Music publishing (online and print writing, copywriting, editing, managing, proofreading, publishing, researching); Music therapist; Music web producer; Musicologist; Personnel Manager (orchestras, arts organizations, shows, events); Producer; Promoter; Public relations agent or coordinator; Radio (announcing, librarian, manager, programming, research, station broker) Recording (producer, engineer); Religious music - sacred music; Royalty analyst, royalty accountant; Session musician; Software developer; Songwriter (including composer, lyricist, producer; jingle writing for television, radio and internet; freelance work; librettist); Sound engineer or technician.

Studying Music gives students skills that are highly desirable in a variety of non-music related careers, eg, the Health profession: “I am a strong advocate for the role of music for health professional students. Apart from producing more well-rounded professionals who can engage more widely with life in general, the transferable skills that come with a musical background are invaluable.” Prof Sunny C Collings, Dean and Head of Campus, University of Otago, Wellington

Learning outcomes/Assessment links:

*Note: Students will not complete all standards, but will select a course in conjunction with Mrs Chuck. Course is endorsable.

Progression: (What courses does this course lead to?)
This course leads to NCEA Level 3 Music. Also to community engagement through performance. Music can become a lifelong passion, creative outlet, stress management tool and a way to engage collaboratively with others.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Students will work with professional composers during the year and have the opportunity to make links with musicians in the community. They will have instrumental lessons from a specialised tutor.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will have an opportunity to perform in real-life situations. They will also learn to use the recording studio with industry-standard software. They will be involved in compiling an album of their work from throughout the year.

Teaching and Learning Approaches: (How will I learn in this course?)
This course is differentiated to suit learner needs. Students will not complete all the standards available, but will negotiate a course to suit them. Students can bring their prior learning and world view to their compositions, which can be individual or collaborative. In learning their instrument, students will work at their own pace and will be assessed when their skill level has reached the required standard - this can be throughout the year. A multi-level approach is possible (ie if a student completes Level 2 solos, they can choose to move on to Level 3 solos or they may choose to learn another instrument).

Resource requirements: (What resources will I need to have to learn in this course?)
In Level 2 Music, all students must commit to practising at least four times a week, for thirty minutes, outside of class time. This may be at home or in the Music Department during break times. To have a realistic chance of passing this course, and gain entry into the next level, students MUST attend at least 90% of lessons. This is especially important for group rehearsals. To achieve at the Level 2 standard, the learning required is “equivalent to three and a half years learning in an itinerant music programme”. This means students need to have learnt an instrument (includes singing) before coming into this class. However, a flexible programme is a possibility.

Course Outline  

___________________________________________________________________________________________________________________________________

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Music Studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect better with others. Credits in level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines. Students cover solo performance, group performance, composition, sound technology and music theory. They continue to receive one hour of free instrumental tuition every week. They are encouraged to perform at various events such as the A&P Show, Soirees, Talent Quest, Rockquest, Pacifica Beats and more. Students will have solo performance opportunities both in and out of class, across the year. Some of these will be formative assessment and others summative. Students will be assessed when they are ready.

Level 3 Music is a university-approved course and students can also gain credits for UE literacy.  Opportunities are available in sound and recording technology. Students also participate in event organisation and management.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Acoustics engineer; Artist manager; Arts administrator/arts management  (includes grant writing and fundraising, managing events, arts advocacy, programming, house manager); Audio production (editing, audio engineering, audio development; Composer  (professional and school band/orchestra; film/TV/gaming; educational publishing; children’s music; religious music; musical theatre; commercials); Cruise ship entertainer; Educator; Electronic production and design (including audio engineering, mastering, mixing, music directing, producing, program directing, programming, recording engineer, studio manager, MIDI technician); Entertainment lawyer; Event production; Film, TV, gaming music; Fundraiser, grant writer; Instrument repair and restoration; Lyricist; Marketing; Media development; Music app developer; Music critic, reviewer, blogger; Music licensing; Music programmer  (for events, clubs, restaurants); Music publishing (online and print writing, copywriting, editing, managing, proofreading, publishing, researching); Music therapist; Music web producer; Musicologist; Personnel Manager (orchestras, arts organizations, shows, events); Producer; Promoter; Public relations agent or coordinator; Radio (announcing, librarian, manager, programming, research, station broker) Recording (producer, engineer); Religious music - sacred music; Royalty analyst, royalty accountant; Session musician; Software developer; Songwriter (including composer, lyricist, producer; jingle writing for television, radio and internet; freelance work; librettist); Sound engineer or technician.

Studying Music gives students skills that are highly desirable in a variety of non-music related careers eg the Health profession: “I am a strong advocate for the role of music for health professional students. Apart from producing more well-rounded professionals who can engage more widely with life in general, the transferable skills that come with a musical background are invaluable.” Prof Sunny C Collings, Dean and Head of Campus, University of Otago, Wellington

Learning outcomes/Assessment links:

Note: Each student will design a course from the above standards in consultation with Mrs Chuck.  This is a University Entrance Approved subject. Course is endorsable.

Progression: (What courses does this course lead to?)
This course leads to further Music studies eg university, MAINZ, SAE, NZSM. Also to community engagement through performance. Music can become a lifelong passion, creative outlet, stress management tool and a way to engage collaboratively with others.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Students will work with professional composers during the year and have the opportunity to make links with musicians in the community. They will have instrumental lessons from a specialised tutor.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will have an opportunity to perform in real-life situations. They will also learn to use the recording studio with industry-standard software. They will be involved in compiling an album of their work from throughout the year.

Teaching and Learning Approaches: (How will I learn in this course?)
This course is differentiated to suit learner needs. Students will not complete all the standards available, but will negotiate a course to suit them. Students can bring their prior learning and world view to their compositions, which can be individual or collaborative. In learning their instrument, students will work at their own pace and will be assessed when their skill level has reached the required standard - this can be throughout the year. A multi-level approach is possible (ie if a student completes Level 3 solos, they can choose Scholarship Music or they may choose to learn another instrument). Students may also negotiate to do a half course/half study option.

Resource requirements: (What resources will I need to have to learn in this course?)
In Level 3 Music, all students must commit to practising at least four times a week, for thirty minutes, outside of class time. This may be at home or in the Music Department during break times. To have a realistic chance of passing this course, and gain entry into the next level, students MUST attend at least 90% of lessons. This is especially important for group rehearsals. To achieve at the Level 3 standard, the learning required is “equivalent to four and a half years learning in an itinerant music programme”. This means students need to have learnt an instrument (includes singing) prior to coming into this class. However, a flexible programme is a possibility.

Course Outline  

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The Arts 2021
September 2020