Geelong High School Benefits of Music Education

Geelong High School submission to the Victorian State Government inquiry into the benefits of

music education

Geelong High School

Geelong High School is a single campus Year 7 – 12 co-educational school located near the

centre of Geelong, “The city by the Bay”. Established in 1910, GHS is one of the oldest

secondary schools in the region. It has a proud history, celebrating its centenary in 2010,

and is held in high regard by the Geelong community.

Current enrolment is approximately 925 students drawn mainly from the nearby areas of

East and South Geelong and Newcomb. The current SFO (Student Family Occupation

Index) is .5716 which represents a significant increase over the past 5 years and indicates

moderately high levels of social and economic disadvantage within the community.

Geelong High School has a vibrant, diverse and inclusive music program.

Classroom Music Program As part of the school curriculum all Year 7 and Year 8 students undertake an intensive five

week music course as part of the Arts & Technology rotation. Students learn to play

keyboards, guitars and drums as a soloist and class ensemble and learn to read basic

notation and develop their aural perception and analytical skills. A focus of this five week unit

is a performance by Dance, Drama and Music classes collectively at the end of each unit.

Students can choose the elective subjects Music Performance – Instrumental, Music

Performance – Vocal and Advanced Music Studies as part of the Year 9 and 10 ILP

Program (Individual Learning Pathways). These subjects focus on developing student’s

instrumental/vocal skills, theory and aural skills, composition, arranging and performance

skills. A key element of these subjects is regular performances for students, parents and

local Primary Schools. These subjects are becoming an increasingly popular for students in

Years 9 and 10.

Music Performance – Solo & Group – are offered as VCE subjects. In 2013 Music

Performance has 19 students enrolled in the course. Classes meet the requirements of the

VCAA guidelines Students perform regularly within the school, evening concerts and

community events. The average ATAR score for Music Performance students in 2012 was

35.

“I’ve always loved music but always been too scared to perform and when I started music it has helped build my confidence and it helps me be more confident in talking in class. Music is a way for me to get away from things. It’s my favourite class and I am better at music than anything else. I just love music. It’s a creative class that inspires me to become a signer and to be the best I can be.”

Year 9 classroom music student

“Music is the best part of school for me because it is so different and fun and you get

to have an experience that you generally don’t get a chance to have anywhere else. It

is a unique experience. Music is my passion, my life, my happy place and hopefully

my future. All people should be able to experience this.”

Sarah – Year 9 Geelong High School, 2013

Co-curricular Instrumental Music Program – Geelong High School

All students at Geelong High School can participate in the co-curricular Instrumental Music program. This program involves approximately 150 students with all these students actively involved in the band and choral program. This represents over 16% of the school population involved in the voluntary co-curricular Instrumental Music program. Students participate in Year 7 Band, Intermediate Band, Senior Concert Band, Junior and Senior Choir, Stage Band and various small ensembles. These various ensembles rehearse together after school, during school and perform regularly at school functions, assemblies, community events, Primary Schools. Major performances and activities each year include:

Annual Music Evening featuring all ensembles. Held in Term 4 each year to celebrate and acknowledge the work of these performance groups throughout the year.

Participation in eisteddfods and community music events – Royal South Street Competition, Geelong Show Band Competition, Geelong Schools Music & Movement Festival, Geelong Annual Wind Band Showcase, Primary School Fetes.

Annual Year 7 Band tour visiting local Primary Schools – visit 6 Primary Schools in two days and perform for over 1000 students.

Music Soirees for soloists, Year 7 Music Evening, VCE recitals throughout the year.

Performances at school assemblies and official ceremonies – Investiture Ceremony, Presentation Day, ANZAC day and Open Night for prospective students & families.

Geelong Government Schools Combined Band program. In collaboration with Newcomb Secondary College and Belmont High School a combined band program was established in 2011 to provide emerging musicians the opportunity to participate in a large scale Concert Band with a full complement of instruments. The program consists of one full day of rehearsals in preparation for performance at the Geelong Schools Music & Movement Festival (2012) and the Geelong Wind Band Showcase (2011).

Day and overnight camp program for Year 7 Band and Senior Concert Band.

Figure 1 - Year 7 Band 2012

Figure 2 - Junior Choir 2010

Figure 3 - Year 7 band performing at South Geelong Primary School

“Music at Geelong High School allows all students to achieve to their full potential in every

facet of the art form possible. Opportunities are given to students to expand their creative

minds and develop their technical skills under the mentorship and expertise of highly talented

and experienced teachers. The vast range of music groups and programs has flourished and

will continue to grow and leave a lasting impression on the Geelong community into the

future.”

Julianna Garcia – Dance & Psychology teacher, Assistant House Leader GHS

“The students at South Geelong Primary love the visits from Geelong High's Year 7 band. As well as the variety of instruments, the music is really engaging and the band members are a great model of ensemble performance. Over the years a number of our students have been inspired through this experience to take up an instrument in high school. " Martina Golding – Music teacher South Geelong PS

Administration of Music Program at Geelong High School

Figure 4 – Year 7 violin student

Allocated teaching time and fee structures

1.2 instrumental teaching allocated time on

woodwind, brass and percussion instruments–

funded by Geelong High School. Students are not

charged for lessons but are expected to participate

in the Concert Band program.

1.0 classroom teaching time

– Year 7 &Year 8 Core program

– Year 9 & Year 10 Elective subjects

– VCE Music Performance (Units 1 – 4)

0.1 choral teacher – 50 students in two choirs (no

charge to students)

Geelong High School has a range of woodwind and

brass instruments available for hire - $200 per year.

Private instrumental music staff – piano, guitar,

voice and piano. Students pay private staff directly

0.1 choral teacher – 50 students in two choirs (no

charge to students)

All instrumental music students pay a yearly $80

music subject levy

The instrumental music program is a self -funded

program. Monies generated by the subject levy and

hire fees

GHS School Council and Parents & Friends provide

extra funding to purchase specialist music

equipment.

Instrumental Music lessons, ensemble rehearsal schedule and classroom music allotment in

the school timetable

Year 7 and Year 8 core music program as part of the Arts & Technology - 5 periods per

week for five weeks

Year 9 and Year 10 music elective subjects – 5 periods a week for one semester

VCE Music Performance Units 1 to 4 – 5 periods a week

Instrumental lessons – 30 minute weekly lesson with specialist teacher during class

time on a rotating timetable in groups for junior students and where possible

individual lessons for senior instrumentalists.

Choir rehearsals held once a week for one period during class time on a rotating

timetable

Instrumental students – woodwind, brass and percussion are expected to participate

in one Concert Band – Junior, Intermediate and Senior Band. These groups rehearse

together once a week for an hour. Rehearsals are held after school. These ensembles

perform regularly at school functions, band competitions and community events

outside school hours and all students are expected to participate.

Geelong High School Music Program – achievement, engagement &

community

Achievement: Past students have gone onto study music at a tertiary level. Victorian College of the Arts,

Melbourne University.

Past students have joined the Armed Forces Bands as practicing musicians.

Past students continue to participate and play music in professional and amateur groups,

theatre companies and community groups.

All instrumental students are encouraged to sit for externally assessed Australian Music

Examination Board exams on their chosen instrument

Students regularly participate in solo & ensemble performances for their families, peers and

in the school community to celebrate their achievement and development.

GHS School Council has approved and will fund four Music Scholarships for incoming Year 7

students to participate in the Music Program.

Participation in Eisteddfods and Music competitions

Engagement: Ongoing development of programs, repertoire and activities that take into account student’s

interests, needs and musical development.

Peer mentoring – senior students assist with instrumental tuition, rehearsals, selection of

repertoire

Assist House Leaders and well-being staff to encourage students to participate in the Music

Program.

Challenge students to work independently to achieve mutually set goals

Encourage all students to participate – a comprehensive and inclusive recruitment program

for all Year 7 students – try outs, information evening and

Encourage students to attend live performances of professional musicians, groups to

demonstrate high levels of musicianship and foster

Encourage students to participate in extra-curricular music programs such as the Geelong

Summer Music Camp, Geelong Concert Band and community theatre events such as playing

in the orchestra for GSODA.

Community Parent involvement in the Music program – fund raising, organisation of concerts and

community events and participation in ensembles.

Regular performances at school – assemblies, concerts for peers and whole school to foster

involvement and connectedness with the student community.

Annual Music Evening and recitals for family and friends.

Building links with schools in the Geelong Region – Primary School performances, Geelong

Government Schools Combined Band programs

Performing Arts Program – Geelong High School

Geelong High School has a thriving Performing Arts program. The Dance, Drama and Music

Department work collaboratively on school productions, cross curricular activities, theatrical events,

school functions such as the Geelong High School centenary celebrations in 2010.

The Performing Arts Faculty is located on a separate site and has the following facilities:

Music House for instrumental lessons and small ensemble room

Music classroom and small band room

Dance studio and green room

Shenton theatre – the converted neo-byzantine church is a 150 seat drama and recital

centre has been completely refurbished as a performance venue for school productions,

concerts and community use.

Figure 5 – school production “One Sweet Dream”, 2012

Figure 6 - Shani Clarke "One Sweet Dream" Top acts invitee for

Contemporary Voice – Music Performance (solo)

Figure 7 - School Centenary Concert - 2010

“The business of Art is communication and

all art forms share this common purpose.

At Geelong High School we have long

recognised that despite the differences in

method that characterise each of the

Performing Arts their common purpose

can be immeasurably enriched by their

integration, by their dialogue with each

other. A piece of Music can be beautifully

profound; marry it to Dramatic action and

it may become deeply tragic; enmesh it

with Dance and it can exhilarate. The

Performing Arts feed from and into each

other. They can change lives. New

experience and understanding are made

possible and walls are broken down. The

students, audiences and wider community

know this from direct experience of

Geelong High’s musical theatre, cabarets,

dance extravaganzas and theatrical

integrations. It has helped them to realise

how impossible it is to imagine a world

without Dance or Drama or most of all

Music.” Doug Mann – Drama & English

teacher, Performing Arts Co-ordinator,

GHS.

Research advocating the benefits of music education

Learning music can help develop spatial intelligence, enhances teamwork skills, self- discipline and organisational skills, self- expression and creativity and encourages students to take risks etc. There has been much research advocating the impact music can have on student achievement, engagement and interpersonal development and this is highlighted in an article (source unknown) provided below to future music educators as why we should teach music: Why Teach Music? Music is a science • It is exact, specific; and it demands exact acoustics. A conductor's full score is a chart, a graph which indicates frequencies, intensities, volume changes, melody and harmony all at once and with the most exact control of time. Music is mathematical • It is rhythmically based on the subdivisions of time into fractions which must be done instantaneously, not worked out on paper. Music is a foreign language • Most of the terms are in Italian, German, or French; and the notation is certainly not English--but a highly developed kind of shorthand that uses symbols to represent ideas. The semantics of music is the most complete and universal language. Music is history • Music usually reflects the environments and times of its creation, often even the country and.or racial feeling. Music is a physical education • It requires fantastic coordination of fingers, hands, arms, lips, cheek, and facial muscles, in addition to extraordinary control of the diaphragmatic, back, stomach and chest muscles, which respond instantly to the sound the ear hears and the mind interprets. Music is all these things, but most of all music is art • It allows a human being to take all these dry technically boring (but difficult) techniques and use them to create emotion. That is one thing that science cannot duplicate: humanism, feeling, emotion, call it what you will. That is Why We Teach Music! • Not because we expect you to major in music • Not because we expect you to play or sing all your life • Not so you can relax • Not so you can have fun • Not because we expect you to major in music BUT

So you will be human

So you will recognize beauty

So you will be sensitive

So you will be closer to an infinite beyond this world

So you will have something to cling to

So you will have more love, more compassion, more gentleness, more good--in short, more life.

Of what value will it be to make a prosperous living unless we know how to live? That is Why We Teach Music!

Student, parent and staff perspectives on the benefits of music

education

Students, staff and parents from Geelong High School were invited to provide their personal thoughts, observations and insight to support and articulate the impact of music education on the academic, social, interpersonal and organisation skills of individual students, cohort of students and the impact on the school community.

“Having a vibrant Music Program at GHS enhances the whole school community. It allows students to work individually and collaboratively to improve their musical skills, which in turn improves their self-esteem and gives them a strong sense of belonging. This in turn transfers to the classroom setting where they feel more comfortable than they otherwise might and have greater receptivity to new ideas and a positive attitude to leaning. They gain a greater understanding of and appreciation for Music in general which takes them beyond the academic confines of the classroom. They have the opportunity to work and perform with a broad range of students and staff, valuing diversity and learning to appreciate others. Staff are able to be involved with students in an informal and enjoyable setting which builds stronger relationships between both cohorts and is beneficial to the whole community. The community is able to enjoy the fruits of the music program when they attend regular performances, where they witness not just the talents of the students and staff, but the sense of pride and fun engendered in such collaborative musical pursuits!”

Margaret Rhoddy – Maths & Psychology teacher, GHS

“Playing an instrument is

really helping me build my

confidence levels.”

“I have been learning music

since I was 7 and music has

helped in learning and

remembering new things. As

Music is just like a language I

learnt and excelled very

quickly in my studying of

German.”

“In my capacity as a Careers Practitioner I believe that music is a universal language that is uniquely capable of crossing cultural barriers and helps to train the mind to enhance student recall and memory. Having an embedded Music Program like Geelong High School raises the aspirations of both talented students and gives other students who would like to try an instrument and/or perform the opportunity to express themselves. Skills learnt through the Music Program are transferable to the work place and give students the opportunity to increase teamwork, confidence, public performance, presentation, and leadership skills that build on the concept of lifelong learning. The Geelong High School Music Program builds community partnerships with Local Primary Schools, Aged Care Facilities and raises the profile of the talented students that attend the school helping to shape the attitudes and emotions of the whole school community ensuring that each music moment is part of a meaningful learning experience that the school offers.”

Trudy Cameron – Careers Leader Geelong High School

“Music is good because it

helps with your other subjects.

For example, Maths for

counting the beats, English for

writing the lyrics. But most of

all it is fun.”

“My daughter Sarah has become intensely interested in the study and playing of

music since commencing Year 7 at Geelong High School in 2011.

Sarah has studied the clarinet and percussion in private lessons with dedicated

teachers, as well as undertaking Music as a subject in the general curriculum

whenever she can.

Until recently Sarah has been a quiet and somewhat shy student but has gained

enormously in confidence since becoming involved in the Geelong High School

Music Department. I believe that this increase in her confidence is a result of the

recognition of her ability & hard work, her role as a student assistant to some of

the junior performers, the willingness of her teachers to dedicate their time to her

and her general increase in studiousness and creativity since becoming a student

of music..

I can’t overstate the benefit of this increased confidence & engagement to Sarah.

Her teachers advise me that she has good academic and musical potential, and I

feel that the only obstacle to her achievements was her reluctance to take part in

all aspects of day-to-day student life – a reluctance she no longer seems to have.

It has been a pleasure to see the amount of time and emotional energy she has

invested in the study of music and her involvement in group and community

musical activities including school bands.

Not only do I attribute this to Sarah’s involvement in the Music Department, I am

also pleased that she has now, for the first time, been able to focus on a clear

ambition – to become a music teacher. The continued encouragement, support

and education provided by the staff of the Geelong High School music department

will be absolutely crucial to her progress in this area. I should add that prior to

becoming a student at Geelong High School, Sarah had never studied music and

showed no interest in doing so.

Speaking more generally, it has been very pleasing to me to witness the time and

effort invested by many students in school bands, which play publicly at events

such as the Geelong Agricultural Show. At least one of the bands performs at

local primary schools, which I know has inspired some students to learn music as

they progress to secondary school.

Personally I also feel it to be of great benefit to have as many musically trained

people in the community as possible as all societies benefit from artistic pursuits.

Also, the performance of fine music by ensembles (as enabled and facilitated by

schools) gives many people the opportunity to interact with an art form that is, for

many, abstract and even intimidating, thus making it a more concrete and

accessible concept. This benefits the students, their extended families and

members of the wider community.”

Marilyn Burge marilynb@internode.on.net

Figure 8 - Sam Morrissy VCE Music Performance

Figure 9 - VCE Music ensemble

“As a teacher of maths, science and IT I believe the whole music program gives students access to areas that expands their minds and sense of self-worth. In many ways a withdrawal program for instrumental music is a way of teaching students other skills (including their music). Interruptions to classes for instrumental music lessons are a great exercise in organisation and discipline for all. Correctly managed, these students will learn to be accountable for their time. An important aspect of 21st century learning is to become independent and self sufficient. Student’s natural interest in music will encourage them to learn songs, lyrics and hopefully to play an instrument.”

Susan Dunlop – Maths & Science teacher

“Music was a great way of using a different part of my

brain during high school to break out of the academic

side of school. While I was still busy learning, it was

not tiresome like other subjects such as Mathematics

and Science. Instead, music class helped me to regain

motivation to be at school while still learning like in any

other class. It also increased my mood as other classes

would bring it down because of their restricting nature

on creativity and imagination. Music acted as an outlet

to let me express my true self through creating and

inventing my own songs, performing on stage,

discussing self-interpretation of song meanings, and

listening to and broadening my knowledge of what

musical genres exist throughout the world. The music

we listened to was taught us about international

cultures, and through the lyrics how historical events

affect the lives of people and mould the world. The

class broadened the scope of my thinking at an earlier

age than most other high school students who did not

do music. Because of this, music gave me a matured

and reasoning personality from early on which has

developed me into a considerate and better person. As

a teenager, I immensely grew confidence to perform in

front of large crowds through being given the

opportunity to express myself on stage showing my life

passion. Music provided me with many opportunities

other classes at school did not to better myself

academically as well as my personality through its

large emphasise on individuality and self-expression. I

highly recommend extra funding for music due to its

plethora of positive consequences for any students

who take the subject.”

Sam Morrissy VCE Music Performance student, 2012

Future development and resourcing of Music in ALL schools – where

to from here:

Particular emphasis on building the quality and depth of Music Education in Primary

Schools. Exposing students to music at a young age is where it has the most impact

and we have to target the quality of Music Education in Primary Schools. It helps build

literacy and numeracy skills in a child’s formative years and has a flow on effect for

students as they navigate through their senior schooling years.

Specialist staff - Music & the Performing Arts has been an unfunded area for a long

time. There is a real and desperate need for specialised teachers who know how to

plan, structure and deliver a comprehensive and engaging music program and we need

to provide extra funding for staff outside the constraints of each school’s global

budget.

Extra funding for schools to develop programs with specialist resources and facilities

that do not impact on other programs within a school and protect the integrity and

authenticity of the music we play, hear and appreciate.

Provision for inclusive involvement for ALL students – it should not be a user pays

system that excludes student involvement because of the financial burden it places on

families.

Community - this is about connectedness. We use our music program to bring together our students, staff and parents and also the wider community and to engage young people and their families from very diverse backgrounds, experiences and cultures. We also use our music program to develop and nurture relationships in the local community and with other organisations through performances and celebrations, including opportunities for schools working collaboratively with music as a vehicle to foster positive relationships.

In closing I congratulate the Victorian Government for undertaking this inquiry. I hope that from this

inquiry that some real and meaningful improvements will result, particularly in funding specialist staff

and resources and I look forward to the opportunity to discuss this submission.

Carmel Cranage – Music Co-ordinator, Geelong High School