9.30am - 5.15pm
• $190 for members
• $270 non-members (includes membership)
Morning tea, lunch, afternoon tea and end of day drinks will be provided.
All prices are inclusive of GST. Registration is available online. Credit card payment or school order number must accompany registration. All participants will be issued with a confirmation notice.
10.00am SESSION ONE
From beat to self: why we choose music and how we can help students choose it too
This session will focus on how music connects people, forges individual and collective musical identities and contributes to personal and social wellbeing. It will reference the ways in which the Victorian Curriculum helps us to implement learning approaches that facilitate student wellbeing.
Christian Neeson, Head of Middle Years, Trinity Grammar School
Student LIfe Balance
11.30am MORNING TEA
12.00pm SESSION TWO
Educational and Therapeutic Applications of Hip Hop Beat Making and Culture
Educational and therapeutic/socio-emotional applications of Hip Hop beat making and culture for teachers, administrators, mental health professionals, community/youth workers, teaching artists, an introduction to the neurophysiological aspects of trauma and dysregulation and how the TFS model addresses these aspects, as well as a wealth of other educational and mental health/socio-emotional benefits. Included are strategies to integrate Hip Hop beat making and culture into classrooms to increase cultural responsiveness and student engagement and deliver core content including STEM/STEAM content in non-traditional and innovative Project-Based Learning ways. Participants will learn basic history of Hip Hop as well as an introduction to beat making/music production with a live demo and audience participation to make an instrumental composition, or "beat," on the spot and to perform live.
2.15pm SESSION THREE
Strategies for Addressing Wellbeing through Music in Classrooms and Lessons
Emotions naturally emerge in musical contexts. These are often joyous, as young people discover they can do things they didn¹t realise, but they are sometimes complex. The music does not cause the complexity, which is usually related to the student¹s wellbeing, but the conditions that are created in music tend to engage young people where they are at emotionally. For this reason, students often enjoy ‘hanging out¹ in the music room at lunchtime, or choose to share about their lives with their music teachers during lessons. It is not always clear how much to engage with emotions in school contexts, despite the recognition of personal development in the Victorian Curriculum. In this workshop I will present common scenarios reported by music professionals in schools (and published in a co-authored book on Building Music Cultures in the Schools: A perspective from Community Music Therapy), and share about the potentials and limitations of what could and should be done.
Motivating students to learn music through applications of self-regulated learning and self-determination theory
This presentation will outline research I have undertaken over the past 3 decades on primary and high school students who are learning musical instruments in school and studio music programs. The focus is on explaining the factors which promote or diminish motivation to learn and the personal and teaching catalysts that explain why some students flourish and others fail. Self-regulation theory helps us understand the what students do (their behaviours), what they think (their cognitions) and how they feel (affect) while engaging with music. Self-determination theory helps us understand how their psychological needs of wanting to feel connected with their teacher (relatedness), sense of their own abilities (competence) and sense of being in control of their own learning (autonomy) impact at each level of their learning.
3.45pm AFTERNOON TEA
4.15pm SESSION FOUR
Q & A Panel
5.15pm END OF DAY DRINKS