Snapshots of my Teaching
Above & Below: During this class activity singing ‘Wheels on the Ute Go Round and Round’, I concurrently taught elements of louder/softer through a ‘Dynamics’ game (similar to ‘Hot & Cold’). The child in the middle of the circle has eyes closed or covered and a marker is given to another student by the previous holder. The song is then sung louder by the class as the child in the middle to moves closer to the the marker, and sung softer as the middle child moves farther away. This game reinforces the lyrics, melody, and rhythm but also introduces audiation and manipulation of dynamics.
Above: The MCSS Combined Guitar-Drum Club and Recorder Band. Here we are ready to play and lead the singing of the school. We incorporated indigenous instruments as much as possible in respect for the traditional owners of the land. Unfortunately, despite extensive searching with indigenous language majors from CQUni, there was no repertoire that could be found from the Yuiberra culture (local traditional landowners) available due to the near-extinct status of their language. This is something that really concerned me as somewhat undermining the local relevance of the Harmony Day event to the local indigenous people. 
Above: My teaching the words and singing of ‘La Bamba’ to a yr 3
class. Although a virtual white board
was not available, I became very comfortable using the data projector, my laptop
and speakers as an ICT to engage the students visually and aurally. Also, teaching from the side was an effective
way of using the classroom space. The
audiation activity was hearing the Ritchie Valens version from a downloaded
YouTube clip.
Above: The audience facing the Yr 7 group on the rear stage area, about to lead the Torres
Strait Islander song ‘Ta Ba Na Ba’. All CSS & SPSS students participated in
the Harmony Day Sing-a-long. In front are
those MCSS students who sat in the audience and sang with all stage performers.
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