http://www.metromagazine.com.au https://theeducationshop.com.au A STUDY GUIDE BY © ATOM 2018 ISBN: 978-1-76061-240-5 KATY MARRINER Don’t Stop the Music (2018), a three-part documentary series from Artemis Media, highlights the transformative effects of teaching music in primary schools. The series explores the impact of a school- based music program on the children’s lives at school and at home, and the impact of the program for the school and community.
CONTENT HYPERLINKS
3 CURRICULUM LINKS 6 DISCUSSING TEACHING 22 BUILDING A MUSICAL AND LEARNING SCHOOL KIT 3 PROFESSIONAL LEARNING 8 HOW MUSIC HELPS 22 DON’T THE STOP THE 4 SERIES SYNOPSIS CHILDREN LEARN MUSIC ONLINE
5 CHALLIS COMMUNITY 9 GETTING STARTED 22 CREDITS PRIMARY SCHOOL 9 EPISODES 23 APPENDIX 1 5 THE EXPERTS OF DON’T STOP THE MUSIC 21 DONATE TO DON’T STOP 26 APPENDIX 2 THE MUSIC © ATOM 2018 6 EDUCATIONAL 27 APPENDIX 3 DISADVANTAGE IN 21 MAKING DON’T STOP THE AUSTRALIA MUSIC 2 Curriculum links Don’t Stop the Music is a recommended resource for upper primary students and secondary students at all year levels. The Don’t Stop the Music study guide provides information and suggestions for learning activities in English, Media, Music and cross-curriculum projects. The documentary can also be used as a resource to address the Australian Curriculum general capability – Personal and Social Capability given the opportunities it provides for students to reflect on their experience of school, and manage their learning and wellbeing more effectively.
Don’t Stop the Music provides opportunities for students Teachers may select from the information and activities to discuss: to support students’ viewing and close analysis of the documentary series. Teachers are also able to determine • their relationship with music; whether student responses will be presented as written, • their experiences of music education; spoken or multimedia texts. A number of worksheets • the importance of music education; have been provided to allow students to demonstrate • how students learn; their knowledge and understanding of the series. Primary • student wellbeing; teachers may need to modify some of these tasks to • the daily challenges of school for staff and students; accommodate the literacy levels of their students. • equity in education. It is recommended that teachers preview the series prior to Teachers are advised to consult the Australian Curriculum classroom screenings. In managing discussions, teachers online at
INFO: Each episode has a running time of approximately sixty minutes. Trailer:
Professional learning
Don’t Stop the Music is a useful resource for professional The Australian Professional Standards make explicit the learning. While school leaders and teachers are advised elements of high-quality teaching. Don’t Stop the Music to view the episodes in their entirety, clips from episodes provides opportunities for teachers to develop their can be used in staff meetings and professional learning knowledge and understanding of the three domains of sessions. teaching:
School leadership teams and teaching staff are advised to • Professional Knowledge use the series to generate discussions about: • Professional Practice • Professional Engagement • Learning and teaching • Student wellbeing Recommended link: Australian Institute for Teaching and • Student engagement School Leadership, • School improvement
The documentary series is also recommended viewing for Questions and activities in the Don’t Stop the Music study © ATOM 2018 students undertaking tertiary courses in Education and guide can be adapted for use with teachers and teacher Teaching. education students. 3 Series synopsis
Research shows that children who play a musical instrument. Thanks to the support of The Salvation Army’s instrument do better academically and socially. But in Just Brass program and instruments gifted by Musica Viva Australia, 80 per cent of kids are missing out on this Australia, children who thought playing an instrument was opportunity, especially those who need it the most. something others do on television, are now able to do it At Challis Community Primary School in Armadale, a for themselves. The effect is electric. Talent is unleashed, disadvantaged outer suburb of Perth, Principal Lee absentee rates plummet, morale soars and that is only the Musumeci is determined to bring a topnotch singing beginning. and instrument program to her school. Australian singer-songwriter and former music teacher Guy However, the obstacles are huge. Although Music is a core Sebastian mentors the children, inspiring and encouraging curriculum subject, Challis CPS, like most public schools, them to practise and joining in their performances. Music has few instruments and no money. Though no fault of his educator Dr Anita Collins explains the incredible benefits of own, the school’s music teacher Simon Blanchard has not music to children’s development as she shares her exper- received training to prepare him to teach music compe- tise with the staff at Challis CPS. tently. Aided by top musical educator Micheál McCarthy from the Western Australian Academy of Performing Arts As the program is implemented, the children’s lives are (WAAPA), Edith Cowan University, Simon is put through a transformed by the power of music. Kids such as Cody, music boot camp as he learns new skills in how to teach who until now practised on a broom, is able to play a real music effectively. guitar. Samuel, who was inspired to play the violin when the University of Western Australia’s Symphony orchestra The Year 4 students are given the chance to learn an visited the school, is thrilled to be given the chance to learn, and very quickly his school attendance improves. Trombone student David’s reading levels begin to skyrocket. And while this is not a talent show, Anastacia, an exceptionally gifted singer facing major personal challenges, gets a special op- portunity that opens the door to a career in music.
The climax is an inspirational concert where the Challis CPS students perform alongside some of the best per- formers in the country – Guy Sebastian and jazz legend James Morrison – and with the support of students and teachers from the University of Western Australia Conservatorium of Music and WAAPA. © ATOM 2018
As well as depicting the uplifting beauty and joy of music, Don’t Stop the Music shows its power to affect lifelong change for some of the most vulnerable members of our community. 4 Challis Community Primary School
Challis Community Primary School is unique in offer- ing health and education services from birth with formal schooling ranging from 3 Year Old Pre-kindergarten to Year 6. The school is located in a low socio-economic area of the Armadale City Council, an outer Perth metro- politan shire. Challis CPS works with the local community and other government and non-government agencies to develop programs and services which support the needs of the local families.
After several years of negotiations between Artemis Media and the Western Australia Education Department, Challis The experts of CPS was selected to introduce an in-school music-based program. Challis music teachers received intensive training Don’t Stop the Music and support from renowned music educators to help de- vise and deliver high-quality music lessons. The Salvation IAN CAMPBELL Guitar teacher Army provided the brass band component which included JOCELYN CAMPBELL Specialist music in-school lessons for the children and a weekly after school teacher band practice. Artemis Media provided resources to fund a strings program offering in school lessons and ensemble DR ANITA COLLINS Music educator and practice for violin, cello and guitar. Musica Viva sourced researcher donated instruments from the wider community. RACHEL JOHN Violin teacher THE CHALLIS CPS STAFF AND STEPHANIE JEFFERIES Cello teacher MICHEÁL MCCARTHY Senior lecturer, STUDENTS Western Australian Academy of Performing Arts • Lee Musumeci is the principal of Challis Community Primary School. JAMES MORRISON Multi-instrumental • Simon Blanchard is the music teacher at Challis Australian jazz musician Community Primary School. GUY SEBASTIAN Australian singer and • The students whose stories are featured in Don’t songwriter Stop the Music include Anastacia, Belle, Cody, David, Hayley, Jaime, Jaxon, Kyla, Levi, Samuel, Taj and MICHELLE WILDE Brass teacher Zawadi. MUSICA VIVA is a leading national provider in music education, delivering high-quality, Recommended links: live music experiences to Australian http://www.challiscommunityprimaryschool.wa.edu.au children, regardless of geography or socio- http://www.challiscommunityprimaryschool.wa.edu.au/ economic status. Musica Viva tours its page/127/ music education programs to make music accessible to all. Recommended link:
assist children to feel valued, improve their © ATOM 2018 social skills, improve their studies and develop leadership skills. Recommended link:
In today’s Australia, not every student is receiving the education that they need to reach their potential. Current re- search indicates that students from low socio-economic households are almost three years behind their wealthier peers. Factors in family backgrounds such as parents’ occupation and education have an influence on students’ educational outcomes at school. In addition, research suggests that school-level factors such as a school’s geographical loca- tion need to be considered when summarising educational advantage or disadvantage at the school level. Indigenous students, students living in rural and remote communities, and students with a refugee or asylum seeker background are more likely to face additional barriers that affect their educational outcomes. Failing to address the barriers these students face diminishes their educational outcomes and their future opportunities.
• What is educational disadvantage? individuals? • What is a disadvantaged school? • How does educational disadvantage impact on • Why is Challis Community Primary School consid- society? ered a disadvantaged school? • How can society address educational disadvantage? • How does educational disadvantage impact on
Recommended link: Mitchell Institute,
Discussing teaching and learning Don’t Stop the Music provides an insight into the importance of quality teaching and learning. The series narrates the challenges facing the students and staff at Challis Community Primary School while also showcasing what really works in classrooms to improve academic results and student wellbeing. The following discussion points highlight aspects of teaching and learning depicted in the series.
**ATTENDANCE
• Ask a student, a teacher and a parent the question: **BEHAVIOUR MANAGEMENT why is regular school attendance important? What do their answers have in common? How do their answers • How does your school monitor student behaviour? differ? • Does your school have a behaviour manage- • What is your school’s student attendance policy? Why ment policy? Does this policy ensure that there does the policy exist? are consistent expectations about student © ATOM 2018 • What is the national average for school attendance? behaviour?
6 **STUDENT WELLBEING
• What is student wellbeing? • How does your school support student wellbeing?
Schools and teachers play a critical role in the wellbeing of young people. Research indicates that student wellbeing has both direct and indirect effects on academic engage- ment and achievement by increasing:
- student engagement with and participation in learning; - student motivation to participate and achieve; - student attendance and hence increasing school completion; - positive behaviour at school and hence decreasing levels of suspension and exclusion from school and learning opportunities. • Many schools offer programs that help students to be optimistic and resilient. Make a list of the student well- **BUILDING RESILIENCE being initiatives that are implemented at your school. What do the students think of these initiatives? Who do Low self-esteem underlies many of the behavioural issues. you think benefits from its strategies? The objective of the Challis CPS music program is to build resilience.
**THE VALUE OF CO-CURRICULAR Many schools have recognised the benefits of offering pro- ACTIVITIES grams that allow students to move beyond conventional classrooms and curriculum. Some schools target year Co-curricular activities are experiences that complement, levels and provide programs that give students opportuni- in some way, what students are learning in school. Most ties to pursue topics that they perceive as relevant. Other schools offer a variety of co-curricular activities that al- schools have outdoor education programs or residential low students to pursue individual interests and achieve campuses where students spend part or all of the school success beyond the classroom. Year level co-curricular year. events, as well as those activities participated in by the whole school, promote student belonging and build school • Interview a student who has participated in one of connectedness. these programs. Ask them to share their experience and to comment on what they learnt from the expe- • What co-curricular activities does your school offer? rience. Make a videotape of the interview. Edit the Do you participate in co-curricular activities? interview and then working as a class, compile the in- • Working as a class, discuss the value of co-curricular dividual interviews to form a short film that investigates activities. In what other ways does your school build the consequences of alternative ways of constructing connectedness? and implementing curriculum for adolescents.
**PARENTAL ENGAGEMENT
Research shows that parental engagement throughout school is equivalent to an extra two to three years of a student’s education.
• How does your school engage parents and guardians in conversations about student learning and conversations about student welfare? • How does your school make parents © ATOM 2018 and guardians feel part of the school community? 7 • ‘How playing an instrument benefits your brain’ draws on neuroscientific research into the benefits of music education on brain development. After viewing the TEDEd animation, students should be directed to complete the ‘Think’ multiple-choice and open-answer questions. Teachers should investigate the additional resources listed in ‘Dig Deeper’.
‘What if every child had access to music education from birth? http://www.anitacollinsmusic.com/tedxtalk/ https://www.youtube.com/watch?v=ueqgenARzlE/
Recommended links: Music Australia https://musicaustralia.org.au Music Australia: Count Us in https://musicaustralia.org.au/program/countusin/
The following questions could be asked prior to and after viewing Don’t Stop the Music. In revisiting their answers to the questions, students should draw on evidence from How music helps Don’t Stop the Music to support their answers. children learn • What are the benefits of learning music? In answering this question, think about the academic, social and ‘Every child deserves to have a music education. It’s personal benefits of learning music. the best way to develop their brain.’ – Dr Anita Collins • What skills does music enhance? • There are three areas of the brain that are working at Music can influence the way our brains develop. While lis- the same time when we’re learning a musical instru- tening to music engages multiple areas of a person’s brain, ment. The auditory, so our ears, the visual, our eyes, playing an instrument has been described by Dr Collins as and the motor cortices. So three of those areas working an activity that gives a person’s brain a mental workout. at once, and talking to each other. So it literally is like a Music education can transform students and schools by workout, but inside your brain. – Dr Anita Collins improving learning outcomes. Research indicates that Do you think that music has helped train your brain? children who play a musical instrument perform better aca- Share your answer to this question with the class. demically. Music training also enhances children’s social Based on your research about this subject, make an and emotional skills. infographic or an A4 page comic about how music and brain development. Teachers should access information about the importance of music education via Dr Collins website:
Recommended reading: ‘ABC show Don’t Stop the Music examines what learning an instrument can do for a child’s brain development’ https://www.abc.net.au/news/2018-11-09/what- learning-an-instrument-can-do-for-a-childs- development/10472320/ ‘How music helps children learn’ https://www.abc.net.au/radionational/programs/ lifematters/music-and-children/10477436/
Recommended viewing: ‘How playing an instrument benefits your brain’ © ATOM 2018 https://ed.ted.com/lessons/how-playing-an-instru- ment-benefits-your-brain-anita-collins/ 8 Getting started
In the opening title sequence of Don’t Stop the Music, Share your answers to one or more of these questions with Challis Community Primary School students offer their the class. thoughts about music. One student claims, ‘I like music because when I’m stressed I just like to listen to it and Having watched Don’t Stop the Music, provide students it helps me relax’. Another admits that she has ‘always with the opportunity to express their opinion of an episode dreamed about singing with other people’. One student or the series, to ask questions and to comment on the also suggests, ‘If I had a guitar I would practise with it for ideas and issues raised in an episode or the series. a long time’. • The adjectives ‘powerful’ and ‘inspiring’ are used in • Why do you like music? Do you play a musical instru- online reviews about Don’t Stop the Music. Did you ment? Would you like to play a musical instrument? Do agree with the reviews? If you were writing a review of you enjoy singing? Have you ever sung in front of an Don’t Stop the Music, what adjectives would you use audience? Have you ever had a singing lesson? to describe the series? • Who do you think should watch Don’t Stop the Music? Why?
– Lee Musumeci Why does Mrs Musumeci, the principal of Challis CPS, want to introduce a music program?
Guy Sebastian is an Australian singer and songwriter. While his interest in music began as a child, Guy first came to the Australian public’s attention when he won the first season of Australian Idol in 2003. Visit Guy’s website at
Guy has agreed to mentor the Challis CPS students during the Don’t Stop the Music project. He believes that music builds resilience. He tells the students that music ‘teaches you to be brave’.
• ‘Children, more than anyone need music.’ – Guy Episodes Sebastian What reasons does Guy Sebastian give to explain his decision to become involved in the Don’t Stop the EPISODE 1 Music program at Challis CPS?
Mrs Lee Musumeci is the Principal of Challis Community Primary School in Armadale. In Episode 1 of Don’t Stop the Music, she acknowledges that the challenges of teaching at Challis CPS are ‘enormous’ because many of the students are from low socio- economic backgrounds.
While the school’s prime focus is to ensure the students are literate and numerate, Mrs Musumeci’s dream is for every child at Challis CPS to sing and learn an instrument.
• Write a description of Challis Community Primary School. • ‘I want these kids not to have any disadvantage. I want © ATOM 2018 to offer them an equal playing field to all of the other kids who might be coming from a more affluent area.’ 9 Guy begins his time at Challis CPS with the choir which has a reputation for singing a little bit flat. Emilee, one of the choir members, observes, ‘when we’re singing badly it sounds like a cat’s dying’. For the choir, Guy’s involvement is a com- plete surprise. He is not the substitute teacher that they are expecting. When they see him, they stop singing Guy’s song ‘Don’t Worry Be Happy’ and start screaming and crying instead.
• ‘If you only think of things that you haven’t got You could have it all and Still never have enough So don’t worry Using Guy’s statement as a starting point and drawing Don’t worry on the scenes featuring the Challis CPS choir, discuss Be happy the benefits of the choir. Be happy’ Guy plays the guitar and sings ‘Don’t Worry Be Happy’ Although Music is a core subject at Challis CPS, the along with the Challis CPS choir. He asks the choir school does not have the resources to support the cur- what the song is about. If you were a student in the riculum. The school’s music teacher, Simon Blanchard, choir, how would you have answered his question? is a classroom teacher. While Simon has musical ability • ‘When you look at Challis, the first thing you notice and is invested in Mrs Musumeci’s dream for Challis CPS is how diverse these kids are. Some from some very students, he is well aware of his limitations: underprivileged backgrounds and you know some that don’t even get breakfast in the morning and yet they I don’t feel competent to teach music. I’ve got a good rap- come together in something like a choir lesson and port with the children, but a lot of the things that you would they’re unified. They are absolutely brought together by teach someone to sing, I don’t even know what they are. music.’ – Guy Sebastian A typical primary teaching degree includes only seven- teen hours of music training. In comparison, teachers in Finland, a country at the top of the world education rank- ings, receive 350 hours. Music educator and researcher Dr Anita Collins explains:
At the moment in our current system, the teachers are not trained well enough to deliver a really sequential music program, and that’s no fault of theirs. That’s the fault of the way we train teachers.
• WATCH FROM 15.40 TO 16.47. In this sequence, Dr Anita Collins explains why every child should have access to music education. • Who is Dr Anita Collins? • List the reasons why Dr Collins believes that all Australian children should have access to music education. • How is Dr Collins making a difference?
In Episode 1, Simon is supported by Dr Collins and Micheál McCarthy, a senior lecturer from the internationally renowned Western Australia Academy of Performing Arts © ATOM 2018 (WAAPA).
10 a string ensemble and a guitar group. The choir benefits from the expert support of Micheál McCarthy.
• Michelle Wilde is the brass teacher at Challis CPS. WATCH FROM 26.49 TO 28.32. Drawing on this sequence, describe Michelle Wilde’s commitment to the music program and her rapport with the Challis CPS students. What does this sequence reveal about the students’ interest in learning to play a brass instrument? Use the Internet to research Just Brass. What role does Just Brass play in music education? • Thanks to Guy’s donated instruments, the guitar stu- dents are already up and running. Ian Campbell is the guitar teacher at Challis CPS. WATCH FROM 31.28 TO 32.41. • Simon is a natural born teacher and with training, he’s Drawing on this sequence, describe Ian Campbell’s going to be very good. He’s open to ideas, he wants to commitment to the music program and his rapport with learn, he believes that the children can do this and he the Challis CPS students he teaches. What does this makes them think. – Micheál McCarthy sequence reveal about the students’ interest in learning Describe the role that Dr Collins and Micheál McCarthy to play the guitar? play in supporting Simon’s professional learning. • Micheál McCarthy supports the work of the choir. WATCH FROM 34.05 TO 36.00. Most of the students at Challis CPS have never heard Drawing on this sequence, describe Micheál an orchestra play live. Mrs Musumeci has organised McCarthy’s commitment to the music program and his for students from the University of Western Australia rapport with the choir. What does this sequence reveal Conservatorium to share their love of music to the stu- about the students’ interest in improving their singing? dents of Challis CPS. She hopes that this experience will motivate the children to understand the transformative im- The SOS for strings works. The renowned arts organisa- pact that music can actually have on their lives. The school tion, Musica Viva, donates thirteen reconditioned string community is surprised to discover an orchestra playing in instruments to Challis CPS. the canteen. • Violin playing has this terrible stigma of you know The orchestra plays Ludwig van Beethoven’s ‘Ode to Joy’ screeching cats or something, and that doesn’t come from Symphony No. 9. Listen to ‘Ode to Joy’ as you com- from my students. These kids are going to be playing plete the following activity. tunes within the next week or so. – Rachel John Rachel John is the violin teacher at Challis CPS. • Have you ever heard an orchestra play live? Share your WATCH FROM 39.14 TO 41.33. experience with the class. Describe the impact of the Drawing on this sequence, describe Rachel John’s orchestra’s performance. In your answer refer to the commitment to the music program and her rapport with significance of the performance for the students, the staff and the school community as a whole.
During the assembly, Mrs Musumeci launches the Challis CPS music program. Starting next term, every Year 4 student will have the opportunity to learn a musical instru- ment. The announcement is met with enthusiasm. For Mrs Musumeci, the occasion is an emotional one as it marks the beginning of her dream being fulfilled.
Given the limitations of the school budget, Mrs Musumeci will need to rely on donations of musical instruments. Guy kickstarts the process by donating two of his guitars. Anita and Guy appeal for donations when they are interviewed on radio about the music program. The Salvation Army’s © ATOM 2018 Just Brass program donates forty brass instruments and provides a teacher as well. Along with brass, there will be 11 the Challis CPS students she teaches. What does this their students. Your task is to write an expository essay sequence reveal about the students’ interest in learning about a teacher that has made a difference in your life to play a string instrument? or in the life of someone you know well.
In Episode 1, Guy Sebastian speaks about the beginnings See Appendix 3 for worksheets about the students and of his musical journey: their experience in Don’t Stop the Music. The worksheets allow students to draw on the content of Episodes 1–3 to I was in the outer suburbs of Adelaide, you know. We complete the tasks. didn’t grow up with a lot. You know, I was one of four boys and it wasn’t really an environment necessarily that was • Based on your viewing of Episode 1, write a report card conducive to believing that you would be the next Michael about the Challis CPS music program. See Appendix Jackson or the next Justin Timberlake. But my music 2 for a report card template. teacher basically just nurtured my talent. She made me feel • ‘If there was no music in the world, I would feel like like anything is possible. You know, a teacher can shape everything’s grey and all boring.’ – Challis CPS student the rest of your life. Write a personal narrative that begins with the words, ‘If there was no music in the world…’ • Teachers can have an incredible impact on the lives of
The students featured in Episode 1 include: ANASTACIA Music is an important part of Anastacia’s life. She is a gifted singer and songwriter despite only being in Year 6. The lyrics of her songs explore the hardships that she has had to face and reflect her courage and resilience. Having met Anastacia, Guy Sebastian remarks, ‘Anastacia is gifted, and she’s in a place where she needs some more advanced teaching. And I think in a perfect world it would be great to have teachers there that can facilitate that.’ CODY Cody has been desperate to learn the guitar but until now has only had a broom to practise on. Learning the guitar is having a positive impact on Cody’s attitude toward school. KYLA Kyla is a shy student who lacks confidence, particularly in big groups. She is keen to learn the cornet. Kyla’s first challenge is to learn how to vibrate her lips and with the help of brass teacher Michelle Wilde, Kyla practises by blowing raspberries. LEVI From his first blow into the euphonium, Levi is considered by brass teacher Michelle Wilde as ‘one of the guys to watch out for’. SAMUEL Samuel’s passion is sport until he sees his first orchestra and is inspired to take up the violin. One month after playing the violin, Samuel’s school attendance increases from 25 to 97 per cent. His progress is impeded when he regularly forgets to bring his violin to school. TAJ Taj likes making music. He sings. He writes songs. He turns plastic bins into drums. While Taj’s epilepsy has an impact on his ability to concentrate, music helps him to retain information. With Guy Sebastian’s expert advice, Taj’s songwriting skills advance. © ATOM 2018 ZAWADI Zawadi wanted to learn the cornet but she is given a trombone to take home. She believes that music is a way to bring good into people’s lives. Her mother, Phanice, is excited to have a beginner musician in the family but is nervous about what the neighbours will think of the noise. 12 EPISODE 2 • WATCH FROM 6.00 TO 7.29. The lesson begins with the brass teacher Michelle Episode 2 documents the rollout of the Challis CPS Wilde informing the students that there are only seven music program. After only four weeks of lessons, the more band rehearsals before they have to be ‘perfor- choir and brass, string and guitar ensembles learn that mance ready’. their first public performance is seven weeks away. What does this sequence reveal about the ability of the The pressure is on! brass students? Describe Michelle’s teaching meth- ods. Describe the relationship between teacher and • ‘Hello Challis, I’m back!’ – Guy Sebastian students. Term 4 begins with a surprise visit from Guy Sebastian. • Can you play ‘Hot Cross Buns’? Put together a band of Guy is a mentor for the Don’t Stop the Music program your own. Use online tutorials to learn how to play this at Challis CPS. simple nursery rhyme. You can use simple instruments, What is a mentor? Describe how Guy mentors the like a recorder or a xylophone to play this song. Ask Challis CPS students. Explain the significance of Guy’s a music teacher at your school or a student who can involvement. already play an instrument to help you learn to play this • Music shouldn’t be an add on at a school. It has to be song. a compulsory thing. I mean, it is the only way we will make sure that these kids get the fair go that they deserve. – Guy Sebastian What does Guy mean when he says ‘music shouldn’t be an add-on’? Do you agree with Guy? Is music compulsory at your school? Interview the music teachers at your school about the importance of music education for all students.
While music classes are school-wide, the Year 4 students can now learn an instrument. Mrs Musumeci is excited by the prospect of a school band that can play at school and © ATOM 2018 community assemblies.
13 In Episode 2, Simon Blanchard continues to work with Micheál McCarthy, a senior lecturer at WAAPA. Simon’s limited knowledge of teaching music is typical of most primary teachers. Micheál is still coming to terms with the reality that most graduate primary school teachers are ill-equipped to teach music.
• ‘He really believes that this is going to be best for his kids at school.’ – Cherie Blanchard ‘It’s very foundational stuff, but it’s important that I can do it.’ – Simon Blanchard What does the footage of Simon studying at home suggest about his commitment to becoming a bet- ter music teacher? Based on the footage of Simon’s classes and choir rehearsals in this episode, do you think Simon’s skills as a music teacher have improved? • ‘Twinkle, twinkle little star, My dad’s got an electric guitar You might think he’s getting old But he loves to rock and roll Nah, nah, nah, nah, nah!’ WATCH TIMESTAMP 15.15–17.08. In this sequence, Guy visits Simon Blanchard’s class to check on their progress. He joins them as they sing and play air guitar. education teaches them how to focus, it teaches them Would you have liked to be a student in this class? how to have really good social skills and work in a team Why? Describe Simon’s relationship with his students. and it helps calm them down. All of those aspects put to- Describe the engagement of the students. What does gether means that they can learn better. – Dr Anita Collins this sequence suggest about the possible outcomes of What moments in Episode 2 prove Dr Collins’ claim classroom music? about the advantages of music education?
In Episode 2, Dr Anita Collins, one of the mentors for the The string ensemble is also preparing for the Christmas Challis CPS music program, continues to explain how Concert under the expert guidance of Rachel John. Rachel music trains the brain to work effectively. offers her perspective on the value of performing for an audience: • Children who grow up in difficult circumstances often have trouble learning. They have trouble with their be- These sorts of small concerts, the sooner we get on and haviour. They have trouble paying attention. Now music do them, the more likely they are to build these skills of being able to cope with being in front of an audience and being in a foreign environment. It’s not just the learning of the instrument but it’s actually about becoming better at building these life skills.
• Have you ever performed in front of an audience? What were the challenges of performing in public? Rachel refers to ‘life skills’ – what are they? Do you agree with Rachel that performing for an audience builds life skills?
In preparation for their first public performance, the Challis CPS choir visit WAAPA to listen to Micheál’s chamber choir. For Anastacia, the visit to WAAPA is much more than a school excursion. She says, ‘My plans are to get through the tough years of high school and then get into WAAPA © ATOM 2018 hopefully because that is my dream school and has been ever since I was little.’ 14 Anastacia not only gets to watch the chamber choir; she also has the opportunity to perform a solo.
• What are the objectives of the excursion to WAAPA? in the undercover area. Mrs Musumeci acknowledges What are the outcomes of the excursion to WAAPA? the significance of the occasion for her as the principal of • Micheál McCarthy arranges an audition for Anastacia at Challis CPS: Kelmscott Senior High School. Kelmscott Senior High School has a specialist music program. For me, this has been a ten-year-long dream of mine to Explain the significance of the audition? What were have a band playing at all of our special events. So this you thinking and feeling as you watched Anastacia is the first time, but it won’t be the last time. We’re going audition? onto bigger and better things after this first performance. • One of the first doors to open each day at Challis CPS is the Breakfast Club. Although anyone can attend, She also acknowledges how the Challis CPS music pro- Breakfast Club is especially aimed at those who are gram has already transformed the students: hungry. Volunteer Margaret explains, ‘If you see the way the children eat you know it’s a necessity. You They’re seeing themselves through a different lens. They’re know, they, maybe, it’s the only meal they have.’ getting around with an aura about them that they are feeling Why do you think the filmmakers included the footage of special and that they are feeling more confident. So, they’re the Challis CPS Breakfast Club and of the preparation of viewing themselves differently, in a really positive light. the food parcels donated by the Sebastian Foundation? • When it is time for the brass ensemble to rehearse, Levi • WATCH FROM 49.53 TO 57.35. is missing. Students can do either of the activities: How does Levi’s absence impact on the rehearsal? - Imagine you are either a student or a staff member How do the other students feel about his absence? at Challis CPS. Write an article for the school news- What do Michelle and Simon think about Levi’s ab- letter about the end-of-year concert. sence? Is Levi’s explanation that he has a lot on his - Imagine you are a parent of a student who performs mind acceptable? at the end of year concert. Write a letter to Mrs • Kyla practises for the concert at her house with band Musumeci that expresses your thoughts and feel- mates Hayley and Kayla. ings about this event. What does this sequence suggest about the social • ‘The most annoying part of learning an instrument is benefits of learning to play a musical instrument? that you have to keep practising every single night, • ‘The big concert’s coming up and I don’t want to fail in even when you want the night off.’ – Angela front of everyone.’ – Challis CPS student ‘I’d probably prefer practising at my mum’s house, coz ‘I’m not used to playing or doing anything in front of a at my dad’s house we’ve got a dog called Rufus and whole lot of people.’ - Jaime he’s a full breed Rottweiler, so he keeps howling and ‘I just don’t want to fail because I hate people just, star- barking at it.’ – Sky ing right at me. It just feels weird.’ – Challis CPS student ‘What’s hard about practice is that I have to bring my With only one week to the concert, it is understandable little sister sometimes. And sometimes she can be ir- that the students are nervous. ritating.’ – Zawadi Does the footage of the brass band and the string Do you learn a musical instrument? Why is practice ensemble’s rehearsals prior to the concert suggest that important? Do you enjoy practice sessions? What are they have any reason to be nervous? the challenges of practice? © ATOM 2018 • ‘My mum, she kind of, thinks that my instrument’s like, On the day of the concert, the school community gathers a bit too loud, and when she has a headache I’m not 15 allowed to play it.’ – Harper ‘My brother always yells at me to stop because he hates loud noises.’ – Challis CPS student ‘I live at a dog kennel. My house is on the block so when I drum all the dogs howl and all that.’ – Challis CPS student Like the Challis CPS students, do your family and neighbours sometimes complain about you practising? • ‘In choir, it’s really fun. You get to meet a lot of peo- ple who like the same interests as you. You have a lot more friends.’ – Anastacia What does Anastacia’s claim suggest about the advantages of co-curricular activities? Do you participate in a co-curricular activity? What do you gain from this participation? Are there any disadvantages?
See Appendix 3 for worksheets about the students and their experiences in Don’t Stop the Music. The worksheets allow students to draw on the content of Episodes 1–3 to complete the tasks.
• Based on your viewing of Episode 2, write a report card about the Challis CPS music program. See Appendix 2 for a report card template.
The students featured in Episode 2 include: ANASTACIA For a singer like Anastacia who lives with a mother battling cancer and her own health issues, music is a way to a better life. Her mother explains, ‘She’s found escape in her music. You know the words she writes in her songs and it’s a way of her expressing rather than bottling up.’ Anastacia clearly has the talent but will she get the opportunity? Micheál McCarthy steps in and arranges an audition for her that could be life-changing. BELLE Belle is in Year 4. She plays the tenor horn and now that she has her own bedroom, nothing is stopping her from practising. Her aim is to be at the front at the Christmas Concert. Belle’s mother thinks the music program is great and that her daughter is amazing. Belle’s grandfather is getting used to the noise. JAIME Jaime is in Year 4. She is learning to play the violin. All goes well until a violin rehearsal clashes with making slime in science. Hopefully her participation in the music program will have a positive impact on her behaviour at school. JAXON Jaxon is in Year 4. He is learning to play the trombone. Brass teacher Michelle Wilde thinks that Jaxon is a natu- ral. She explains, ‘He can make a nice sound, he can read the music and he’s already way ahead in terms of learning the notes’. At the Christmas Concert, Jaxon will play a solo. KYLA Kyla’s persistence means that she has progressed from blowing raspberries on her sister to blowing notes on the cornet. She is certain that the cornet is her sort of instrument. LEVI Levi’s father is hopeful that playing the euphonium will improve his concentration and his school work. While Levi has natural talent, he is forgetful. His brass teacher Michelle Wilde explains, ‘The frustration with Levi is, he never brings his instrument, he forgets his book, he forgets it’s band practice’. When Levi arrives at yet another re- hearsal without his euphonium, Michelle issues an ultimatum. TAJ In Episode 2, Taj and Guy Sebastian continue composing their song about friends. Taj lives with severe epilepsy, which affects his capacity to maintain muscle tension. His family is hoping that music will help with his memory and concentration. © ATOM 2018 ZAWADI Zawadi loves playing the trombone and is enjoying success. In this episode, her resilience is tested when the family home is extensively damaged by fire. The family moves in to temporary accommodation and survives without most of their possessions. 16 EPISODE 3
It is the start of a new school year at Challis Community Primary School. Four months ago, a transformative music program was introduced, injecting music into many aspects of school life. As the benefits of the groundbreaking program kick in, the stakes are raised even higher. The students are scheduled to perform at the Perth Concert Hall with Guy Sebastian and James Morrison. In the last few months Simon has been mentored by music maestro Micheál McCarthy • If you were told that you were performing at a venue from the WAAPA. Micheál makes the following observation like the Perth Concert Hall, how do you think you about Simon’s progress: would feel? ‘It’s a lot of work for him. He’s quite dedicated. He doesn’t The key questions to consider as you watch Episode 3 are: give up. So in due course, he’s going to be a marvel. I mean it’s amazing what he’s done.’ • How has music transformed the students? • How has music transformed the staff? Simon also acknowledges the audible difference that is a • How has music transformed the school community? consequence of his professional learning: • How has music transformed the mentors? ‘We started off as a shouting choir. We were a choir that Guy Sebastian is a mentor for the Challis CPS music had fun and we’d sing our songs, but we really weren’t program. Mrs Musumeci makes the following observation learning how to sing.’ about Guy’s involvement in the program: Simon is expecting the same number of students to turn ‘The impact of somebody of his calibre in our school has up for choir as last year. However, instead of the antici- been amazing. He makes music cool and people can see pated seventy or eighty students, 134 students sign up that there’s a career in it, and if there’s not a career in it, for choir. Simon is forced to relocate the students from the there’s a whole pile of fun along the way.’ music room to the staff room. Simon plays the guitar as he leads the children across the quadrangle. • Drawing on this and previous episodes, describe the role that Guy has played in the program’s success. Do • WATCH TIMESTAMP 6.44–8.20. you think the program would have been as successful Why do you think the choir is more popular than ever? without his involvement? How does Simon respond to the increased popularity of the choir? Comment on how the number of students is an affirmation of Simon’s teaching and an affirmation of the Challis CPS music program. The narrator makes the claim, ‘Sometimes you can be a victim of your own success’. What does it mean to ‘be a victim of your own success’?
Mrs Musumeci decides to invest what remains of her entire budget in an additional music teacher. Jocelyn Campbell is one of Micheál’s star graduates. Jocelyn may be a highly talented musician but she is trained to teach secondary school and Challis will be her first teaching job since she graduated. © ATOM 2018
• ‘It’s difficult because I am having to learn just the basic techniques of how to manage a classroom in a primary 17 setting.’ – Jocelyn Campbell WATCH FROM 23.19 TO 27.14. Why does Jocelyn describe her first day as ‘hor- Who is James Morrison? Explain the significance of the rendous’? What advice does Micheál give Jocelyn to brass band’s workshop with James Morrison. Describe improve her classroom practice? What happens when James’ rapport with the students. Describe the stu- Jocelyn partners up with Simon in teaching? dents’ engagement in the workshop. What do you think they gain from this experience? With the concert coming up, the Challis students need to check out the venue. Many of the students do not know Guy Sebastian will join the students on stage at the Perth what a concert hall is and have never visited the Perth Concert Hall, and with only a few weeks to go, he arrives Concert Hall. at Challis CPS to calm any performance anxiety. He tells the choir: A public performance in a prestigious venue like this will not only push their musical skills, it will also test their cour- When I first sung, my bottom lip would shake like this, age and resilience. and I couldn’t sing properly. In my bedroom, I was good. I could sing and I would hit all the notes, and then I’d get on • ‘The Perth Concert Hall is somewhere where inter- stage and I was so nervous. You know there’s nothing that national guest performers come regularly. So these anyone can tell you except for you just need to do it a few children are actually in a space where famous people times and get over it and it just gets easier. come all the time. And so this actually gives them a taste of something that they could actually experience • Can you remember your first concert or play? Can you as a musical professional when they’re older.’ – Rachel remember your first participation in a grand final or John championship? Were you nervous? What went right? ‘It’s way beyond our wildest expectations that our stu- What went wrong? Write a narrative about this per- dents would be performing at the Perth Concert Hall.’ sonal milestone. – Simon Blanchard • Explain the significance of Guy Sebastian’s workshop ‘This has gone fifteen steps further than what I ever with the choir. Describe the students’ engagement in thought we’d be able to achieve. I was just looking for the workshop. What do you think they gain from this a school band.’ – Lee Musumeci experience? Describe Guy’s rapport with the students. ‘I expected it to be big but not huge.’ – Angela ‘When I went inside, there was so much chairs.’ Until now, Challis’ choir has been open to everybody. But – Zawadi the huge numbers have forced Explain the significance of Challis CPS playing at the Perth Concert Hall. What are the objectives of the excursion to the Perth Concert Hall? What are the outcomes of the excur- sion to the Perth Concert Hall?
With only six weeks until the concert, internationally acclaimed virtuoso trumpeter, James Morrison spends time with the brass band. Visit James’ website at
• It’s such a privilege to sit with them when they’re so early in their journey. You watch their faces as pennies drop or they learn things, or they hear sounds they’ve © ATOM 2018 never heard before. Everything’s a discovery. – James Morrison 18 practice leading to the concert?
What began as a simple idea has mushroomed into an event comprising two full choirs, one symphony orchestra, a Salvation Army brass band, two international stars and 131 Challis CPS musicians. For Mrs Musumeci, tonight is her chance to showcase to the parents, the Education Department and the world the enormous potential of a dedicated and well-resourced music program.
• Describe the atmosphere at Perth Concert Hall. In your answer refer to the audience gathering in the audi- torium, the musicians warming up on stage and the some tough decisions. Simon explains to the students that performers waiting backstage. he is establishing a performance choir. The performance • ‘Today is a key milestone. To like, do their first big per- choir members will be selected by Simon Blanchard. formance like this and control their nerves and get over the nerves and still go on stage and play, they’ll take Belle, Neesa and Zawadi are selected as members of the massive strength from this.’ – Michelle Wilde performance choir. They will be singing backup vocals for ‘Yeah, that was awesome. Yeah, yeah, it’s a bit hard to Guy Sebastian at the concert. Hayley is disappointed when explain so, yeah. We had some that didn’t even want she learns that she is not part of the performance choir. to go out there and they’re just full on getting into it, so lost in the music. Loving it, so, hard to explain really.’ – • This is not just about them being literate and numerate Simon Blanchard and being musicians, it’s about them actually developing ‘Just that little boy who was melting down was brilliant themselves as human beings. It’s also about them having because he pulled himself back together again and he the opportunity to fail and to then try and work through went on stage. It means that when things get hard and that and then succeed after that. – Simon Blanchard when he gets overwhelmed, he’s experienced being What is Simon’s view of failure? Is this how you view able to get back on track again. There’s nothing better failure? than that.’ – Dr Anita Collins ‘Oh my gosh. It’s done, and they did it and they killed Guy visits the brass band to see if they are ready to face it and they did an amazing job and I’m so proud of all. the public. He is impressed not only by their musicianship, I’m so proud of all of you!’ – Jocelyn but also by their focus: ‘My Mum was sitting in the front row and I felt real scared when I turned around and bowed.’ – Zawadi To see some of these students from challenging back- ‘But when I started to play, my nerves just went away.’ grounds, to see the change in them, from putting an – Sky instrument in their hand, giving them a little bit of a pur- ‘It’s like the pressure made me do better, like made me pose, you know, and how that affects their behaviour, it’s more confident in playing when I was on.’ – Kyla mind-blowing. ‘If you asked me a year ago, I probably wouldn’t have said that I could do this, but I’m here today and I pulled • Okay, I have some certificates to present. This person it off and I’m happy.’ – Belle has shown absolute resilience. Despite the challenges ‘We’ve done it!’ – David that they face, they have continued to practise their Using these claims as a starting point, discuss the instrument, show commitment and they’re playing outcomes of the concert at the Perth Concert Hall. exceptional. – Michelle Wilde What were you thinking and feeling as you watched the Who receives an award from Michelle Wilde? Why are concert? It might also be helpful to use the Episode 3 these students deserving of recognition? key questions to facilitate the discussion. • Before we were a choir that would have fun, and we’d • Write a review of the concert. In your review, refer to sing our songs, and I didn’t really know what to offer the choir and guitar band’s performance of ‘Wandjoo them. Whereas now, we know what they need to do My Friend’; string ensemble’s performance of ‘Ode to to get to the next step. They’re naturally motivated by Joy’ from Ludwig Van Beethoven’s Symphony No.9 themselves to develop their skills. It’s a massive shift for with the Conservatorium choir; the choir’s performance us. – Simon Blanchard of ‘Big Bad World’ with Guy Sebastian and James With just two days to go before the concert, choral Morrison; the performance of the brass band; and the maestro Micheál McCarthy puts the choir through its mass choir rendition of ‘Siyahamba’. © ATOM 2018 final paces. • At the end of Episode 3, the audience is informed What difference can you hear from the choir’s final that, for the first time ever, NAPLAN results for the 19 instrumentalist year group improved significantly. In ‘I would love to see this program continue. I would love spelling and maths, the school reached the state aver- to see every Australian kid get the chance to get what age, and in writing, it was above average. Challis has got.’ – Guy Sebastian Explain the significance of this data about learning at ‘We’re not training them to be concert violinists. We’re Challis CPS. just training them to rise from where they are to some- • ‘Ever since the music program’s got here, we’ve where else. All we need to do is give them the gift of definitely improved in the way we do things around the being confident and competent.’ – Dr Anita Collins school.’ – Belle Write a feature article about music education. Base the ‘I used to play on a broomstick, well slash a broom, article on the experience of Challis Community Primary and I just love the fact that I have a guitar now and I School in the article. Incorporate the above quotations can actually play.’ – Cody into the feature article. ‘There is a little bit of different like spirit and stuff around school because there’s a lot more like colours See Appendix 3 for worksheets about the students and and a lot more feelings and a lot more singing.’ – Paige their experiences in Don’t Stop the Music. The worksheets ‘I think music has actually helped me in other parts of allow students to draw on the content of Episodes 1–3 to my life because it’s pretty boring at home just watching complete the tasks. TV and playing devices.’ – Angela ‘I think it’s just beginning. I think they could be the start • Based on your viewing of Episode 3, write a report of a world of possibilities. I think anything’s possible card about the Don’t Stop the Music program. See after that.’ – Lee Musumeci Appendix 2 for a report card template.
The students featured in Episode 3 include: DAVID David, who is in Year 5, is a victim of bullying. He previously refused to go to school. His life is now being trans- formed by his love of trombone. After initially struggling at playing, his perseverance has paid off. In addition, his confidence has grown, the bullying has stopped and his reading levels have improved. HAYLEY Year 4 student Hayley has been a keen member of the choir since it started two years ago. Her mother thinks that her focus and confidence have been boosted through singing with others. She now wants to go to school and is achieving improved grades. SAMUEL Samuel misses out on the excursion to the Perth Concert Hall because of a serious foot injury. His violin teacher Rachel John is keen for Samuel to maintain momentum. She visits him at home to show him photographs from the day. TAJ Taj is learning how to play the violin. Unfortunately, a fall at school results in him being hospitalised. Despite having two broken ribs and a ruptured spleen, Taj is determined to make it to the concert. A video message from Guy © ATOM 2018 Sebastian provides Taj with the motivation to persist. ZAWADI Playing the trombone has enabled Zawadi to face her fears. In this episode, her passion for singing sees her selected to play a very special part in the concert. 20 Making Don’t Stop the Music
• Don’t Stop the Music is an observational documentary series. What is an observational documentary? Have you watched other observational documentaries that are similar to Don’t Stop the Music? Spend time as a class, discussing other examples of this genre. What are the features of an observational documentary? Make a two-column chart. In the first column list the features you have named. In the second column use the content of Don’t Stop the Music to provide an example of each feature. • What strategies do the filmmakers use to allow us to connect with the students, staff and mentors? • Working as a class, make a list of the likely challenges of making Don’t Stop the Music. • Do you think the presence of the production team and the cameras influenced the behaviour of the students and staff? Were you surprised by the willingness of staff, students and the students’ families to be filmed?
Donate to Don’t Stop the Music
We’re taking this campaign across the country. Come on accessories to your nearest Salvos Store, it is important to Australia, get those instruments out of the cupboard and check that the instrument you have is on the list of needed down to the Salvos so that we can get it into the hands of a instruments for the campaign and is in a reasonable condi- kid who can use it. – Guy Sebastian tion for use. Please note if your instrument is not listed, it cannot be accepted as part of the Don’t Stop the Music Join in the Don’t Stop the Music campaign to get more campaign. music into schools. Your unused instrument can help change a child’s life through music education. Instruments and cash donations under Don’t Stop the Music will be directed to the Don’t Stop the Music cam- All donated instruments will be triaged by student volun- paign’s not-for-profit partners: The Salvos’ Just Brass and teers to ensure that they are in top condition. After receiv- Musica Viva. One hundred per cent of cash donations ing a tune-up, they will be shipped off to disadvantaged received will support the delivery of music education pro- schools and students supported by Musica Viva and Just grams for underprivileged Australian kids. Donations over Brass. All donated instruments will reach the hands of AUD$2 are tax-deductible. children who truly need them. For further information, visit: https://www.abc.net.au/events/dstm/ **READY TO DONATE? donate-an-instrument/10341758/ © ATOM 2018 https://www.abc.net.au/events/dstm/ Before you donate your instrument, instrument cases and donate-funds/10341760/ 21 Building a musical school kit
Are you a motivated teacher, school leader or par- ent ready to build a high-quality music program in your school community? The following free resources can help you start the journey.
Don’t Stop the Music Building a Musical School Kit https://www.abc.net.au/events/dstm/ building-a-musical-school-kit/10492656/ http://education.abc.net.au/res/pdf/building-a- musical-school.pdf Music Viva – Music Education Skills for the Australian Primary Classroom https://www.openlearning.com/courses/ musica-viva-pd-aus/ University of Sydney – Music Education in the 21st Century https://www.coursera.org/learn/music-education/
Don’t the Stop the Music online
Artemis Media http://www.artemisfilms.com/productions/ dont-stop-the-music/ ABC: Don’t Stop the Music https://www.abc.net.au/events/dstm/ Double J: ‘Guy Sebastian talks music in schools’ https://www.abc.net.au/doublej/programs/ arvos/guy-sebastian-talks-music-in- schools/10459960/ Music Viva: Don’t Stop the Music https://musicaviva.com.au/dontstopthemusic/ Music Viva: ‘Music education campaign set to reach one million viewers’ https://musicaviva.com.au/support-us/ stories-to-inspire/dstm/
Credits
SERIES DIRECTOR: STEVE WESTH SERIES PRODUCER : CELIA TAIT POST DIRECTOR: RUTH CULLEN PRODUCTION MANAGER: KAREN WILLIAMS DEVELOPMENT WRITER: KATRINA TUDOR SERIES EDITOR: NICK DUNLOP © ATOM 2018 EXECUTIVE PRODUCERS: CELIA TAIT AND JOAN PETERS 22 APPENDIX 1
**VIEWING CHART USE THE VIEWING CHART TO RECORD YOUR OBSERVATIONS ABOUT CHALLIS COMMUNITY PRIMARY SCHOOL AND THE MUSIC PROGRAM. WHEN YOU HAVE FINISHED WATCHING EACH EPISODE, USE THE APPENDIX 2 REPORT TEMPLATES TO WRITE A REPORT ON CHALLIS CPS’ ACHIEVEMENTS.
EPISODE 1
Challis CPS Music at Challis CPS Outcomes of the music program © ATOM 2018
23 EPISODE 2
Challis CPS Music at Challis CPS Outcomes of the music program © ATOM 2018
24 EPISODE 3
Challis CPS Music at Challis CPS Outcomes of the music program © ATOM 2018
25 APPENDIX 2
**CHALLIS COMMUNITY PRIMARY SCHOOL REPORT
EPISODE 1 – INTERIM REPORT FOR CHALLIS COMMUNITY PRIMARY SCHOOL
Subject Comments Achievement level
Music
Learning
Wellbeing
EPISODE 2 – INTERIM REPORT FOR CHALLIS COMMUNITY PRIMARY SCHOOL
Subject Comments Achievement level
Music
Learning
Wellbeing
EPISODE 3 – INTERIM REPORT FOR CHALLIS COMMUNITY PRIMARY SCHOOL
Subject Comments Achievement level
Music
Learning
Wellbeing © ATOM 2018
26 APPENDIX 3
**CHALLIS CPS STUDENT WORKSHEETS
Anastacia likes to write songs. What are Anastacia’s ANASTACIA (YEAR 6) songs about?
What three adjectives do you think best describe Anastacia?
What are Anastacia’s personal challenges?
Describe Anastacia’s Don’t Stop the Music journey.
What is Anastacia’s dream?
How do Simon Blanchard, Guy Sebastian and Micheál McCarthy help Anastacia?
Why does Anastacia like music?
List Anastacia’s achievements.
Describe Anastacia’s musical talent. © ATOM 2018
27 BELLE (YEAR 4)
What three adjectives do you think best describe Belle?
What do Belle’s mum and grandfather think about her learning the tenor horn?
What are Belle’s personal challenges?
Describe Belle’s Don’t Stop the Music journey.
Belle is given a tenor horn. What is a tenor horn?
Why does Belle like playing the tenor horn?
List Belle’s achievements.
Describe Belle’s musical talent. © ATOM 2018
28 Describe Cody’s Don’t Stop the Music journey. CODY (YEAR 4)
What three adjectives do you think best describe Cody?
What are Cody’s personal challenges?
Ian Campbell is the guitar teacher. How does Ian help Cody?
Why is Cody’s grandmother happy that he has de- cided to play the guitar?
List Cody’s achievements.
Describe Cody’s interest in music. © ATOM 2018
29 Describe David’s Don’t Stop the Music journey. DAVID (YEAR 5)
What three adjectives do you think best describe David?
What are David’s personal challenges?
Michelle Wilde is the brass teacher. How does Michelle support David?
David is given a trombone. What is a trombone?
List David’s achievements.
Describe David’s interest in music. © ATOM 2018
30 HAYLEY (YEAR 4)
What three adjectives do you think best describe Hayley?
What are Hayley’s personal challenges?
Why is Hayley’s mother happy that she is in the choir?
Describe Hayley’s interest in music.
List Hayley’s achievements.
Describe Hayley’s Don’t Stop the Music journey. © ATOM 2018
31 JAIME (YEAR 4)
What three adjectives do you think best describe Jaime?
What are Jaime’s personal challenges?
Rachel John is the strings teacher. How does Rachel help Jaime?
Why does Jamie like playing the violin?
List Jaime’s achievements.
Describe Jamie’s Don’t Stop the Music journey. © ATOM 2018
32 JAXON (YEAR 4) Michelle Wilde is the brass teacher. Why does Michelle think Jaxon is ‘a natural’?
What three adjectives do you think best describe Jaxon?
What are Jaxon’s personal challenges?
How does Michelle show her confidence in Jaxon’s abilities?
Why does Jaxon like playing the trombone?
List Jaxon’s achievements.
Describe Jaxon’s Don’t Stop the Music journey. © ATOM 2018
33 KYLA (YEAR 4)
Describe Kyla’s Don’t Stop the Music journey. What three adjectives do you think best describe Kyla?
Kyla chooses the cornet. What is a cornet?
Michelle Wilde is the brass teacher. How does Michelle help Kyla?
What is Kyla’s first challenge as a cornet player?
List Kyla’s achievements.
Why does Kyla love the cornet? © ATOM 2018
34 LEVI (YEAR 4)
What three adjectives do you think best describe Levi? Michelle Wilde is the brass teacher. Why does Michelle think Levi is a ‘naturally gifted player’?
What are Levi’s personal challenges?
When is Michelle disappointed in Levi? Is she right to be disappointed?
Levi is given a euphonium. What is a euphonium?
Why is Levi’s father happy that he is learning the euphonium?
Describe Levi’s interest in music.
List Levi’s achievements.
Describe Levi’s Don’t Stop the Music journey. © ATOM 2018
35 SAMUEL (YEAR 4)
What three adjectives do you think best describe Samuel?
Describe Samuel’s Don’t Stop the Music journey.
What are Samuel’s talents?
Rachel John is the strings teacher. How does Rachel support Samuel?
Why does Samuel choose the violin?
List Samuel’s achievements.
Why does Samuel stop bringing his violin to school? © ATOM 2018
36 TAJ (YEAR 4)
What three adjectives do you think best describe Taj?
What are Taj’s personal challenges? Describe Taj’s Don’t Stop the Music journey.
Why does Taj like music? How does Guy Sebastian help Taj?
Taj likes to write songs. What are Taj’s songs about? List Taj’s achievements.
Why are Taj’s mother and grandmother pleased that
Taj is interested in music? © ATOM 2018
37 ZAWADI (YEAR 4) Describe Zawadi’s interest in music.
What three adjectives do you think best describe Zawadi?
What are Zawadi’s personal challenges?
Describe Zawadi’s Don’t Stop the Music journey.
What is Zawadi’s dream? Michelle Wilde is the brass teacher. How does Michelle help Zawadi?
List Zawadi’s achievements. Zawadi is given a trombone. What is a trombone? © ATOM 2018
38 This study guide was produced by ATOM. (© ATOM 2018) ISBN: 978-1-76061-240-5 [email protected] To download other study guides, plus thousands of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies, visit