In Gig Based Learning (GBL) it’s all about the gig. GBL is a musically informed, philosophically driven learning design and facilitation process. It gives teachers tools to provide students with opportunities for active, engaging, real-world music(k)ing with/for an authentic audience. Building on the integrated learning experiences model - performance, composition, musicology, aural, GBL puts all of these experiences to work for the benefit of producing a great gig, contextualising the learning for the student so that it’s ‘just in time’ not ‘just in case’.
We define a ‘gig’ as any opportunity to create and share music by a specific deadline. The ‘gig’ provides an exceptional framework to design and facilitate engaging, authentic learning experiences, being based on the saying the show must go on! It provides an authentic means to study, write/source, rehearse, perform, record, and distribute music. The ‘gig’ naturally creates an environment which is conducive for high levels of participation, student agency, collaboration and growth as gigs have deadlines, high expectations, are undertaken with people and for people, occur regularly, require meticulous preparation and teamwork as well as promote rigorous individual and corporate reflection.
Join Brad Fuller and Peter Orenstein as they take you through the foundations of Gig Based Learning so that you can harness the power of the ‘gig’. This course introduces the underlying music education philosophies, pedagogies, processes and procedures and equips participants with the knowledge and skills to begin to reimagine their own contexts. Although primarily aimed at high school classroom music teachers, this pedagogy could be applied to other subject areas, with the ‘gig’ being any learning artefact or activity that gives impetus for someone to do something by a specific deadline or for an audience.
For music teachers and music tutors
1.2.2 Proficient Level - Know students and how they learn - Understand how students learn: Structure teaching programs using research and collegial advice about how students learn.
2.1.2 Proficient Level - Know the content and how to teach it - Content and teaching strategies of the teaching area: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
3.2.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Plan, structure and sequence learning programs: Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
6.3.2 Proficient Level - Engage in Professional Learning - Engage with colleagues and improve practice: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
Are you in NSW? If so, this is relevant for you
This course may contribute towards Elective PD hours. Visit https://educationstandards.nsw.edu.au for more details.
This course will run via Zoom. You will be sent the details of how to join this PD the day before the course runs.
Introduction to Brad and Pete and their history in music education
It’s all about the gig
- First Do Harm – fostering lifelong learning
- What is a gig and the implications for instructional design
Welcome to showbusiness
Designing authentic teaching and learning experiences
Music - with people, for people
- Understanding the student perspective using JTBD Theory
- Creating Minimal Viable Performances
Music at the speed of thought
The four pillars of Gig Based Learning Design – Pedagogy, Physical, Virtual, Technological