General Description

In Gig Based Learning (GBL) it’s all about the gig. We define a ‘gig’ as any opportunity to create and share music by a specific deadline. The ‘gig’ provides an authentic means to study, write/source, rehearse, perform, record, and distribute music. 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. 

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 and for an authentic audience. Building on the integrated learning experiences model - performance, composition, musicology and  aural, GBL puts all of these experiences to work for the benefit of producing a great gig. GBL also contextualises the learning for the student so that it’s ‘just in time’ not ‘just in case’. 

Building on from the Foundations of Gig Based Learning course, this course is ideal for those interested in the inner workings of a Year 11-12 Music 1 Gig Based Learning program. Brad Fuller and his colleague Peter Orenstein will take you through their design process, documentation, implementation of Blended Learning, integrated assessments, their  approach to aural and our broad and improvisatory approach. Join Brad and Peter as they take you through GBL for Senior High School so that you can harness the power of the ‘gig’!

 Audience

For music teachers and music tutors

 Teaching Standards

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.

Via Zoom

This course will run via Zoom.  You will be sent the details of how to join this PD the day before the course runs.

Sessions

Session - 1 - Setup

Duration - 15 min

Introductions and background to our story


Session - 2 - It’s All About the Gig!

Duration - 60 min

Overview of Gig Based Learning in relation to senior high school


Session - 3 - Programming for the Pluralistic Music Classroom: Choosing Open Topics

Duration - 60 min

- Don’t shoot the syllabus: the Music 1 Topics

- An ethic of care: catering for the individual


Session - 4 - The HSC: Isn’t it Just Another Gig?

Duration - 60 min

Applications of GBL for the HSC


Session - 5 - Is this in the Test: Developing Authentic, Integrated HSC Assessment Tasks

Duration - 60 min

- PCMA alignment

- Backwards design principles


Session - 6 - Wrap-up

Duration - 15 min

Question time

Presenter

Gig Based Learning (GBL)

Gig Based Learning 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’