Course Description

Creating a space for the student voice through collaborative, multimedia songwriting can “embed intercultural competence, and socially inclusive behaviours” (Crawford, 2020) and “challenge inequalities throughout [students’] lives” (Richerme, 2021).

De Villiers’ (2021) calls for an approach to music education which “subverts the status quo and establishes a counter-hegemony” by de-centring the Western Art Music standard of music making in favour of a multicultural approach. Furthermore, Kruse (2020) found that students value and appreciate when teachers prioritise their perspectives and voices, while Abeles (2021) found that a fresh pedagogical approach could increase teachers’ musicianship, and positive perceptions and excitement about their music program.

Collaborative Music Classroom

This webinar will outline 6 steps that every music teacher can do to make a more collaborative music classroom.

Audiovisual examples of this approach in action will be shown alongside discussion of the underlying music education philosophies, pedagogies, processes and procedures.

Participants will be able to interact with virtual resources that they can implement in their classrooms as well as participate in a facilitated discussion on how this approach might remove the barriers between artist and technician, art music and popular music, traditional instruments and computer instruments by helping students to focus on using the best tools to tell their story. 

The presenters hope to demonstrate that a collaborative, multimedia songwriting approach to music education can help to embed intercultural competence and socially inclusive behaviours, motivate individuals to challenge inequalities throughout their lives, subvert the status quo and establish a counter-hegemony, and increase teachers’ musicianship, and positive perceptions and excitement about their music program while more effectively meeting their students’ needs.


Music Teachers K-12

This is a FREE course

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Gig Based Learning  (GBL)

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’