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This resource may be used by classroom teachers to integrate music learning into their general classrooms, and may also be integrated into the teaching and learning of the specialist music classroom. This resource is a compilation of the work of selected students in the Faculty of Education, in the University of Tasmania, Australia. In developing these learning centres students engaged in a development process that included site trials with the students and staff of Lilydale District School.
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What are learning centres? |
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Learning centres are discreet physical spaces in the classroom set up to enable students to work independently of the teacher in the completion of self-paced tasks. Learning centre tasks in music education may include: composing or creating activities, performing activities or listening activities.
Learning Centres “consist of designated areas in the classroom where children explore a range of ideas and materials in arriving independently at a solution to a problem. Through such challenges children are able to exercise choice, take responsibility for their decision-making and work at their own pace…learning centres are effective in promoting a child-centred rather than a teacher-centred learning environment”. Barrett, M. (1996). Learning centres in music education. Launceston: Uniprint.
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Links to the Tasmanian Curriculum |
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Each of the learning centres includes a summary document outlining the relationship of the learning centre to the Tasmanian Curriculum. These documents outline the performance criteria, key components, standards and stages with which each learning centre is aligned.
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Thanks |
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To the wonderful pre-service teachers who participated in this project, and to the resourceful and obliging staff and students of Lilydale District School. Thanks also to Mr Luke Beasley (Higher Education Officer on this project) for his technical assistance.
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Pre-service Teacher Participants |
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Ian Bates; Laura Bertram; Belinda Bird; Alicia Bosker; Sarah Bourke; Katherine Brumby; Catherine Byers; Tamsin Cook; Mercedes Do Campo; Sophie Edwards; Philipa Franke; Thomas Garnham; Kalindi Hartigan; Krystelle Harvey; Sally Liddell; Laura McIntyre; Whitney McKinnell; Naomi O’Loughlin; Sarah Paterson; Dara Robinson; and, Clare Webber.
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This project has been funded through a UTAS Teaching Development Grant.
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 © 2007 - University of Tasmania
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