The Music Journal

Students log regular prompts (for example, daily or weekly) relating to their individual research. Students initially select areas of personal interest and then work to develop their interests as they continue to research.

Research prompts at the beginning of the course (or a unit) might include the following.

• What type(s) of music interest me?

• What do I know about the music that I am already making/creating?

• What do I want to learn more about?

• How was this piece of music constructed/created/composed?

• How will I organize my research findings in my journal?

Research prompts in the middle of the course (or a unit) might include the following.

• How does this music relate to a personal, local or global context?

• How has my understanding of music changed?

• How has my research influenced my performances?

• How has my research influenced my creations?

• How has my research influenced my analysis?

Research prompts at the end of the course (or a unit) might include the following.

• How have I developed my research skills over time?

• What have I learned about musical research throughout this course?

• How did I organize my research findings in my journal?

• What do I want to learn more about?

Examples of specific research prompts might include the following.

• How is this piece of music using polyrhythms? What other musical cultures use polyrhythms?

• To what extent are microtonal-scale systems used in this piece? Why does Indian classical music use microtonal-scale systems? How could I use a microtonal-scale system to create a specific musical effect?

Examples of specific prompts to consider when preparing assessments might include the following.

• Am I presenting my arguments and findings clearly?

• Does the evidence I present support my arguments and findings?

• To what extent do I discuss the implications of my arguments and findings?

• Am I clearly and appropriately citing my musical and extra-musical findings?

• To what extent do I discuss the process of my music-making?

• Am I using the most specific musical terminology possible when explaining my work?

• Do I have screenshots and/or graphics from the musical and extra-musical materials I reference?

• Are the recordings I submit aurally clear?

• Are my references to recordings specific and consistent throughout my written work?

Students log regular prompts (for example, daily or weekly) relating to their creative experimentations and development of musical ideas. Students initially select areas of personal interest and then work to develop their interests as they continue to create.

Creating prompts at the beginning of the course (or a unit) might include the following.

• What type(s) of music interest me?

• What do I want to learn more about?

• What do I know about the music that I am already making/creating?

• How was this piece of music constructed/created/composed?

• How will I organize my creating explorations and experimentations in my journal?

Creating prompts in the middle of the course (or a unit) might include the following.

• How does this music relate to a personal, local or global context?

• How has my understanding of this music changed over time?

• How have my creations influenced my performances?

• How have my creations influenced my research?

• How have my creations influenced my analyses?

Creating prompts at the end of the course (or a unit) might include the following.

• How have I developed my creating skills over time?

• What have I learned about creating throughout this course?

• How did I organize my creating explorations and experimentations in my journal?

• What do I want to learn more about?

Creating prompts when preparing assessment submission might include the following.

• Do my created works feature sufficient musical detail to allow the listener to understand my intentions for the work?

• Is the notation I have chosen for my work authentic to the style or genre?

• Do my created works showcase a range of skills, forms, structures, devices in composition?

Students log regular prompts (for example, daily or weekly) relating to their development of performing and interpretation skills. Students initially select areas of personal interest and then work to develop their interests as they continue to practice and perform.

Performance prompts at the beginning of the course (or a unit) might include the following.

• What type(s) of music interest me?

• What do I want to learn more about?

• What do I know about the music that I am already performing?

• How was this piece of music constructed/created/composed?

• How will I organize my performing explorations and experimentations in my journal?

Performance prompts in the middle of the course (or a unit) might include the following.

• How does this music relate to a personal, local or global context?

• How has my understanding of this music changed over time?

• How have my performances influenced my creations?

• How have my performances influenced my research?

• How have my performances influenced my analyses?

Performance prompts at the end of the course (or a unit) might include the following.

• How have I developed my performance skills over time?

• What have I learned about performing throughout this course?

• How did I organize my performing explorations and experimentations in my journal?

• What do I want to learn more about?

Performance prompts when preparing assessment submission might include the following.

• Do my performances embody the musical style I intended (for example, if I am performing a selection from a kabuki opera, does my performance sound kabuki?)

• To what extent are my performances musical? Did my audience members have an aesthetic response to my performance(s)?