Co-curricular Music - Connecting the Curriculum with the Co-curricular

The definition of the prefix “co” means “joint”, “mutually”, or “together”. A cohesive argument sticks “together.” When something coincides, they are two things that match or happen at the same time. So why do we call “co-curricular” music “CO-curricular” when in most of our schools, these programs don’t really coexist with the curriculum? Many of our schools are running an “extra-curricular” music program - activity based rehearsals and performances. And while these can still be full of educational value, and promote a great music culture, it can also drive a great wedge between the classroom and music outside the classroom. But does it have to be that way?

Over the last 5 years, I have been developing programs of repertoire that have direct curriculum links across all stages of the music curriculum. This repertoire is exciting and engaging with lots of useful learning tools including the three key learning areas: composing, listening and performing. At our school, student engagement has increased as they are now performing works in ensembles as well as analysing the same scores in the classroom. Curriculum topics such as: music of a culture, environmental music, art music, music of the last 25 years (Australian Focus), music from 1600-1900 can all be explored in both the curriculum and co-curricular music… thus truly making our co-curricular programs “WITH” the curriculum.

In this particular workshop, a wind band will perform demonstration pieces and score excerpts providing examples of how these pieces can be explored and studied in the curriculum. The workshop will also address how to engage external contractors and forge relationships between curriculum teachers and contractors. There’s no reason why our music programs have to be mutually exclusive… it’s all music education right?