Date of Award

2019

Degree Type

Thesis

Degree Name

Master of Education

School

School of Education

First Advisor

Dr Kuki Singh

Abstract

This study aimed to investigate how using the Interactive Notebook as a pedagogical tool in a primary music classroom impacted students’ music making and responding and developed their metacognitive skills. Authentic music education is strongly linked to positive social-emotional, physical and academic developmental outcomes. While the importance of a quality music education is highly recognised, generalist trained teachers are commonly placed in the role and may lack confidence. This study used an action research approach with a generalist trained teacher-as-researcher in a Western Australian Year Six music classroom. Observations from video technology and interviews were used to consider how the devices of the Interactive Notebook impacted students’ music making and responding skills and developed their metacognitive learning.

The findings from the study concluded that using the Interactive Notebook improved students’ music making and responding abilities by embodying High Impact Teaching Strategies using explicit instruction and gradual release to student independence with a new skill or concept. The Interactive Notebook three-part learning cycle also incorporated clear learning intentions with success criteria, a strong organisational structure and learning routines that maximised working memory space and provided multiple exposure to new content knowledge and skill acquisition. Metacognitive strategies were evident in the learning cycle; however, students needed the teacher’s direct instruction on how and why to engage with these to maximise the benefits to their learning.

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