TIMETABLE ECCPA 2018 The Early Childhood Conference of Performing Arts SATURDAY 18/8/2018

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1 8:30am 9.00am 9.15am Registration TIMETABLE ECCPA 2018 The Early Childhood Conference of Performing Arts SATURDAY 18/8/2018 Welcome Heather Monro & Melissa Dods ECCPA Coordinators Title TBA Description tba Susie Davies Splitter 10:00am Session am Foyer 1 Foyer 2 Choosing Quality Literature in Early Childhood Rhythm Games A Thousand Years Christina Perri (singing, signing, dancing) Drumming/Orff 4-10 Special Needs/Orff 5+ John Feierabend Brianna Slattery Biddy Seymour Just as children should be introduced to the finest quality children s literature in the early childhood years, they should learn the finest quality children s songs. This session will provide information on how to identify and share songs that represent the finest examples of artful children s song literature. A fun and accessible session to explore African inspired rhythms using authentic African instruments. Rhythm games are a fun and accessible way to engage children in developing a whole range of skills. This presentation will focus on building auditory, visual, kinaesthetic, language and social skills. You will notice that rather than being competitive games with a definitive winner/loser, these rhythm games are designed to build children s capacity to work collaboratively with others in a team setting and to collectively achieve the game s objectives. These games are easily differentiated to suit different age groups and ability levels. They work as excellent icebreakers, lesson breaks and warm-ups, as well as equipping children with the musical skills necessary to perform well in an ensemble. Most importantly, these rhythm games are great FUN! We hope you enjoy learning these games and sharing them with others. Morning Tea / Trade Displays - Cafeteria /Foyers I was so touched when I came across this video on Facebook, compiled for World Down Syndrome Day 2018, loved the song, and choreographed a dance to it for my adult ladies dancing group. We will learn the signing, enjoy the singing and explore some movement. I have always incorporated some degree of signing when working musically with special needs students. While keeping them physically involved, it also illustrates and aids comprehension. Although I frequently refer to the Auslan online dictionary, I often adapt signs either to simplify or improve the fluency of movement. After watching the Down Syndrome karaoke clip, I loved the song by Christina Perri and choreographed a dance to it for my adult ladies dancing group. Although we will not have the time to learn the dance, we will learn the signing, enjoy the singing and explore some movement.

2 11.45am Session 2 Foyer 1 Foyer 2 Music in the first three years: A Forgotten Art Marching to the Beat of Many Different Drums! "Happy Minds" - Music that Encourages a Growth Mindset in the Classroom Birth 30 months Orff years 1:00pm 2:00pm Session 3 John Feierabend Lynette Richardson Judi Cranston All children are born with some potential to succeed with music. With inappropriate or no music experiences in the early years, children consistently lose their intuitiveness for making accurate musical responses. The rich repertoire of folk songs and rhymes that has nurtured musical development in children for centuries has been fading in recent decades as we changed from a society of music makers to a society of music consumers. This has not only affected the musical development of today s young people but deprived children of important interactions that play an important role in their social development. This presentation will discuss the work that has been done to preserve this precious repertoire and share some activities from our folk heritage that develop young children's musical intelligence, musical behavior and musical spirit. Apples, Drums, Beans and Soldiers all help us to differentiate between left and right.. Left, right. Left, right - marching on the spot; feeling the beat in our bodies; stepping the beat out; walking the beat; using 'props' to pass the beat; playing the beat on a variety of drums - all leading to the final dance of the Hokey Pokey! LUNCH / Trade Displays Cafeteria/Foyers In this workshop you will be introduced to the concept of using music affirmations in the classroom. You will learn how affirmations work on your conscious and subconscious minds, how they can change your outlook and outcomes and how you can introduce this information to children. You will be shown how to write your own empowering affirmations and to do the same with children and how to use these plus alerts and reminders to weave positive, powerful messages throughout your days helping you all to focus on gratitude and fun. You will also learn some children s music affirmations, how to rewrite them with children in your classroom and make up some of your own. Foyer 1 Foyer 2 Classroom Classroom Trash Percussion Title of Session Creative Music Making through Play, Curiosity and Imagination Dreams of Harmony (singing & language, multicultural) Orff Orff Kodaly Special Needs/Orff 5+ Vulnerability, accountability, equity and advocacy: barriers to music teachers and principals for music provision in primary schools. Susan Curbishley Jon Madin Ruth Friend/Davina McClure Biddy Seymour David Perry Experience an exciting, vibrant and all-inclusive style of percussion designed with the view that anything and everything can be a musical instrument. Trash Percussion utilises the everyday to make amazing original compositions. Students participate as a team and compose truly original pieces of music on non-traditional instruments and learn all about the elements of music as they do, and all whilst experiencing the joy of playing together. Description to come It is natural for children to engage in play, curiosity and imaginative reasoning. These are the building blocks of creativity in the early years. This session will explore a Kodaly based developmental approach to creativity that fosters the skills of singing, moving, performing, improvising and listening. Expand your teaching repertoire with new songs, rhymes, stories, movement and composition activities that ignite curiosity and imaginative responses. This beautiful lullaby is a celebration cultural diversity through the universal routine of rocking a baby to sleep. We will learn to sing it, with reference to other resources promoting peace, compassion & tolerance. This is a beautiful lullaby written by Joanne Hammil, which I used to close our Harmony Day celebration. I came across it by chance on itunes, and have loved it for quite a long time. Doing more research on it this year, I found it shared on The Children s Music Network website, together with many other useful resources promoting peace, compassion & tolerance. While the foreign phrases in it might be tricky for some special Paper An exploration of research on music education in Victorian state primary schools and why principals choose to offer it or not. In spite of a National Review in 2005 and a Victorian Parliamentary Inquiry in 2013, both of which were analyzing the state of school music education, there has been little progress, in spite of their recommendations. This paper presents the big picture so that the stakeholders in primary schools music teachers, parents, leadership, and the system itself all know the role they have to play. This paper will show the progress of research conducted for a thesis in the Masters of

3 3:15pm In this workshop participants will use everyday objects to experiment with sound, compose music and prepare a performance. Learn new ways of nurturing children to be confident in their musical creativity. AFTERNOON TEA / Trade Displays - Cafeteria/Foyer needs students, it opens up wonderful opportunities for discussion, including exploring greetings from the diverse students within the group. I have often been surprised at the effect that incorporating something from a student s mother tongue can have. Education (Research) at the University of Melbourne. 3.45pm Session pm 5.30pm Foyer 1 Foyer 2 Classroom First Steps in Vocal Development for Preschool and Beyond Uke 'n' Do It - For Beginner Uke Players Orff/Presenter s Own Resources 0-8 Musical Play as Therapy in an Early Intervention Programme Special Needs/Orff 0-8 years Repertoire Immersion: Sing, Play & Repeat John Feierabend Judi Cranston Julie Wylie & Sarah Marra Monique Fuss During the early learning years, children can acquire musical sensitivities, which will provide them with a lifetime of expressive and accurate singing intuitions. This lively session will present insights and activities that can foster those intuitions in children from age three to age nine, through the use of folk songs and games. (Note: This session will be repeated on Sunday in Session 5) Learn the basics of ukulele and how to use it in simple ways in your music class. Learning some chords, basic strumming, easy games plus old and new songs. This is a workshop for complete beginners to the ukulele or for those who want to brush up on their skills. Learning 3 chords, basic strumming and some well-known very easy songs. Plus some simple musical games using the uke as a prop and a few new songs as well. Perfect if you are wanting to introduce using the uke into your music sessions but need to start simple. * Please bring your own Uke to this session * Effective therapeutic use of music for young children 0-6 years with multi-system developmental disabilities involves engaging them and their parents/caregivers in musical play activities that can regulate the children s (and parents ) physiological systems, strengthen parent-child relationships, and open children s minds to physical, social emotional and intellectual learning and development; both in the context of music therapy and in response to goals set by a multi-disciplinary team. When music practitioners follow the child s lead, and draw the parents into the interaction as full partners, the well-being of children is enhanced and their parents are encouraged to engage in similar activities at home, thereby extending music s therapeutic reach and effectiveness! Kodaly 5-8 Repertoire immersion, and lots of it, is the way to cut to the heart of a child s love for music. This interactive session is recognized as working in conjunction with the Kodaly sequence, creating a classroom space of music making. In our classrooms we aim to fill our classroom with sound, music and a vibrant enthusiasm and love for music and the literacy that empowers learning. This session challenges the wisdom of less is more and suggests that immersing children in repertoire is the key to unlocking their music potential. By learning through singing whole songs, where children gradually listen and learn over weeks of lessons, children are responsible for making their own connections, where their brain becomes responsible for assembling it s own patterns in order to learn, memorise, engage and apply their music understanding. In order for children to learn music they must have a rich and strong base of repertoire on which they can unpack the fundamentals of the elements of music, explicitly and sequentially presented through Kodaly pedagogy. In Australia, our culture often does not provide this grounding. It is the role of the music teacher to introduce an expansive array of literature and develop a culture of sound within their workplace. An interactive Session, aimed at Year 1-2, where participants experience a lesson where songs transition seamlessly allowing a lot of repertoire to be sung in a short amount of time. Xu Mai s Concert Xu Mai is an experienced and renowned Orff educator in China and is one of the presenters in the ANCOS Levels courses held in Shenzhen each year. She travels China extensively as a workshop leader in Orff Schulwerk. She has completed all three Orff training levels at the San Francisco School with Doug Goodkin, James Harding and Sofia Lopez-Ibor, plus completed two levels of the Australian training. Mai conducts weekly children and family music classes for pre-school and early primary school children in Shenzhen and is bringing some children (5-9 year olds) with their parents to present a short interactive concert for you. They will introduce some simple authentic Chinese songs and dances which you will be able to take back to your classrooms. Heather McLaughlin Presentation & Drinks

4 6.30pm Conference Dinner Join us for a casual dinner and get to know fellow participants, presenters and VOSA Committee members. Venue TBA

5 TIMETABLE ECCPA 2018 The Early Childhood Conference of Performing Arts SUNDAY 19/8/ am 9.00am Registration African Orchestral Ensemble Let s kick off Sunday by creating a huge African Orchestra, using traditional djembes, duns (bass drums), shakers, and bells. After a quick overview of the instruments and how to play them, we ll bring everyone together to create a polyrhythmic orchestra that layers and weaves all the traditional parts together. The potential of African drumming lays in its accessibility and inclusivity. People of all ages, backgrounds and abilities can learn to drum quickly. The learning curve is gentle and the music can be as simple and as complex as you like. Basic playing skills can be learnt in a matter of minutes and the music itself can be easily adapted to any group. Drumming is also about more than music. It exercises the brain and the body together. It teaches us how to work together, how to lead, be creative and creates a real sense of inclusion. Brianna Slattery & Boubacar Gaye (African Drumming) 9:45am Session 5 11:00am Wardell Theatre Foyer 1 Foyer 2 First Steps in Vocal Development for Preschool and Beyond New music from JAM ON TOAST! Kodaly Was Never Rigid! The Effect of Auditory Processing Difficulties on Students' Success Within Aural Activities Orff/Presenter s own resources 3-8 Kodaly 4-7 Kodaly/Special needs John Feierabend James Madsen Elizabeth O Leary Ebony Birch-Hanger During the early learning years, children can acquire musical sensitivities, which will provide them with a lifetime of expressive and accurate singing intuitions. This lively session will present insights and activities that can foster those intuitions in children from age three to age nine, through the use of folk songs and games. (Note: Repeat of Session 4) Jam On Toast is a must-have collection of new songs, dances and creative recipes for the music classroom. Early childhood music educator and composer James Madsen will present a selection of his much-loved songs from his Jam On Toast series (including his new album), from disco-pointing dances, to beautiful, lyrical songs ideal for young voices, come and explore creative recipes with this exciting new music. Jam On Toast is an exciting music project created by music educator, composer and performer James Madsen. This interactive session will showcase a selection of his original songs for children from his series of albums, including songs of his upcoming new album. The songs have become muchloved additions to the early childhood repertoire. This session will also feature ideas from the Recipe Books, with a wealth of suggestions of well-sequenced activities for each song, including movement, dances, as well as adding more jamming on instruments. Inspiring, entertaining and totally interactive giving you loads of creative new ideas for the music classroom! Discover the creativity, musical play and rich learning that a Kodaly program can offer in ELC and lower primary classrooms. Learn a wide range of activities to develop the fundamentals of music in your students. Inspired by a quote from Katalin Forrai, Kodaly Was Never Rigid!, this workshop aims to demonstrate that the Kodaly Methodology is a joyful and effective way to teach music. Discover the creativity, musical play and rich learning that a Kodaly program can offer in ELC and lower primary classrooms. Learn a wide range of activities to develop the fundamentals of music in your students. MORNING TEA / Trade Displays - Cafeteria/Foyer During this workshop you will become students in a Kodály classroom, engaging in activities in which auditory challenges are most prevalent. Laugh at your own mistakes while gaining an understanding of how you can support your students. As Kodály educators we embrace an aural philosophy. Auditory processing difficulties are common and for students with such difficulties, the reliance on aural skills can pose challenges in musical learning. Students can certainly be successful in a Kodály classroom but require extra supports. Develop an understanding of the elements involved in auditory processing. You will become students in a Kodály classroom and be engaged in activities in which auditory challenges are most prevalent - aural discovery, early dictation and group improvisation. Laugh at your own mistakes while gaining an understanding of how you can support your students to be successful. Although Kodaly activities will be used, many of the understandings gained will be useful for any music teacher.

6 11:30am Session 6 Wardell Theatre Foyer 1 First Steps in Movement Development for Preschool and Beyond Assessment for the Early Years Assessment F-2 Matching the Mood: Structuring the Moment Through Musical Play Orff/Special Needs 3-8 John Feierabend Susie Davies Splitter Julie Wylie During the early learning years, children can acquire musical sensitivities, which will provide them with a lifetime of expressive and accurate movement intuitions. This energetic session will present insights and activities that can foster those intuitions in children from birth to age nine, through the use of folk songs and rhymes as well as through movement experiences with classical recordings. (Note: Session repeated in Session 7) We all have to assess students in the music class. How do we do it with minimal fuss and disturbance to what really matters a good quality sequential and developmental music program? How many assessment tasks should we cover? What sorts of tasks should we include? How do we implement the tasks? How do the tasks relate to the curriculum? How does the assessment flow on to reports? In this practical workshop, participate in a number of activities that are used for assessment through singing, moving, dancing and playing instruments. Based on a model for Foundation, we will cover concepts such as beat, rhythm, pitch, active listening, improvisation, effort and commitment. Because music is a language of the emotions we can use the elements of music to match children s energy levels: the energy, intensity, timing, contours, phrasing, loudness, levels of vitality. We can use the elements of music in specific ways that has the same energetic, dynamic level, with predictable musical form that helps children to tune in, listen, interact and respond as a group. Music can arouse or calm. Discover musical strategies that naturally calm and regulate the lower brain, thus helping children to learn and respond musically as a group to improvised musical play that matches and captures everyone s attention, predictable sung instructions, sensory movement experiences, use of specific props that promote a sense of regulated, joyful, relationship based musical play. 12:45pm LUNCH / Trade Displays - Cafeteria/Foyer 1:40pm Session 7 Wardell Theatre Foyer 1 Foyer 2 First Steps in Movement Development for Preschool and Beyond Creative Thinking with Orff-Schulwerk Orff 5-8+ Six Little Chicks Jez Alborough (speech & sounds/instruments) Orff/Special Needs 2-6 years Music, Mindfulness and Movement (Exploring Kokas) Kodaly All Ages John Feierabend James Madsen Biddy Seymour Monique Fuss During the early learning years, children can acquire musical sensitivities, which will provide them with a lifetime of expressive and accurate movement intuitions. This energetic session will present insights and activities that can foster those intuitions in children from birth to age nine, through the use of folk songs and rhymes as well as through movement experiences with classical recordings. (Note: Repeat of Session 6) If you have wondered about how Orff-Schulwerk works in a contemporary Australian classroom, this informative and interactive session is for you. Sharing his ideas on creative thinking see how James has adapted the principles of Orff- Schulwerk using a range of his own compositions as well as delving deeper into much-loved traditional songs. With this interactive session experience James presenting a range of his own original music, as well as a few classic traditional songs. He will demonstrate how he has adapted Orff-Schulwerk to suit a contemporary Australian music classroom but with a much-needed focus on creative thinking for young children and their minds. Be inspired to add a deeper level of cognitive processing by adding simple, well-sequenced yet effective creative activities to your lessons. Early years of learning are vital for establishing creative pathways in the brain and music is so effective for setting up such important neural connections. For the beginner teacher or those with a wealth of songs in their repertoire, it s time to delve deeper into the concepts of music and add more creativity. This fun book, written in rhyming verse, offers wonderful opportunities for sound exploration, with lots of dramatic possibilities. I already knew and loved the picture book Hug by the same author, which made me look again at this book in the bookshop. Written in rhyming verse, with just enough appropriate repetition, it makes great use of descriptive vocabulary and offers wonderful opportunities for sound and movement exploration. With the Big, Bad Fox as the main antagonist, it has become one of my granddaughter s favourite books, providing plenty of potential to explore the dramatic possibilities. This interactive session, inspired by the work of Klara Kokas, is one where participants are lead through orchestral music repertoire and narrative based activities that foster an immersive experience, resulting in a deeper connection to the self and a heightened awareness of style and form, developing a greater sensitivity to phrasing and the elements of music. As educators we are in the hope industry, we must continue to nurture, inspire and enrich the lives of the children we teach and evoke a positive culture within our work place. Music educators have a powerful role in establishing a way of learning that can filter into all nooks and crannies of a child s mind and body and into their whole learning experience. As teachers we also need to find time to nourish ourselves musically. Mindfulness is gaining popular attention within education as a way to engage the brain in order to create a rich, focused and aware place and space for learning. As educators look to new horizons the question of wellbeing is a contemporary discussion within national, IB and international curriculum frameworks. How do we evoke mindfulness in the Kodály music lesson? How is being mindful connected to our understanding of our creative self? To discuss mindfulness, music and pedagogy is to recognise the future of education as a shared journey between teacher and student, where educational settings enrich, nourish, inspire and reward all participants within the learning space.

7 2:55pm AFTERNOON TEA / Trade Displays - Cafeteria 3:15pm 3:35pm With My Own Two Hands One of my favourite Ben Harper songs, I particularly love the version that he does on the Curious George soundtrack. I find the lyrics very powerful, and enjoy signing to it very appropriate, I feel, given the subject. It will be a feel-good way to complete our wonderful time together here at ECCPA. Biddy Seymour Prize Draw (winners must be present!) Evaluations & Certificates Melissa Dods Heather Monro 4:00pm 5:00pm Trade Displays Foyers