This document summarizes an observation of a Year 11 Music lesson focusing on the Baroque period. It provides ratings for elements of intellectual quality, quality learning environment, and significance according to a rubric. For intellectual quality, it found deep knowledge but uneven deep understanding among students. It observed higher-order thinking in performing but not analysis activities. For quality learning environment, it saw strong student engagement and support, though some were disengaged. It noted some use of background and cultural knowledge, but few connections beyond the classroom.

1. Quality Teaching Rounds – Observation Sheet
Chelsea Davis – Year 11 Music 1
“How are the EQC, E, SSR and SD of the Quality Learning Environment displayed across KLA's other than
Music”
Element Evidence Code
IntellectualQuality
1.1
Deep Knowledge
The lesson focused heavily on the baroque period and in particular the piece of
music being studied: Bourree by Handel. The knowledge is deep because focus
remained sustained on the key ideas of the baroque period throughout the
progress of the lesson. The key features studied were those of the basso
continuo, binary form, terraced dynamics, polyphonic/homophonic texture and
modulation. These all are concept specific to the baroque period and were not
deviated from at any time in the lesson.
5
1.2
Deep
Understanding
The deep understanding of the main concepts was uneven. Only about 2/3 of
the class seemed to grasp the key concepts of the lesson, with the remaining 1/3
not contributing to the overall discussion of key ideas. Some students understood
the concept of a raised 7th being particular to the minor scale, and some were
able to define polyphonic texture. However, students who didn’t seem as
involved did pick up the concept of binary form and demonstrated this. The
analysis section of the lesson was too hard for the majority of the class to grasp,
so the deep understanding that occurred here was very limited to only those
students who are quite musical.
3
1.3
Problematic
Knowledge
Lesson did not deal with problematic knowledge as it wasn’t important to the
lesson. 1
1.4
Higher-Order
Thinking
The performing activity allowed students to demonstrate higher-order thinking as
rehearsal or practice is considered a higher-order thinking activity when
student’s problem solve. The groups did have to problem solve in regards to
starting in time with each other, this included someone playing the role of
conductor to ensure all members of the group were paying attention and
coming in on the right beat. The analysis activity is considered higher-order
thinking, however students were not really engaged in a discussion that pushed
the limits of their thinking.
3
1.5
Metalanguage
Periodic use of metalanguage occurred, however the language was not
explained in non-specialist terms on all occasions, so commentary on the
language was only shallow. There were a few instances where the language
was explained in non-specialist terms: “multiple voices going at the same time,
parallel thus polyphonic” and “A rhythm that is repeated over and over again is
called… an ostinato.”
4
1.6
Substantive
Communication
Communication was heavily focused on the lesson content, with 4/10 students
contributing to question and answer. Group work communication during the
glockenspiel activity with student’s work-shopping the melody to figure it out.
Students engaged in discussion to help each other: “this is what we should do
now and we need to play in time.”
3
QualityLearningEnvironment
2.1
Explicit Quality
Criteria
No explicit remarks on the quality of the work being produce
1
2.2
Engagement
Students were seriously engaged in the performing activity. Students all
participated in this and seemed to be encouraging each other. Not all students
were engaged in the analysis, with some choosing to take themselves out of the
discussion all together, however they did not seem distracted from the
discussion, they just did not participate.
4
2.3
High Expectations
Playing music is challenging work in itself, risking taking especially when playing
for each other and an audience. Teacher demonstrated a knowledge of how
the students would react to the activity: “I know this is hard, keep going though,
we’re now at bar 6.”
4
2.4
Social Support
Social support is clearly positive with remarks such as “sounding really good
guys” occurring throughout the performing activity. Mutual respect between
students and teacher were obvious. Teacher gets down to students’ level to
offer support and guidance when needed. Teacher could make more of an
effort to include those more reluctant students when questioning and in class
discussion.
4
2.5
Students’ Self-
Regulation
All students, almost all of the time demonstrate autonomy and initiative in
regulating their own behaviour and the lesson proceeded without interruption. 5

2. 2.6
Student Direction
Students has some control over the rehearsal of performing task, however the
majority of the lesson was conducted purely from the teacher perspective.
2Significance
3.1
Background
Knowledge
Students recalling on their background knowledge for reading notes and
demonstrating knowledge of key terminology related specifically to the
concept of the lesson which was the baroque period.
4
3.2
Cultural Knowledge
Some cultural knowledge in relation to mentioning the historical relevance of the
baroque piece students were studying, however this was a minor connection
and treated as superficial.
2
3.3
Knowledge
Integration
Some minor connections are made but they are trivial – connecting this lesson to
their canon assessment task, and being able to use the features of this piece in
their own compositions.
2
3.4
Inclusivity
Students from all groups are included in most aspects of the lesson however
some students excluded themselves from the analysis part and did not make an
effort to join in the discussion. The teacher also did not actively engage those
reluctant students in this part of the lesson.
3
3.5
Connectedness
No connections made outside the classroom
1
3.6
Narrative
The performing activity encouraged students to engage with the music and to
understand how the melody and harmony is constructed. This narrative aided
them in the analysis section of the lesson as they were learning from personal
experience.
5
AUSTRALIAN PROFESSIONAL STANDARDS OF TEACHING/EVIDENCE POINTS
APST 6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.4 Engage with professional teaching networks and broader communities
EVIDENCE POINTS Professional Development and Reflection
• Engaging in Quality Teaching Rounds (QTR) with my fellow practitioners: PLC
group
• Lengthy discussion in regards to the coding of each element
• Reflection of the lesson we observed using: ‘I think, I wonder, next time’
REFLECTION OF QUALITY TEACHING ROUNDS
Overall, the QT Rounds have been a very rewarding experience. I have found I’ve definitely grown as a pre-service
teacher and have felt that the rounds offer the PLC a great environment in which to discuss openly, honestly and
without fear of judgment, the lessons we have taught and observed.
The following elements caused some deep and at times some heated discussion, however we were able to usually
come to a unanimous agreement after seeing all sides of the argument.
• Higher-Order Thinking
o Our discussion centered around whether performing was explicitly higher-order thinking and how
music could be a naturally higher-order subject to begin with, as creativity is high on Blooms
Taxonomy. We eventually came to the conclusion that the performing activity was indeed evidence
of higher-order thinking, however the analysis portion of the lesson students were engaged in lower-
order thinking activities such as question/answer.
• Narrative
o Our PLC spent an incredibly long time discussing whether music, primarily that of performing music,
was indeed a high example of narrative. The notes section of the QT guide states: “encouraging the
use of relevant personal experience or story”. Our PLC took performing as a high level of ‘personal
experience’ especially in relation to the analysis section which used the same melody. In the end we
decided that because their experience was referred to during the lesson, it was incredibly significant
to the substance of the lesson and gave it a five.