Tim Tuck lives in Maitland, South Australia, with his wife, two cats, and a goldfish pond with an untraceable leak in it.
He teaches Reception-12 music, drama and IT at the local area (rec-12) school and spends entirely too much time on his iPad and Windows 7 computer writing, scoring (music that is) and designing.
When he's not busy on a new musical, teaching, or tidying his office, Tim freelances for Maverick Musicals, editing scores and trying to fathom what went wrong with the website code he wrote nearly a decade ago.
He's also written extensively for Blake Education and Pascal Press, including the popular 'Ready-To-Go-Music' series, several computing 'Go Guides' (Word, Excel and Internet), the 'Best-of-the-Web' guides for primary schools and teacher resource books for SOSE, science, English and Civics.
Oh, and he’s just finished a new series of Interactive Whiteboard programs on handwriting of all things. As anyone who might have seen his own handwritingwould say, ah, the sweet irony of it all!
He won a NEiTA (National Excellence in Teaching Award) in 2003 for leadership in schools and an 'SA Great' award for contributions to the Arts. He was the SA State nominee for the AITSL Inspirational Teacher of the Year in 2010 (but not inspirational enough to win it).
He’d really like to be able to play the trombone better than he does.
I needed a quick way to record my use of the general Capabilities in my my programs. I tried a few different configurations, but this one seems to work well.
There’s a title section at the top for unit title, year level and date. The capabilities are in two sections: ‘Supporting students to become successful learners’ and ‘Developing ways of being, behaving and learning to live with others’. There’s a checklist of elements for each capability with a small section for notes. I use this to jot down what I’m specifically doing in that unit to teach / assess the element.
Since using the checklist, I’m discovering that I’m actually teaching to the capabilities more than I thought. The element descriptions are a handy reminder of the scope of each capability too.
Two versions are available for download: a Word file that you can edit and a pdf version.
My Year 6 music class experimented with serialism and tone-rows but using a diatonic scale (A B C D E F G) rather than a chromatic one (ie with all the semitones).
I used the phrase ‘Rainbow Tone Row’ to link in with out use of BoomWhackers.
Although this does somewhat negate serialsims goal of removing the influence of key from compositions, it allowed for easier composition and the use of our decidedly diatonic glockenspiels and BoomWhackers.
I demonstrated the technique on the board and then had students perform. The methods on the sheet (including writing the tune a third higher) are not authentically serialistic but the aim was to provide the students with readily accessible composing techniques. After students had tried their hand at writing and performing their (own diatonic) tone rows, we chose one student’s piece to perform using the performance grid. The class divided into four groups, with each group ‘soloing’ and performing with others.
A quick search of YouTube will turn up many videos on serialism.
Advanced students may like to try composing the chromatic scale. There are lots of resources around but mostly aimed at secondary students. This 12 tone serialsim worksheet at TES.com might be useful.
Australian Curriculum links
Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience (ACAMUM090)
ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).
Yay! Blake Education’s new ‘Australian Readers’ Theatre’ series has arrived from the printers! It’s been great fun working as series consultant with editor Vanessa Barker and publisher Lynn Dickinson and to have six plays included alongside those of the talented Sandie Eldridge, Catherine Bauer and Elizabeth Klein. It’s a great series (all photo-copiable) with lots of Australian humour and drama. No primary school should be without a copy!
From the Blake website:
“A Reader’s Theatre performance is a dramatic reading without the need for stage actions, or elaborate sets and costumes. It provides teachers with an opportunity to stage a play without the challenges that come with designing and building sets and creating costumes.
Each book in this series contains 10 photocopiable Reader’s Theatre plays written by Australian authors covering a wide variety of genres. Each play has ACARA curriculum links and Teacher’s Notes with information about:
the script’s plot, characters and setting
introducing the play – main topic, characters, ideas
vocabulary discussion and list of tricky words
interpreting the story
rehearsal and stage movement
performance and staging ideas
Photocopiable assessment checklists for pre-performance, peer evaluation and oral performance assessments are included, as well as two worksheets for each play.”
Book Cover – Australian Readers Theatre Lower Primary
I developed this drama unit for Year 5 & 6 around that theme with a focus on improvised dialogue, characterisation and structure.
The lesson sequence is based on the 5Es teaching model, familiar to many teachers from working with the Primary Connections science modules. I find the structure admirably suited to drama units with its Engage / Explore / Explain / Elaborate / Evaluate cycle.
The full unit plan with Australian Curriculum outcomes and a pdf of Emeregency Scenario cards can be downloaded below.
Develops shared norms
Determines readiness for learning
Establishes learning goals
Emergency radio samples: Hindenberg, Nepal, aircraft landing.
Emergency / disaster photos. Improvise a radio broadcast as the different scenes appear.
Mime using different radios – hand-held, walkie talkies etc.
Maintains session momentum
Emergency situation cards: short scenarios of amusing emergencies.
In groups, leader improvises the scene as the rest of group mimes the action.
Swap: group mimes as a ‘reporter’ improvises the narration of the action.
Presents new content
Develops language and literacy
World Radio Day: discuss the themes.
Share the World Radio Day UN video.
In groups, respond to the themes – create a short scene demonstrating each. Emphasis on serious responses.
Hot-seating: journalist, refugee, radio broadcaster.
Elaborate Facilitates substantive conversation
Cultivates higher order thinking
Groups select a scenario for broadcast eg. Nepal earthquake, bushfire, refugee, bomb threat, flooding.
Students develop a script. Characters include broadcaster (DJ), reporter, ‘involved civilian’.
Recording of script, editing with sound effects, music, voiceovers.
The ‘Ghost of Tom’ (or ‘Ghost of John’) is a perennial Halloween favourite and no wonder. It’s (a little bit) spooky, has a ghost, a ghost lyric (oo-oo-oo), is a round and can be accompanied by just two notes.
This version is in Am, making it easy to perform on tuned percussion instruments (no sharps or flats).
The range for vocalists is a bit of a stretch, you might have to lower some parts down an octave.
Below are the resources I’m using with my music students.
A simple grid notation accompaniment with just three patterns: A-G-A, C-B-C and E-D-E. JP children will quickly learn these and older students with limited music experience will also cope. Ghost Of Tom Simple Percussion Chart
An audio accompaniment with vocals. It’s just 90bpm, so a good speed to play along with. It has a two bar intro and then the song is sung once. The song begins again but this time as a round. Part two begins at bar 11, part 3 at bar 13 and part 4 at bar 17. Each entry is marked with a cymbal. It finishes with a two bar ending.