Tambourine 1

Musical Instrument
Amber Lee
19000846
Alphacrucis College: Parramatta

CRS321
Creative Project
Due date: 9/06/2019
Submission date: 27/05/2019
*Extension granted till:

Final word count: First part (1397) + critique (2018) = 3415

Plagiarism Quiz Score: 90%

Plagiarism Quiz Completed: 9/3/2019

I hereby declare that the following work in this assessment is my own, except where
indicated through due referencing. This assessment has not, in full or part, been
submitted for another class or course at AC or any other institution.
Signed: AL Date: 27/05/2019
Tambourine

Music/Visual Arts with Music as the focus

Rationale for the work

Within the rationale of the Australian curriculum, Music exists in every culture and is an
expression of human experience (ACARA, n.d.). Through performing, organising and
listening in relation to music, students gain access to knowledge, skills and understanding
(ACARA, n.d.). Music has the capacity to engage, inspire, and enrich the students, exciting
the imagination and encouraging the students to reach their creative and expressive potential
(Burnard et al, 2013). By creating musical instruments like the tambourine, they can evoke
meaning through using the elements of music and art to illustrate flowers, use their creativity
to their potential, and understand the importance of finding and using easily accessible and
affordable materials to create. Students learn to manipulate, express and share music as
composers, performers and listeners through creating musical instruments like the
tambourine, composing a song and performing it (ACARA, n.d.). Music has a significant
impact on student’s cognitive, affective, and motor development (ACARA, n.d.). Students
also develop an appreciation and enjoyment for music through as they transform their hearts,
soul, mind and spirit by learning the power music has (ACARA, n.d.). Both making and
responding in music involves developing aural understanding of the elements of music
through the experiences in performing, organising and listening (ACARA, n.d.). Dinham
(2017) states the importance of teaching performing, organising and listening as it assists
students to communicate meaningfully and about the world and reflect on theirs and other’s
efforts through their performances and compositions. The purpose of the creation is to
meaningfully communicate the meaning of flowers through the colours and how students
grow like flowers do. Music performance teaches students to conquer fear and to take risks
by performing in front of a crowd as risk-taking is essential for a child to reach their full
potential and performing allows students to increase their self-esteem (Saetre, 2011). ICT
plays an important role in music as it creates spaces where students can develop ideas,
compose music, make meaning and collaborate (Loveless, 2003).

Students feel a sense of belonging as they share the learning of a musical instrument like the
Tambourine with their peers and family (Saetre, 2011). Musical instruments like the creation
of the tambourine help students build personal relationships between bands and orchestras at
schools, promotes teamwork, additional opportunities to develop refined rhythmic skills,
aural skills and sound production skills (Gillespie et al, 2017). Musical instruments also build
student’s language, coordination, self-esteem, confidence, musical knowledge, improves
memorization, cognition, concentration, and focus (Gillespie et al, 2017). It is said that
Tambourines play an important role in the orchestra as it is a part of the percussion family in
which assist in keeping the rhythm, melody, harmony, dynamics, and timbre (Gillespie et al,
2017). As students create their own instruments like the Tambourine, they can apply the
elements of music through composition and gain hands-on experience to what these
instruments sound and look like (Gillespie et al, 2017).

Conceptualising the work

The idea came from researching D.I.Y. instruments where I noticed First Palette (n.d.) who
created a tambourine out of paper plates. I purchased bells and paper plates as the other items
I already had due to my experience as a pre-service teacher, babysitter, and a previous early
childhood educator. I aimed to create a tambourine using easily accessible yet affordable
resources.

The intent of the artwork on the tambourine was to illustrate flowers as flowers symbolise
various things. I chose to paint a purple flower as purple flowers symbolise dignity, pride,
and success whereas the red flower I painted symbolises love (Old Farmer's Almanac, n.d.). I
believe that students are just like flowers as we as teachers provide the knowledge for them to
grow. Both love and dignity, pride, and success make a recipe for how a classroom should be.
Students are provided with choice, supportive environments, respect, opportunities to build
relationships, cultural awareness, collaboration, differentiated learning and for these, they
create a recipe for success, and gives each student a fair go (Whipp, 2004).

I did not base my Tambourine on a religious theme; however, if I were to, I would
base it around the Bible verse, “God is Love.” This verse stems from “God, the
creator, Loves Me.”. The story is based around King David where it takes place before
he was a King and talks of his time as a boy tending the sheep in the field ( Shobelyn et
al, 2015). The verse discusses how David loved God and experienced God out in nature
(Shobelyn et al, 2015). The main focus of the story is how much David loved music and
would worship God through poems and songs that he composed (Shobelyn et al, 2015).
 The tambourines would be based on the thought of God in nature and worshipping
God through music.

The challenges faced in the creation was the difficulty of the plates being too flimsy, so
another plate was added on each side for stability. Also, the bells were not holding, so
another twist tie on each end was added and double knotted. I also struck minor difficulty
with holding the plates together to hole punch to thread the bells on, so I had my younger
sister to hold the plates as I threaded the bells through. After creating the Tambourine and
trialling it, family members advised using thick board or wood next time to make the
tambourine and use string and fabric to put it together for more stability.

Resources required to make a Tamborine: Resources you could use instead:

 Hole puncher

 Bells

 Paper plates  Thick board to cut into circles

 Paints  Fabric

 Paint brushes

 Twist ties  Pipe cleaners or string

 White pva glue

 Things to decorate the Tambourine with such as  ‘God is Love’. – 1 John 4:8 typed in a
stickers, foam shapes, glitter, etc. circle and glued on (central)
Process
1. Set up area with materials
2. Paint flowers on both paper plates
3. Let paint dry
4. Decorate paper plates with glitter and stars
5. Hole punch five holes through both sides of the plates
6. Thread twist tie through a coloured bell
7. Thread the twist tie and bell through each hole in the plate and twist the tie
until secure
8. Shake the Tambourine and compose some music!

Time management

Set up: 5 mins

Painting and decorating: 40 mins

Putting together and adding bells: 10 mins

= 55 mins

How you plan to communicate this work with the audience (lecturer) – physical, digital,
recorded, audio/visual format

Pictures and videos (Youtube clips) of the process and the final product will be recorded of
the Tambourine below.
Videos to my Tambourine

Intent of the Artwork The Flower Song

https://youtu.be/XOQheeh3ahQ https://youtu.be/1qeZZDkiq3c
Lyrics (The flower Song) – composed and performed by Amber Lee
There is a language, little known
Students claim it as their own
Flowers symbolise various things
Love is what red roses bring
Dignity and success represent lilacs
Both are a recipe for a classroom on track
Choice, respect and differentiated learning
Are a recipe that we as teachers are yearning
Relationship building and cultural awareness
are the opposite of unfairness
There is a language, little known
Students claim it as their own
Flowers symbolise various things
Resources for 4-6 Music that could be drawn upon for applying this to a primary setting.
https://www.sydneysymphony.com/education/for-schools-teachers/teaching-
resources.aspx
This resource is for students and teachers where the students can engage and watch
orchestras performing musical pieces, and teachers can organise the students to watch a
musical piece at the Sydney Symphony Orchestra. The students will respond to it and
perhaps compose their own musical piece.

https://itunes.apple.com/au/app/smartmusic/id638851328?mt=8
Smart Music is an interactive music learning software that encourages the students to
play at their best. This app has over 20,000 open music sheets plus ensemble and solo
titles, including repertoire for brass, percussion, strings, woodwinds, and voice. Students
can compose and listen to their performances.

http://www.sfskids.org/discover/
This online game allows students to discover the sea of knowledge with facts about
instruments, music, and composers, listen to music streams, perform in an orchestra, conduct
an orchestra and compose music.

https://play.lso.co.uk/performances/Stravinskys-The-Rite-of-Spring
Students can select performances made by orchestras and apply their knowledge of the
element of music to the musical pieces then create their orchestral band.

https://www.mydso.com/dso-kids/activities/make-your-own-instrument
Students can make their own instruments digitally using this website. They can explore what
instruments look and sound like through constructing them.

Audacity (APP) https://www.audacityteam.org/

Students can record, edit, and play their musical pieces they have composed before
performing them.

https://www.youtube.com/watch?v=DDRiRzip9ks
This clip will assist in introducing the families of the orchestra to the students.
http://www.sfskids.org/classic/templates/instorchframe.asp?pageid=3
Students can explore and interact with the families of the orchestra, hearing what noise each
instrument makes, their name, what family they belong to, and their location and importance
in the orchestra.

https://www.almanac.com/content/flower-meanings-language-flowers
Students can explore the meaning and history of flowers.
 Critique

Explain its relationship to a primary school Creative Arts curriculum

The creation of the tambourine relates to stage 3 making and appreciating, and stage 3
performing, organising and listening in the primary curriculum. Through teaching musical
instruments, students will develop the knowledge, skills, and understanding in performing
various musical styles, using musical concepts, organising sound and in listening to and
appreciating their own and that of other’s work (ACARA, n.d.). Throughout the creation of
the tambourine, family members discussed the work and how creating instruments could
expand the student’s knowledge. Playing a range of instruments develops student’s
performance skills and aural awareness. By organising sound, students experiment, compose
and notate, developing their knowledge of musical concepts and the process of composing
(ACARA, n.d.). Through listening to a wide range of repertoire, students learn about the
music of others, musical concepts, and the ways in which audiences understand music
(ACARA, n.d.). Students in Stage 3 learn about making and appreciating in visual arts.
Students develop their knowledge, skills and understanding in making artworks in
constructing their musical instruments, formed by their investigations of the world and in
appreciating their own and other’s artworks (ACARA, n.d). This is evident in the creation of
the tambourine as flowers were painted on the tambourine to evoke meaning. Family
members appreciated and responded to the creation of the tambourine, where they provided
feedback such as why I used specific colours.

The general capabilities in the primary curriculum are applied to instrumental music in the
classroom. Literacy skills are developed as the students learn to decode musical notation and
understand the terminology. Numeracy is evident through the development of rhythm and the
ability to count and subdivide the beats (ACARA, n.d.). ICT is seen in using music notation
software, and recording the student’s performance, and critical and creative thinking allows
the students to critically reflect on their own and others’ performances (ACARA, n.d.). The
personal and social capability assists in building effective relationships with their peers
through peer mentoring, collaborative activities, and performing (ACARA, n.d.). Ethical
understanding in instrumental music is by learning to appropriately acknowledge sources of
music students perform, and students can develop intercultural understanding through a range
of genres, cultures, styles, and eras (ACARA, n.d.). CCP Aboriginal and Torres Strait
Islander Histories and Cultures can be linked to music and visual arts as students can listen to
and appreciate Aboriginal music and artworks.

Students in Stage 3 Science learn about the living world around them such as the growth and
survival of living things such as flowers, and structural features and adaptations that help
them survive in their environment (NSW Education Standards Authority, 2006). It is evident
that learning about flowers not only in art form such as the meaning it evokes and what it
represents is important, students should also learn about the science behind flowers.

Reflect on your creation; intent and process

I am happy with my creation; I usually say that I am not artistic and cannot create anything;
however, I am learning that I can create anything I put my mind to. The intent of the creation
was to use affordable and accessible materials to replicate a tambourine where the idea
stemmed from researching D.I.Y instruments. The intent of the artwork was to illustrate
flowers as flowers symbolise various things. I chose the colour purple as purple flowers
symbolise dignity, pride, and success whereas the red flower symbolises love (Old Farmer's
Almanac, n.d.). I believe that students are just like flowers as we as teachers provide the
knowledge for them to grow. Love, dignity, pride, and success are what make a great recipe
for how a classroom should be.

The process took 60 minutes where I resolved challenges along the way such as double
plating for stability and using double twist ties so the bells held in place. I think I could have
researched more and used materials such as thick cut outs as the shell, and thick fabric to use
as the skin. I struck minor difficulty with holding the plates together to hole punch and thread
the bells on with one hand, so my younger sister held the plates as i threaded the bells
through. The students; therefore, could buddy up and assist each other, fostering
collaboration which is important. Although my creation struck some challenges, I think that
is what makes learning fun and makes students critical thinkers.

Evaluate the success of artwork in light of rationale and conceptualisation

In light of my conceptualisation and rationale, despite the challenges that I faced along the
way, I successfully constructed the tambourine using easily accessible and affordable
materials, evoked the meaning of flowers and linked that to how students grow. I
manipulated, expressed, and shared the composed flower song through performance using my
tambourine, gaining hands-on experience. I also developed the knowledge of what a
tambourine sounds and looks like, and how to convey meaning through artwork.

Evaluate artwork in light of similar works, artists, or genres and role of moderation in
primary classroom

The artwork of Stier’s (n.d.) tambourine, replicated those used in the orchestra. Stiers (n.d.)
created the head of his tambourine using calfskin, used wood as the shell where it included
jingle slots and a holding area to mount the tambourine. There are three metals used in
making the jingles: silver for high pitch sounds, copper for medium pitch, and bronze for low
pitched sounds (Stiers, n.d.). Stier’s (n.d.) tambourine is different as it is traditional, contains
no artwork, and used specific materials, unlike my creation, which used affordable and
accessible materials. Despite these differences, my artwork compared to Stier’s (n.d.) is
similar as it replicates the sounds and appearance of a tambourine.

Hibiscus by Hiroshige (Shovova, 2019) painted Hibiscus flowers to which have historical
importance to Japanese culture and the word hibiscus means gentle. It is said that these
flowers are given as a social custom to greet visitors in Japan (Shovova, 2019). Hiroshige’s
(Shovova, 2019) work demonstrates that his work evokes a story and meaning through his
flower arrangement just like my tambourine in through the illustration of the flowers.

It is said that students should play and explore musical instruments, specifically tuned and
non-tuned instruments in primary education (The Stationary Office, 1999). Music should be
regularly integrated when possible across all KLAs, where it requires allocating time during
programming and planning so that music links in other arts areas (The Stationary Office,
1999). Integrating music into other arts areas, for example, include the focus of the work on
dance whilst listening to music or making percussion instrument in visual arts like my
artwork with the focus on music (The Stationary Office, 1999).

Consider the broader context of your work; social, cultural and historical

The social context of flowers depends on the context of where they are such as if an
individual was at a wedding; they would be happy and focus on the beautiful bouquet;
however, if they were at a funeral, they would be sad and not ignore the flowers (Seaton,
1995). The social context of watching an orchestral performance would demonstrate the
emotions of happiness or sadness depending on the type of piece being performed if it is
performed in a school or in a theatre as there are different rules to folow (Zaslaw & Spitzer,
2004).

The cultural context of flowers such as the religion Christianity where flowers are used in
special events such as funerals, baptisms, and weddings (Seaton, 1995). Flowers affect one’s
behaviour and emotions such as in Christianity where flowers evoke an intimate connection
to the Triune God through worship as people express their love as Christ sacrificed himself
for humanity (Seaton, 1995). The cultural context of the orchestra is that going to see a
performance requires wearing semi-formal wear and requires one to behave appropriately
such as being silent during the show, and applauding when the piece is finished (Zaslaw, &
Spitzer, 2004).

The historical context of flowers dates back 146 million years ago where the floriography
craze was introduced to Europe by two people around the 1600’s and associating flowers
with symbolic definitions in the first dictionary in 1819 (Seaton, 1995). The historical context
of the orchestra; however, dates back 400 years ago to ancient Greece, where musicians
started forming instruments into combinations (Zaslaw & Spitzer, 2004). Musicians in the
Renaissance era, introduced literature, art, and poetry into their complex compositions;
however, it was not until the 21st century where musicians experiment and have the freedom
within the orchestra, and categorised instruments into specific families (Zaslaw & Spitzer,
2004).

Restate your rationale with reference to current literature on the role of teachers in
creative arts

The role of the teacher in The Arts can be described as establishing an environment that
embraces the approach to each subject of The Arts and links to other KLAS, devising a
program of work that seeks to meet the needs of the students in the class (The Stationary
Office, 1999). Teachers provide a range of Arts experiences through a variety of approaches,
facilitating the student’s work and communicating with parents, in line with the school policy
about the program in The Arts and their progress (The Stationary Office, 1999). It is the
teacher’s role to link The Arts with other KLAS such as connecting a shell-based dance,
using the elements of dance to Mathematics where students can investigate the properties of
shells using a magnifying glass. Teachers should create flexible learning spaces,
incorporating ICT for students to develop ideas, compose music, make meaning, and
collaborate (Loveless, 2003). Furthermore, this links to the creation as teachers provide
opportunities for students to manipulate, express, and share music as composers, performers,
and listeners (ACARA, n.d.). Through the Arts, teachers must provide opportunities for
students to feel a sense of belonging, opportunities to build relationships, literacy,
coordination, self-esteem, knowledge of the elements of the arts, concentration and focus
through hands-on experience (Gillespie et al, 2017).

It is the teacher’s responsibility to design activities for all students to participate and gain
access to the curriculum (NSW Education Standards Authority, 2018). To do so, teachers
must understand how the students learn 1.2.1 (AITSL, 2017). Differentiation meets the
specific learning needs of all students across a range of abilities where student’s interests,
needs, and learning styles are taken into consideration 1.5.1 (Whipp, 2004). The teacher
needs to approach the same material in various ways to present it to a full range of abilities,
and therefore, flexibility in planning and preparation would be necessary (The Stationary
Office, 1999).

An effective classroom is implementing various strategies to manage the behaviour in the

classroom. Teachers should provide students with supportive environments, opportunities to
build relationships, teach self-management skills, model, scaffold, and participate in
professional development (Postholm and Boylan, 2018). Supportive environments are
critical to the student's learning as it builds respectful relationships between st udents and
teachers, parents, the community, and their peers. Effective Supportive environments are
anticipated, consistent, collaborative, student-centred, organised, clean, support diversity
and inclusivity, well-resourced, and safe (Nelson, 1996). The Canter model and
Bandura’s social learning theory demonstrate that modelling the behaviour to the
students is important, so they learn what is the appropriate behaviour to perform
(Parsonson, 2012). Vygotsky’s Zone of Proximal Development explains the importance
of scaffolding as it is used to facilitate the student’s transition from assisted to mastered
skill, making it possible for them to complete the task (Bodrova, 2008). Self-
management skills provide students with the capability to have control over th eir
behaviour, to cope in stressful situations, and take responsibility for their actions (NSW
Education Standards Authority, 2018). Professional development can foster
improvements in teaching and expand the knowledge, skills, and understanding in
education for teachers through collaborating with colleagues. Professional development
is a vital element in the quality of teaching and learning in schools as teachers can
engage in content such as motivating learners, differentiation and teaching strategies and
behaviour management, to which are all essential to student’s learning (Postholm, &
Boylan, 2018).

Assessment in The Arts aims to fulfil the following purposes to meet the needs of the
students, building on their expertise and understanding, developing their potential and to
identify student’s shortcomings (The Stationary Office, 1999). Teachers must make
adjustments to the assessment process for some students, such as providing extra time and
scaffolded instruction (Yurtoglu, 2018). Teachers must record student’s achievement,
learning, and progress into the school’s database and report it to the parents throughout the
year (Yurtoglu, 2018). Students are encouraged to take part in the assessment and reporting
progress, such as monitoring their progress through self/peer assessment and setting their
own learning goals (Yurtoglu, 2018). Involving parents and carers in the educative process is
vital to the student’s learning as parents are the child’s first teacher in their lives as they
provide guidance and support in working with their child (V-Hoover-Dempsey et al, 2002).

Learning goals are important to have for your students and for them to have for themselves.
Teaching goal setting skills and co-constructing learning goals with the students are ways in
which students can set S.M.A.R.T goals for themselves (Lawlor & Hornyak, 2015).
S.M.A.R.T goals are specific, measurable, attainable, relevant, realistic, and result-focused,
and timely and trackable (Lawlor & Hornyak, 2015). It is through self and peer-reflection and
assessment that students can monitor their progress and once a goal is set the students plan a
strategy, including the tools they will use to reach that goal (Lawlor & Hornyak, 2015). By
providing formative feedback allows learners to monitor their progress effectively and to use
that information to guide their efforts and practice (Lawlor & Hornyak, 2015).
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