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Inside Teaching : June 2011
we’re eventually aiming for. We don’t set a whole piece that’s beyond the students – we set a piece that has parts that they can do and certain points where it is going to be a challenge. And we can stretch them that little bit further. So we’re playing a lot of pieces at the same time as we’re building up the Opera House repertoire, and gradually stepping up the level of difficulty. We look at a child’s technical ability, emotional maturity and capacity to focus, how committed a child is and what we could do to make a child more committed, and put everything in place to allow them to achieve. RL: What can you do to make a student more committed? KC: If a student is having success, they will end up being more committed. We have to set it up so that a child does succeed. The school runs festivals and little concerts where all the kids are given a chance to perform. At first we would set a student a piece that they can play well, comfortably. The more they play individually, the more confidence they gain. Then we’d set something else that’s a little bit harder. As well as giving every child lots of solo opportunities, we encourage them to be good ensemble members, so that they are marrying those two ideas about themselves. It’s important for them to see the link between www.atra.edu.au | email@example.com CURRICULUM & ASSESSMENT 39