Strategic Music Classroom Space Design: A GBL Case Study at Doonside Technology High School
Music education often finds itself on the back foot. It is hamstrung by limited budgets, outdated facilities, and a lingering perception as a "nice-to-have" subject. At Doonside High School, these challenges were compounded by the need to cater to a diverse student body, many of whom faced significant socio-economic and emotional barriers.
Yet from adversity, creativity often springs. Working with the team at Gig Based Learning (GBL) and leveraging the PPVaT Framework, Doonside Tech HS has taken its first transformative steps to reclaim and reimagine what music education can mean for students, teachers, and the wider school community.
Understanding The Unique Challenges
Doonside's music program faced familiar but pressing challenges that required innovative solutions:
Limited Resources
Annual budget of just $1,000-2,000 for new equipment
Existing equipment scattered across multiple locations
Constant need to transport gear between venues
Underutilised spaces and equipment
Student Demographics
Diverse multicultural student body
Many students from challenging socio-economic backgrounds
Need for culturally responsive teaching approaches
Variable access to instruments and music education outside school
Trauma-Informed Requirements
The school's commitment to trauma-informed education necessitated specific considerations:
Every class begins with students in a circle formation
Opening activities to help students transition from external stresses
Need for safe, predictable learning environments
Emphasis on building trust and community through music
As Matt, Doonside's lead music teacher, explains: "When I came back to Doonside, it was a chance to reinvest and go back to where I came from... because I knew the Doonside context, growing up in Western Sydney and teaching in Western Sydney and understanding the kids and where they came from, and my story would resonate."
The PPVaT Framework: A Holistic Approach to Space Design
The PPVaT Framework (Pedagogical, Physical, Virtual, and Technological spaces) provided a structured approach to addressing these challenges. Here's how each component was implemented at Doonside:
Pedagogical Space
The foundation began with essential questions:
Who am I doing classroom music education with and for?
Why am I doing classroom music education with and for them?
This reflection led to a teaching philosophy that:
Prioritises active participation over passive learning
Celebrates cultural diversity through music
Integrates trauma-informed practices
Builds confidence through performance opportunities
Physical Space Optimisation
GBL's approach to physical space transformation included:
1. Comprehensive Space Audit
Measured all music spaces
Documented current usage patterns
Identified underutilised areas
Mapped traffic flow and student movement
2. Resource Maximisation: Instead of immediately requesting new equipment, the team:
Surveyed all available music related equipment
Categorised and reallocated music technology across learning spaces
Repurposed furniture to create flexible learning spaces
3. Flexible Configurations: Created multiple zones for different learning activities:
Band practice “Jam Rooms”
Individual practice “Jam Stations”
Performance area “The Stage”
Recording station “The Suite”
Technological Integration
The technological transformation focused on savvy deployment of existing resources:
1. Equipment Optimisation
Rescued valuable equipment from storage
Created accessible storage solutions
Implemented professional-grade audio setups
Established recording capabilities in practice rooms
2. Smart Connectivity
Designed intuitive cable management systems
Created plug-and-play practice stations
Implemented multi-channel monitoring systems
Enabled quick setup for performances
Implementation Strategy: The Power of a Phased Approach
Phase 1: Foundation Building
1. Initial Assessment
Online consultation with teaching staff
Site visits and space measurements
Equipment inventory
Student needs analysis
2. Quick Wins
Reorganised existing equipment for immediate impact
Created prototype performance spaces
Established basic recording capabilities
Implemented flexible seating arrangements
3. Testing and Refinement
Gathered student feedback
Adjusted configurations based on usage patterns
Documented successful approaches
Identified areas for improvement
Real-World Results
The transformation began showing results quickly:
1. Student Engagement
Increased participation in music programs
Greater student ownership of equipment and spaces
More frequent informal practice sessions
Higher completion rates for music projects
2. Cultural Celebration Students began expressing themselves through:
Performances in multiple languages (including Tagalog and Thai)
Integration of diverse musical styles
Student-led technical production
Collaborative cross-cultural projects
3. Technical Skills Development Students gained practical experience in:
Live sound management
Recording techniques
Equipment setup and maintenance
Performance production
Phase 2: Building on Success
The success of Phase 1 has led to approval for Phase 2, which focuses on:
Infrastructure Upgrades
Permanent performance setup in the school hall
Enhanced recording facilities
Additional practice rooms
Improved storage solutions
Technical Capabilities
Advanced recording equipment
Better monitoring systems
Improved live sound capabilities
Enhanced production tools
Educational Expansion
More opportunities for student-led productions
Enhanced technical training programs
Expanded performance calendar
Greater community engagement
Key Lessons for Educators
The Doonside Tech HS experience offers valuable insights for other schools:
1. Start with What You Have
Before seeking new resources:
Audit existing equipment thoroughly
Look for underutilised resources
Consider savvy repurposing
Optimise current spaces
2. Phase Your Implementation
Begin with manageable changes
Document successes
Build momentum gradually
Adjust based on feedback
3. Focus on Pedagogy First
Align changes with educational goals
Consider student needs
Integrate with school culture
Build on existing strengths
4. Build Through Demonstration
Show effective use of current resources
Document improvements
Engage stakeholders
Share success stories
Transform Your Music Program
Ready to reimagine your music education program? GBL offers:
Comprehensive space assessment
Real-time prototyping
Implementation strategies
Community of Practice support
The Doonside case study shows that meaningful transformation doesn't require massive budgets or state-of-the-art facilities. Instead, it requires:
Clear vision
Strategic planning
Creative resource use
Commitment to student success
Visit www.gigbasedlearning.com/ppvat to begin your transformation journey.
