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experience the magic of live music with cait della. whether it's a wedding, corporate event, or private party, we provide exceptional musical entertainment tailored to your needs. as a waapa graduate in contemporary music and musical theatre, cait brings professionalism and passion to every performance. plus, enhance your vocal skills with cait's expertise as an experienced singing teacher. philosophy. in my teaching journey, i'm guided by a deep-rooted belief in the immense value of each student and their unique journey. central to my approach is creating a nurturing environment where every individual feels seen, heard, and respected. through open communication and genuine empathy, i strive to build strong connections with my students, fostering a sense of trust and belonging. about acknowledgement to country. i wish to express my gratitude and recognition to the traditional custodians of the land, the whadjuk noongar people, on whose territory i am fortunate to live. i pay my respects to their elders past, present, and emerging, and extend that respect to all aboriginal and torres strait islander peoples. may we walk together in harmony and mutual respect on this beautiful land. always was always will be. booked and blessed. hire transport your event to new heights with the enchanting melodies of an acoustic duo, trio, or full band, specialising in contemporary tunes. here to create an enchanting ambiance that dazzles every special occasion. let’s make your event truly unforgettable! singing lesson experience tailored private or small group lessons in contemporary genres and musical theatre, suitable for all ages, fostering sophistication, joy and skill. theory discover the world of music theory through private or small group lessons, open to all ages, with flexible durations from 30 minutes to 1 hour. weddings contact directly to discover a personalised wedding package perfectly tailored for your special day. let's make your wedding unforgettable! services OUR COURSES load more

references Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York University Press. Kittler, F. (1999). Gramophone, film, typewriter (G. Winthrop-Young & M. Wutz, Trans.). Stanford University Press. Liu, N. F., & Carless, D. (2016). Peer feedback: The learning element of peer assessment. Teaching in Higher Education , 11(3), 279–290. https://doi.org/10.1080/13562510600680582 Piaget, J. (1950). The psychology of intelligence. Routledge & Kegan Paul. Puentedura, R. R. (2006). Transformation, technology, and education [Blog post]. Hippasus. http://http ://hippasus.com/resources/tte/puentedura_tte.pdf Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). International Society for Technology in Education. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. Appleton-Century-Crofts. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257– 285. https://doi.org/10.1207/s15516709cog1202_4 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John- Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press. Walther, J. B. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication Research , 19(1), 52–90. https://doi.org/10.1177/009365092019001003

Click on the coconut to find my M ind Map. standard six A Professional Learning Network (PLN) promotes skill development and collaboration, presenting diverse viewpoints, resources, and professional support to enhance teaching and student learning. Aligned with Standard 6: Engage in Professional Learning, my PLN supports my ongoing development, keeping me informed of best practices, immersed in professional development, and reflective in my pedagogy to improve student outcomes. Creating My PLN My PLN has developed organically through intentional networking, professional development, and a genuine curiosity to continue learning. I have actively engaged with colleagues, mentors, professional organisations, and digital tools that enhance my teaching practice. Whether through formal mentorships, department meetings, attending conferences, or engaging in online communities, my PLN continues to expand. Each link and resource provides deeper insight into effective pedagogy. Impact on My Learning Collaborating with colleagues like Julia Mueller and Rhiannon Davies has introduced new behaviour management strategies and interdisciplinary approaches, like combining dance with physical education to explore rhythm. Engaging with networks like ASME and AITSL has provided resources on curriculum and assessment, while podcasts, journals, and online courses have enhanced my understanding of student engagement and classroom management. These insights make me a more flexible and resourceful teacher. Impact on My Classroom and Student Learning Wisdom from my mentors has helped me refine my lesson plans, ensuring the content is accessible. Digital tools like GarageBand, MuseScore, and Auralia make music education interactive, benefiting diverse learning styles. Professional meetings and action research have reinforced the value of reflective practice, directing me to test new methods that promote creativity and morale in my students. Consequentially, my students are more involved, collaborative, and forthcoming in musical investigation. Contributing to My Peer's Learning I transfer resources, strategies, and conclusions with colleagues through dialogues, department meetings, and informal mentoring. Whether recommending a new music instruction book, debating differentiation strategies, or co-developing cross-disciplinary projects, my contributions help nurture a culture of shared knowledge. This joint practice has guided new teaching concepts across disciplines, strengthening classroom ventures for learners outside of my own. Broader Impact on Peer Classrooms and Student's Although early in my teaching career, my PLN has mildly assisted my elder colleague's professional development. Conversations surrounding inclusive music education led to the implementation of the Kodály method, emphasising kinesthetic learning. Prioritising the voice and using solfege with hand cues, students develop pitch, rhythm, and aural skills, promoting accessibility. Further, appreciation of digital tools like Auralia has facilitated technology integration in guided practice, providing interactive ear-training exercises that energise the learning environment. Future Plans for Consolidation and Expansion To further develop my PLN, I plan to attend key music education conferences like ASME and NAfME, while expanding my digital network through platforms like LinkedIn Groups. I will deepen my engagement with organisations like KMEIA, offering practical resources. One day, I aspire to pursue a PhD or a Research Master's in Music Psychology or the Cognitive Neuroscience of Music, exploring the influence of sound on emotional regulation, memory retention, and skill acquisition. Aligned with my research commitment, I plan to conduct action research on supporting students with ADHD in music education. Using a case study approach, I will explore how kinesthetic learning, group singing, and rhythmic exercises impact engagement, focus, and musical development, aiming to identify effective practices for more inclusive classrooms.

Focus Area 3.4 (Select and use resources) Using Musition for Music Theory Instruction Objective: Reinforce students' music theory comprehension and focus through interactive, responsive learning with Musition. Facilitate the development of aural and written skills in a self-paced setting. What is the resource? Musition is an interactive music theory software designed to help students develop skills in interval recognition, rhythmic dictation, note identification, and other core theoretical concepts. How It Was Used In my middle school Music classes, Musition was integrated into music theory lessons as an instrument for self-paced learning and formative assessment. I can create my own quizzes or select from a wide range of ready-made quizzes aligned with the Western Australian music curriculum standards. Students completed interval, rhythm, and notation quizzes, receiving direct feedback on their responses. This strategy enabled them to pinpoint areas for improvement and fortify their theoretical knowledge through repetition and personalised instruction. I viewed student results, and tailored instruction to meet their specific needs and track their progress. Example: "I notice you’re having difficulty notating your key signature. Think of the acronym ‘Father Charles Goes Down And Ends Battle’ to remember the order of the sharps (F, C, G, D, A, E, B) and backwards for your flats, 'Battle Ends And Down Goes Charles Father' (B, E, A, D, G, C, F). I'll move the student from Level 7 to Level 6 in key signature writing. Focusing on simpler key signatures will build a stronger foundation before diving into complex notation. Relevant Theory Behaviourism (Skinner’s Operant Conditioning) Musition reinforces learning through direct feedback and repetition, aligning with efficient conditioning, where positive reinforcement (correct responses) supports learning. Students receive instant amendments, allowing them to revise their responses and form solid theoretical connections. Cognitive Load Theory (Sweller, 1988) Musition lessens cognitive overload by dividing intricate music theory concepts into manageable, interactive steps. The absence of foundational knowledge inhibits sequential learning, challenging students' capacity to learn advanced concepts. Constructivism (Piaget & Vygotsky) Piaget’s Constructivism: Students actively construct knowledge by engaging with theory in a "hands-on", "problem-solving" manner. Vygotsky’s Social Constructivism: The software can promote collaborative learning, where students examine problems and compare growth, broadening cognition through peer interaction. Impact on Student Learning Improved theoretical learning: Students formed a greater ability to recognise intervals, rhythms, and note patterns, enhancing aural and written knowledge. Increased engagement: The interactive essence of the software upheld student motivation, diminishing disengagement affiliated with theory conditioning. Efficient learning process: Instant feedback sped up the learning process, enabling students to capture concepts faster than paper-based activities. R esources. (click on the flowers) website measured results video & explanation

Focus Area 4.5 (Use ICT safely, responsibly and ethically) Ethical ICT Use Research Task on Music Sampling & Copyright Objective Part A: To familiarise students with copyright laws and ethical considerations in music production, primarily sampling, remixing, and appropriate application. How ICT Was Used Students investigated fair use and music sampling through Creative Commons and APRA AMCOS. They discussed licensing varieties and examined music sampling through digital media repositories YouTube, WhoSampled and Splice, while Padlet facilitated documentation and insightful analysis. How to Teach It Comparing Original Songs and Plagiarism Students studied high-profile music copyright infringement cases, such as Led Zeppelin vs. Spirit over Stairway to Heaven, to delineate the difference between creative inspiration and reproduction. Drawing on Lessig’s (2004) Free Culture Theory, this investigation underscores how copyright laws impact creativity and maintain harmony between defending intellectual property and nurturing imagination. Preliminary and Subsequent Case Studies Students observed remixes, assessing how contemporary renditions altered original compositions. This dialogue integrated Barthes' (1977) "Death of the Author" perspective, proposing that meaning in creative works is formed through interpretation rather than the intent of the initial artist. Exploring Mashups and Remixes Students argued whether remixes constitute copyright infringement or creative reinterpretation, using Whoampled and Shazam to assess the resemblance. Students explored how technological advancement redefines artistic essence (Kittler’s, 1999, Media Theory). Activity Idea Melody Remix Selecting samples from royalty-free and Creative Commons resources, students modified them using Logic Pro. Their task was to adequately alter these melodies to be regarded as innovative and original. Through student discussions and the use of tools like WhoSampled and Shazam, students analysed the relationship between original tracks and their remixed versions. This approach provides students with a tangible experience, cultivating respect for prior artists while emphasising the significance of copyright and plagiarism avoidance. Vygotsky’s (1978) Social Constructivist Theory: Learning is seen as a socially driven process, where interaction enriches learning. Jenkins’ (2006) Participatory Culture Theory: Digital media allows students to be consumers and artists, making ethical deliberations integral in remix culture. Once students completed their compositions, they moved on to Part B of the task. Teaching Cyberbullying & Respectful Online Communication Objective Part B: To teach students how to provide constructive, respectful feedback on their peers’ music creation and reflect on the effect of their words in online communication. ICT Tool Used Logic Pro X is a professional-grade digital audio workstation (DAW) and MIDI sequencer software application for recording, editing, mixing, and producing music. How to Teach It Introduction to Cyberbullying and Online Communication Students learned about the consequences of cyberbullying and the importance of preserving empathy and respect in online exchanges (Ribble’s, 2015 Digital Citisenship framework). What Makes Feedback Respectful? Students structure their feedback using the following language: "I liked the way you..." (acknowledge strengths) "Maybe you could try..." (suggest areas for improvement) "Have you thought about..." (offer alternative suggestions) (Liu & Carless, 2016) Students compared harmful and constructive feedback, analysing how language shapes online exchanges. Walther (1992) disputes that online communication can convey tone and emotional impact even with the absense of facial expressions, gesture and gait. Activity Idea Upload and Share Music Compositions Students shared their Logic Pro compositions online and reviewed 3 of their classmates tracks. Provide Constructive Feedback Using a feedback rubric, students focused on musical elements —melody, rhythm, harmony, and structure (Hattie & Timperley, 2007), highlighting the importance of explicit, actionable feedback for improvement. Reflect on the Impact of Feedback Students reflected on how their feedback might impact their classmates and responded thoughtfully, practicing gratitude even when they disagreed, accentuating peer interaction in cognitive and social growth (Vygotsky, 1978). R esources. (click on the fruits) padlet video student feedback

Focus Area 2.6 (Information and Communication Technology) GarageBand for 12-Bar Blues Composition Objective: Teach Year 8 students the principles of blues music, focusing on chord progressions and melodic invention, while operating a digital audio workstation (DAW), GarageBand to streamline the composition operation. ICT Tool Used GarageBand allows users to record, mix, and produce music with built-in loops and MIDI instruments. It is free, user-friendly, and easily accessible. How It Was Used Blues Composition: Students were introduced to the 12-bar blues progression, retaining its structure (I-IV-V chord progression) and how to devise a melody over these chords. Looping and Layering: Using GarageBand, students could drag and drop pre-recorded loops corresponding to the blues tone, adding guitar, drums, bass, and keyboard. They also recorded their melodies over the loops, practising improvisation and melodic invention. Recording and Experimentation: Students recorded their chosen instruments directly into GarageBand, layering them with additional loops or their improvisations. The ability to experiment with various instruments and sounds inspired imagination. Relevant Theory SAMR Model – Augmentation Dr. Ruben Puentedura's SAMR model allows us to comprehend how technology can alter education. Augmentation: Employing technology to amplify assessment tasks, presenting functional gains over conventional processes. In this circumstance, students used GarageBand to prepare their 12-bar blues rather than depending exclusively on analog systems. The DAW let them experiment with diverse sounds and effects, unavailable in written notation. Constructivist Learning Theory Piaget’s Constructivism: Piaget’s theory accentuates learning through experience, where students build understanding by interacting with their environment. Application in Music Education: In GarageBand, students actively experiment, layering loops and improving their understanding through investigation, instead of memorisation. Example: Students manipulate chord progressions, basslines, and melodies, reinforcing musical instinct and pattern recognition through practical work. Vygotsky’s Social Constructivism: The role of social interaction and cultural tools in learning—Zone of Proximal Development (ZPD)—the interval between independent capacity and accompanied achievement. Application in Music Education: GarageBand performs as a mediating instrument, permitting students to analyse 12-bar blues structures through direct auditory direction instead of depending merely on notation. Collaborative Learning: Students share, review, and revise their arrangements, reinforcing their knowledge of blues harmony, beat, and improvisation through peer exchange. Bloom’s Digital Taxonomy Higher Order Thinking Application: Students analyse the 12-bar blues progression by manipulating loops and experimenting with different sounds. They evaluate their compositions by listening back and making modifications. They create original blues pieces by layering melodies and improvising over loops. Impact on Student Learning Increased engagement: The interactive essence of the software upheld student motivation, diminishing disengagement affiliated with theory conditioning. GarageBand’s user-friendly interface lets students experiment and construct musical samples efficiently, sparking their curiosity about the 12-bar blues. Hands-on experience with production technology develops the authentic application of skills. Intuitive Chord Structures: Layering loops and recording melodies enabled students to internalise the blues chord progression and its form intuitively. They didn't exclusively read it on paper; they experienced how the chords functioned simultaneously, enriching their exposure. Creativity and Ownership: Garageband allowed for creative self-expression. Instead of imitating a provided melody, they could adjust it, layer unexplored tones, and trial interpretations of the 12-bar design. R esources. (click on the shells) worksheet explanation video

faq What is an FAQ section? An FAQ section can be used to quickly answer common questions about your business like "Where do you ship to?", "What are your opening hours?", or "How can I book a service?". Why do FAQs matter? FAQs are a great way to help site visitors find quick answers to common questions about your business and create a better navigation experience. Where can I add my FAQs? FAQs can be added to any page on your site or to your Wix mobile app, giving access to members on the go. How do I add a new question & answer? To add a new FAQ follow these steps: 1. Manage FAQs from your site dashboard or in the Editor 2. Add a new question & answer 3. Assign your FAQ to a category 4. Save and publish. You can always come back and edit your FAQs. Can I insert an image, video, or GIF in my FAQ? Yes. To add media follow these steps: 1. Manage FAQs from your site dashboard or in the Editor 2. Create a new FAQ or edit an existing one 3. From the answer text box click on the video, image or GIF icon 4. Add media from your library and save. How do I edit or remove the 'Frequently Asked Questions' title? You can edit the title from the FAQ 'Settings' tab in the Editor. To remove the title from your mobile app go to the 'Site & App' tab in your Owner's app and customize.

about me. my name is cait! i'm a perth-based, contemporary singer-songwriter on a thrilling journey through music and education. currently, i'm diving into the dynamic world of live music while pursuing my masters in secondary education. it's an exhilarating ride that perfectly complements my passion for crafting melodies and telling stories through song. when I'm not buried in textbooks or fine-tuning my latest composition, you'll likely find me basking in the sun at perth's stunning beaches or testing the latest culinary creations at local eateries. whether it's indulging in gourmet delights or seeking out hidden gems in the food scene. i'm an avid explorer of music in all its forms and intricacies. from the raw emotion of classical to the pulsating beats of reggae music, i'm constantly seeking out new sounds to broaden my sonic horizons. in both my musical pursuits and my venture into education, i'm fuelled by a desire to inspire and empower others. join me as i blend my love for music with the art of teaching, embarking on a journey filled with excitement, growth, and endless possibilities. education. 2024-2025 Masters of Teaching : Secondary Education University of Western Australia (UWA) 2020-2023 Bachelor of Arts : Contemporary Music Western Australian Academy of Performing Arts (WAAPA) 2019 Diploma of Arts : Music Theatre Western Australian Academy of Performing Arts (WAAPA) work experience. 2020-2024 Acoustic Sessions Duo (guitar and vocals) with Sam Reeves. Corporate Functions, Receptions, Restaurants, Bars and Cafes. E.g ECU Galas, UWA Upmarket ect 2021-2023 Gospel Choir Mamma Kin Spender recording sessions, Perth Concert Hall Music Gala, Geoff Gibbs Theatre, Rai Thistlethwayte, Fatai, Gary Pinto ect 2019 Hyde Park Festival Girl Pop Group (Singing and Dancing) 2015-2018 Class Act Performers Corporate Functions - Crown Showroom, Heart Kids Foundation, Telethon, RIEWA ect philosophy. in my teaching journey, i'm guided by a deep-rooted belief in the immense value of each student and their unique journey. central to my approach is creating a nurturing environment where every individual feels seen, heard, and respected. through open communication and genuine empathy, i strive to build strong connections with my students, fostering a sense of trust and belonging. i cherish the diversity of perspectives and experiences that each student brings to the table, understanding that it enriches our learning community in profound ways. by actively listening and encouraging dialogue, i create a safe space where students feel empowered to express themselves authentically and explore their interests freely. i'm passionate about engaging students through interactive and experiential learning, igniting their curiosity and inspiring a love for exploration. i encourage them to take ownership of their learning journey, fostering a growth mindset that celebrates both successes and failures as essential steps towards growth. as a lifelong learner myself, i'm committed to continual growth and reflection, constantly seeking new ways to evolve and innovate in my teaching practice. together, let's embark on a journey of discovery and growth, where every moment is an opportunity to learn, grow, and thrive.

get in touch for inquiries or general information, please don't hesitate to reach out at: email: caitdellamusic@gmail.com first name last name email message send looking foward to hearing from you!

acoustic duo. perfect for any occasion, we offer a captivating blend of guitar and vocals that sets the stage for unforgettable moments. with a nominal call-out fee, indulge in a three-hour set at just $450 per person. let us tailor the experience to your needs and elevate your event with our melodic magic! one on one lesson. refine your vocal skills in contemporary music with our personalised one-on-one singing lessons! opt for either a focused 30-minute session at $40 or dive deeper with a full hour for $60. with tailored instruction in modern techniques, unleash your potential and elevate your performance in today's music scene. book now and let your voice shine! acoustic trio. step into a world of acoustic bliss with our trio's captivating performance! with a harmonious blend of guitar, vocals, and percussion, we set the stage for unforgettable moments filled with enchanting melodies and soulful rhythms. negotiable call-out fees, ensuring a hassle-free experience tailored to your needs. delight in a three-hour set at an unbeatable rate of $450 per person, as we elevate your event with the irresistible charm of live acoustic music. group lesson. siblings or best friends? enjoy a one-hour session where two people can participate for $80 or three people for just $100. with expert guidance and a supportive atmosphere, unlock your vocal potential and create beautiful music together. sign up now for a fun and rewarding experience! band. dive into a realm of musical enchantment with cait and mates dynamic performance! experience a fusion of captivating melodies and energetic rhythms that ignite unforgettable moments. negotiable call-out fees. delight in a three-hour set at an unbeatable rate of $400 per person. wedding. reach out directly to customise your dream wedding experience! let's craft the perfect musical backdrop for your special day. from enchanting ceremonies to lively receptions, we tailor our performance to suit your vision. email us to negotiate what best supports your celebration, ensuring memories that last a lifetime. contact. like what you see? get in touch to learn more. first name last name email message send looking foward to hearing from you!