Welcome back

Welcome back

Curriculum Design types

Materials-centered– Series text, method book

Content-centered– Concert literature

Method approach– Orff, Kodály

Experience-based/constructivism

Experience-based Constructivist Approach

Emphasizes learning as a social process

Students make (construct) their own meanings from experiences.

Student centered– Not teacher centered

Four techniques to consider

Modality

Pacing

Size

Color

Modality

Aural

Visual

Kinesthetic

Rondo Alla Turka

Pacing

How much is being covered?

How can less be covered by some?

How can coverage be elongated?

Size

How big and/or long is the musical work?– Big=

• harmonic texture, instrumentation, reading difficulty, range/technical difficulty

• Size of print, amount of information on a line/score

– Hush

– Long= length of time

Color

Black & white can be hard to process

Color coding can assist in the chunking process

I Did It

4xA

B

C

So how do you determine if learning occurred?

Assessment of objectives– Objective=What will be learned in this

lesson?– Assessment=Did this get learned? How do

you know?

More on all of this when we cover lesson planning

Which brings us to curriculum planning…

Curriculum is the culmination of all your desired objectives– What do you want them to learn over the course of

a month? A year? K-12?– Your curriculum strategy will determine much of

this• Materials-based• Content-centered• Method approach• Constructivist

So, what were the curricular goals (long term)

in these lessons?I Did It

Hush

Rondo alla Turka

What were the objective goals (short term)

in these lessons?I Did It

Hush

Rondo alla Turka

IUP lesson plan format

Student teaching handbook sez….1. Header2. Rationale/background3. Objectives4. Concept5. Resources/materials6. Procedures7. Evaluation

Header

Your name

Grade of class/subject

Estimated amount of time

Rationale/background

Rationale: “Why bother?”– Relevance of lesson topic–

Materials/content cnetered/meothod/constructivitst philosophies will make a big difference here.

Background: “What do students know?”– Developmentally appropriate

• Known (what they already know)• New know (what they will learn after this lesson)• This may need to ‘flex’ for special needs students

More than IUP asks for….

KNOWN– What do students

already know?– Where does the

lesson developmentally start?

– What point in the spiral?

NEW KNOWN– What little piece of a

big concept will students learn?

– This will begin as the ‘unknown’ somewhere in the lesson.

– Sensory experience through unknown for learning.

How do you know what they know?

National Standards can help

School District Curriculum can help

Scope & Sequence overviews can help

Lesson objectives

Sometimes sub-titled– ‘behavioral objectives’– ‘aesthetic objectives’– ‘performance objectives’

What will happen today if all goes well?– Can be good indication of developmental

inappropriateness– How many things can be done in a day?

Resources/Materials

Resources:– Songs/pieces– Texts you might refer

to– Websites– People you contact

Materials– Stuff you need to

remember to bring/prep

– Instruments– Manipulatives– Artifacts– CD

Concept

The FERGUSON BIGGIE!!!!!!– Melody– Harmony– Rhythm– Form– Timbre– Expression

• Tempo• Articulation• dynamics

Procedures

3 parts to IUP’s plan– Introduction: how will topic be introduced?– Lesson body: Procedures/activities to bring

about learning the topic– Closure: What to do to signal the end of

the lesson/recap learning

In music plans….these 3 divisions – Often feels artificial

Evaluation

How can the teacher be assured students have a ‘new known’?– Quiz– Assessment

What might this look like?

Ferguson plan

Boardman plan

Short-hand plan

Lots of other formats

Series Text plans– Search and destroy mission